PORTLAND PUBLIC SCHOOLS • SYSTEM PLANNING AND PERFORMANCE • AUGUST 2015

Native American Students at a Glance “Every society needs educated people, but the primary responsibility of educated people is to bring wisdom back into the community and make it available to others so that the lives they are leading make sense.”

Vine Deloria Jr, American Indian Philosopher

INTRODUCTION This brief was written to share basic information about the Native American student population at Portland Public Schools (PPS). Understanding the Native American population will help us to better meet their needs, which is critical given the persistent achievement gap affecting Native American Students across both the State of Oregon and PPS.

According to the US Office of Management and Budget (OMB), “American Indian or Alaska Native refers to a person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment. This includes people who marked the ‘American Indian or Alaska Native’ (AIAN) checkbox category.”

HISTORICAL CONTEXT HISTORY OF TITLE VII LEGISLATION 1865-1972: After the Civil War and through the early 20th century Native students were forced into boarding schools where they were stripped of their Native language and culture.

1969: A Special Senate Subcommittee on Indian Education issued a final report ,“Indian Education: A National Tragedy - A National Challenge”, focusing national attention on the educational situation of American Indian and Alaska Native students.

1972: Indian Education Act (IEA) enacted. The IEA established the Office of Indian Education and the National Advisory Council on Indian Education. The various parts of the act authorized a formula program and several competitive grant programs for Indian children and adults.

1865

2000 1994: PL 103-382 reauthorized Indian Education as Title IX Part A of ESEA (Elementary & Secondary Education Act). The formula grants were amended to require a comprehensive plan to meet the academic and culturally related academic needs of American Indian and Alaska Native students.

NATIVE AMERICAN TRIBES OF OREGON STATE

CLATSKANIE

ALSEA SUISLAW COOS

AM

AT H

NORTHERN PAIUTE

KL

ATHABASKANS (COQUILLE, UMPQUA, CHETCO, TOLOWA, TUTUTNI)

UMATILLA AND SAHAPTIANS

NEZ PERCE

SE

TILLAMOOK AND SILETZ

WASCO AND WISHRAM

MO LA LL A

CHINOOK

YU CA

After the Civil War and through the early 20th century Native students were forced into boarding schools where there were stripped of their Native language and culture. As tribal sovereignty resurged, tribes secured the ability to administer and direct tribal education programs. The Indian Education Act of 1972 ( http://www2.ed.gov/about/ offices/list/oese/oie/history.html ) was a turning point in Native education. Cultural decline was becoming commonplace in many tribal communities and Native advocates worked with Congress on the law to meet the unique needs of American Indian, Alaskan Native students, and their non-Native peers. The Indian Education Act of 1972 authorized increased funding allocated through the federal Office of Education which later became the U.S. Department of Education. The law also created the Office of Indian Education within the Office of Education, creating the National Advisory Council for Indian Education, a forum for providing input to Congress and the administration on Native education priorities. This law was the first step towards the needs around Native Education being heard at higher levels of the government. Most importantly the Indian Education Act of 1972 laid the foundation for future legislation, such as Title VII ( http:// www2.ed.gov/policy/elsec/leg/esea02/pg98.html ), which preserved and promoted the presence of cultural and linguistic education in public schools. Under Title VII, Native education stakeholders work with schools to ensure that curriculum is culturally responsive.

2001: PL 107-110 Indian Education was reauthorized as Title VII Part A of the No Child Left Behind Act. The formula grants based on challenging State academic content and student academic achievement standards that are used for all students and designed to assist Indian students in meeting those standards.

P U YA

1988: PL 100-297 made Bureau of Indian Affairs (BIA) funded schools eligible to apply for formula grants. Also creates an authorization for Gifted and Talented education.

KALA

1974: PL 93-380 amended the act to add a teacher training program and a fellowship program.

2015

TAKELMA, GALICE APPLEGATE

SHASTA

MODOC SHOSHONE

1

Native American Students at a Glance THE NATIVE AMERICAN POPULATION AT PPS The size of the Native American population in PPS is likely to be underreported. In the National census data on Native Americans, 43.8% of this population reports that they are Native and an additional race. In PPS, students and their families select their race as Native American on their registration forms. These forms also allow students to select that they are “multiracial”. If a student elects to identify as “multiracial” they would no longer be counted as Native American in the data. If a student identifies themselves as Hispanic and Native on their registration form, they are only counted as Hispanic. To the right is a graphic illustration of this problem. Students who identify as Native American racially may or may not also be identified as a Title VII documented person of Native American ancestry.

