BARRIERS TO EDUCATIONAL SUCCESS

All informants were asked for their opinion about the barriers to education success facing Alaska Natives. All levels of education were examined, from pre-school to post-secondary education. While the responses varied, there were some general themes found throughout the interviews. Following are summaries of comments for each level of education.

Pre-School

When discussing pre-school, many of the comments surrounded the Head Start Program. Alaska's Head Start program is federally funded and is a comprehensive child and family development program designed to meet the needs of Alaska's low-income families with pre-school children. The comprehensive program includes: developmentally and culturally appropriate education, health, nutrition and social services, parent involvement, and career development. One informant felt the Head Start program in their community was a "very good program because it brought elders into the (pre-school) classroom." Another agreed, stating the program "helped children make the transition to grade school easier." They went on to say that the program "really teaches young children their culture." A national expert stated, "if the pre-school only focuses on school readiness and teaching the culture of school, then there's a problem. The child ends up being pulled away from their culture."

Inconsistency around the state to qualify for a Head Start program in each community was noted by a former school administrator. If there is not enough children at the right age within a community, then a community may not be able to support the program. However, "Some of the smaller communities need more help, but don't qualify." The level of parental involvement and commitment to participate in a Head Start program is widely supported and many felt it contributed to the program's success.

Good parenting, as envisioned by both Native and non-Native experts, and the training for how to parent well was a common theme when discussing pre-school education. Comments were noted, such as "Parents need to be responsible," "intervention with young parents!" "Getting parents involved," "Start with parenting skills at the pre-kindergarten level," "Parents need to be learn how to parent," and "parental training and understanding to raise a good healthy child." Parenting was not necessarily viewed as solely the mother's or father's role, but could include the extended family.

An academic informant felt the biggest problem with pre-school is the "residual affect of the boarding school." He went on to explain, "People left their homes and communities, and now they are parents, and they are unprepared to serve in that role because they weren't parented by their own parents. Personal experiences of parenting are at the root of this issue."

Elementary (Kindergarten through Grade Eight)

Several informants felt the third grade was a pivotal year in elementary education. One informant stated, "By the time kids get to third grade, we see a huge learning curve in kids, but after grade three the problems begin." Another commented, "by grade three they lose their creativity. There is no recess and school is no longer fun, so they drop off mentally at this stage." A top administrator agreed with this statement. A former superintendent believed there was a connection between the benchmark tests at third grade, and teachers' and children's performance.

Cultural awareness and responsiveness was considered very important at the elementary level. One scholar said the "greatest weakness is too few local teachers and administrators. Teachers have to understand the environment." A policy maker cited a "lack of recognition that (Alaska Native) children develop in different ways (than the 'Western' family profile)." One expert agreed, stating "there needs to be mutual accommodation between the student and his family, and the teachers and school." He proposed the questions, "Is the school experience subtractive, designed to replace the local culture with mainstream culture? Or is it additive, to teach the child about the wider world while still respecting the child's culture?" These issues affect a child's self-esteem, and by grades six, seven, and eight, these problems are magnified.

Lack of language development is a considerable barrier. One former teacher cited her own family experience to illustrate this barrier. Russian officers would spank her grandmother if she spoke Alutiiq, so her prominent language became Russian. Then her grandmother learned English from her daughter, and never learned to speak proper English. The family learned to speak and decipher broken English. This experience "has been going on for generations - raising kids not fluent in their indigenous language and now they have substandard English." The former teacher went on to say, "we all need to take responsibility (for this barrier) , but teachers have the opportunity to be consistent and dependable." "Good language development makes good readers," says a top administrator. According to those interviewed, if we are going to have immersion programs, we need good quality programs that incorporate English at an appropriate time.

By middle school, the smaller gaps experienced at the lower levels become huge gaps. Interviewees agreed that teacher training for these grades needs to considered. "We can't expect a certified teacher to have the skills to teach all grades and too often we have teachers who are not prepared for those middle school years" states one informant. She went on to say, "the family has be to involved, and this is vitally important at the middle school stage."

High School

A retired education program director felt the barrier to high school education involves "having the student understand the value of school and why they should go. They need to know how to exist in an academic world that is not of their own people's making. It is hard to be of two minds and succeed."

According to an administrator, "Most Native parents want their kids to have a choice. They can't have a choice to do something without good academic skills, but they want them to participate in their culture. A balance is needed between preparing students to do well in the 'Western' academic world and be successful in their own language and culture. Kids need to be able to read, write, and compute, know who they are and have a sense of confidence in what they can do."

Parental involvement continues to be important at the high school level. One education director believed that "Teachers and parents need high expectations, but there needs to be consistency (in those expectations) or else the teacher's expectations start to waver."

A former superintendent believed high school dropouts "happen in large schools, but there are less dropouts in smaller schools." He felt this is largely explained by the fact that these smaller schools are found in rural settings. There are no malls to hang out in so school is their social gathering place. A national policy maker commented, "the dropout rate is not the other end of the achievement issue. A key reason why students drop out is that they do not see the relationship between being in school and their future."

The high school system needs to allow more vocational education and creative ways to make high school relevant for children, according to those interviewed. We have to stop thinking of "four-year colleges." Another informant added, "kids don't see themselves in that community." "They don't ask, whose job am I going to take? What are my opportunities in my community? And schools are training them to leave their homes, not to stay. "With so much emphasis on college preparation," kids have a skewed perspective. They get a lot of emphasis on college, but are not ready to go to work. "One informant believes the rural communities" don't need so many hairdressers and travel agents. We need to steer kids to a reasonable career like health care or with the school district, and look at how many of these type of jobs are filled with 'outsiders.'" "(High school) curriculum needs to be appropriate so they can be close to home and there is a job for them. "It involves" realizing the feasibility of putting skills to work in their community and seeing clear potential for their position in the future."

One informant stated high school needs a "great overhaul. Way too many kids get lost. Principals don't know all the kids' names." A top administrator felt rural schools have the greatest opportunity to break the traditional model of the system, because they have fewer kids and can more easily introduce a cultural element into their programs.

Post-Secondary

All informants felt the number one barrier at the post-secondary level was that Alaska Native students were not adequately prepared for the expectations of colleges and universities. A former teacher commented that kids "don't have a clear understanding of what they are getting into and don't have the skills to handle it." "Either they give up or wait until they are ready." The same informant provided her own daughter's experience as an example. "She went to university, but lacked direction. Once she got her focus, she was fine. She had to get the skills, focus, and drive. They need skill development and self-concept." There is belief that the new standards-based curriculum will help turn this around.

One former superintendent believed that male and females start post-secondary education at the same percentage, but by the time they graduate, the ratio is 4:1 women to men. He felt the higher dropout rate for males was do to "no shame in dropping out." "Males are the 'un-used warriors', but women see it as their way to get out of the village."

According to those interviewed, many of vocational/technical programs do not have the necessary resources - money, programs or facilities. States an education director, "there are a lack of resources close by (for rural students) ." Another informant suggests, "Many villages should have training hubs or voc-tec centers."

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