Student/family identifies as Native (counted as Native American)

Student Registry asks student and family to identify race/ethnicity?

Student/family identifies as Hispanic ethnicity and then Native race (counted as Hispanic)

Results in under-counting of Native population

Student/family identifies as multiple racial categories, including Native (counted as Multi-racial)

OTHER WAYS TO CALCULATE THE SIZE OF THE NATIVE AMERICAN/ ALASKAN NATIVE POPULATION Another way to derive the size of the Native American population in PPS is to count the number of students eligible for Title VII Indian Education Project, which provides supplementary education support of documented American Indian ancestry representing over one hundred federally recognized tribes and several state recognized tribes.

While approximately 750 students are designated as Title VII students, there are only 439 students who identify solely as Native American racially. Of those 439 students, 276 students who identify racially as Native American are also designated as Title VII in PPS. This brings PPS’ total Native population to 913 students.

However, due to the historical trauma of many Native communities, documenting ancestry can be very difficult and in some cases impossible. At different times in history some families distanced themselves from their Native identity in the hopes of escaping oppression. Others feared Federal tracking systems because they might be used as a tool against them in the future.

approximately 750 students are designated as Title VII students

276 students who identify racially as 439 students Native American are also identify solely as Native American designated as Title VII racially in PPS

This brings PPS’ total Native population to 913 students. This does not include students who racially identify as Hispanic or Multi-Racial.

2

Native American Students at a Glance NATIVE AMERICAN COMMUNIT Y AND PPS Our PPS Native American student community is over 900 students. While there are Native American students present across the district, the top schools with a Native American population are:

Percent of Native American population as identified by their Indian Education designation

Percent of Native American students as racially identified

NAYA Early College Academy (9-12)

22.7%

31.9%

Whitman (K-5)

4.5%

1.7%

George Middle School (6-8)

4.1%

2.2%

SCHOOL

The process of documenting your Title VII eligibility can be challenging. According to Title VII, “Indian means any individual who is (1) a member (as defined by the Indian tribe or band) of an Indian tribe or band, including those Indian tribe or bands terminated since 1940, and those recognized by the State in which the tribe or band reside (2) a descendent in the first or second degree (parent or grandparent) as described in (1); or (3) considered by the Secretary of the Interior to be an Indian for any purpose; or (4) an Eskimo or Aleut or other Alaska Native; or (5) a member of an organized Indian group that received a grant under the Indian Education Act of 1988 as it was in effect October 19, 1994”

PORTLAND PUBLIC SCHOOLS TITLE VII / INDIAN EDUCATION ACT PROJECT

PORTLAND PUBLIC SCHOOLS IS AN EQUAL OPPORTUNITY EDUCATOR & EMPLOYER

Talking Circle

5210 N Kerby Ave Portland, OR 97217 / Phone: 503.916.6499, Fax: 503.916.2728 www.indianed.pps.net

March 2014

S

Chief Joseph/Ockley Green School (K-8)

3.9%

1.9%

Boise Eliot/Humboldt STEAM School (PreK-8)

3.5%

1.6%

Alliance High School (9-12)

2.9%

1.2%

PCC Prep Alternative Program (16-20)

1.9%

2.2%

POTLIGHT ON STUDENT ACHIEVEMENT Title VII Indian Education senior Daphne Martin (Santee Sioux) is preparing for a career in journalism. Last spring, while reading Indian Education’s Talking Circle newsletter she learned of an exciting opportunity for high school students from throughout the U.S. to attend a six day journalist program known as J-Camp. Sponsored by the Asian American Journalists Association, this camp is designed to provide participants with in-depth knowledge of the journalism profession, and highlight the importance of and need for multiple voices and perspectives within journalism. Daphne applied and was chosen (from a large pool of prospective applicants) to attend this all-expense paid program at the George Washington University in Washington, DC. While attending J-Camp, Daphne met many successful and prominent journalists such as PBS News Hours Gwen Ifill, and MSNBC’s Early Today’s Richard Lui, who was assigned as her mentor. The camp was full of lectures, report writing and networking with journalism students and professionals. Daphne greatly enjoyed the camp, and has decided to pursue a career in broadcasting, journalism or media. After graduation, she hopes to earn her degree in journalism from The University of Oregon. Congratulations Daphne! Congratulations to Title VII student Aslan Newson (Klamath)! Aslan has been taking a class called “America SCORES” through her school’s SUN School program. In a recent poetry slam she competed along with 300 other PPS students, and won first place! She has the honor of representing Portland in the 8th Annual America SCORES

National Poetry SLAM! in New York City. She will receive an all-expenses paid trip to New York City, meet other children from SCORES programs across the country and participate in writing and performance workshops with renowned poets and spoken word artists. On the evening of Monday, April 7th, Aslan will perform at the National Poetry Slam! at the New York Stock Exchange. As stated in her award letter, “America SCORES is thrilled to offer this once-in-a-lifetime experience.” Aslan is a graduate of our Title VII Native Montessori program and has been an active participant in our programming including Summer ACE (Academic and Cultural Enrichment). We are delighted to announce that upon her return from NYC, she will be sharing her gift and performing at the 2014 Classified Connections Professional Development event on April 11th at Marshall HS! AAJA HOSTS JOURNALISM CAMP FOR HIGH SCHOOL STUDENTS IN WASHINGTON, DC The Asian American Journalists Association is seeking talented high school journalists from all racial and ethnic backgrounds to apply for its all-expenses-paid camp at Emerson College in Boston, July 29 – August 3, 2014. JCamp is open to high school students currently in their sophomore, junior, or senior year of high school and there is no fee to apply. JCamp brings together students from across the country to learn from veteran journalists and media executives. Participants will meet some of the nation’s top journalists, receive hands-on training and produce multiplatform news packages for the program’s news website. Students stay in university housing during the camp week. Eligibility & Required Materials: Applicants of all races and ethnicities are encouraged to apply. JCamp is open to high

Talking Circle A PPS Title VII / Indian Education Act Project

~ Karen Kitchen (Osage), Project Manager ~ Felicia Taylor (Siletz), Comm. Agent ~ Katherine Walker (Shoshone-Bannock), Support Specialist ~ ~ Mariel Savage (Inupiaq), Support Specialist ~ Sunshine Guzman (Shoshone-Bannock), Tutor ~ Linda Hart (Turtle Mt. Chippewa), Tutor ~ ~ Pam Smith, Administrative Assistant ~ Willa Campbell, Director of Funded Programs ~

HOW IS THE NATIVE COMMUNITY DOING THROUGH THE LENS OF THE SUPERINTENDENT’S THREE PRIORITIES?

THIRD GRADE READING THIRD GRADE READING TEST SCORES 90%

80%

70%

3765

67

3806 52

3714

33 49

60%

Number of students tested appears in box

30

33

Key point: student population who is Title VII eligible performs slightly better on third grade reading OAKS

50%

40% 2011–12 Students who racially identify as Native American

2012–13 Students who are identified under Title VII, Indian Education

2013–14

All students in the district

3

Native American Students at a Glance HOW IS THE NATIVE COMMUNITY DOING THROUGH THE LENS OF THE SUPERINTENDENT’S THREE PRIORITIES? (continued)

EXCLUSIONARY DISCIPLINE

GRADUATION

Percent of students excluded by race Asian (45/3632)

4 Year Cohort Rate: Race/Ethnicity

1%

100%

Black (558/4825)

12%

Hispanic (271/7170)

4%

“Multi-Racial” (157/3417)

50% 44%

3% 0%

5%

49%

47%

56%

40%

10%

30%

Key point: Native American population is second most excluded group behind African Americans at PPS. Exclusion is defined as students who are either expelled or suspended.

20% 10% 0%

Percent of distinct a excluded at least once by gender & race (2013-14) (including in-school suspensions, out of school suspensions and expulsions) Black Male

67%

60%

55%

60%

5%

76%

74%

70%

9%

Native (36/418) White (703/25970)

82% 74%

80%

5%

Pacific Islander (21/407)

90%

American Indian/ Alaska Native

Asian

Black

Pacific Islander

Hispanic

White

15%

Native Male

15%

Black Female

2010-2011

2011-2012

2012-2013

2013-2014

8%

Pacific Islander Male

7%

“Multi-Racial” Male

7%

Hispanic Male

6%

White Male

4%

Pacific Islander Female

4%

Native Female

4 Year Cohort Rates 2013-14 American Indian / Alaska Native Male Hispanic / Latino Male

3%

American Indian / Alaska Native Female

55%

2%

Black / African American Male

55%

2%

“Multi-Racial” Male

62%

1%

Native Hawaiian / Pacific Islander Male

63%

1%

Hispanic Female

63%

Black / African American Female

65%

Hispanic Female Asian Male Asian Female 0%

51%

2%

“Multi-Racial” Female

White Female

38%

5%

10%

15%

“Multi-Racial” Female

70%

White Male

71%

Asian Male

76% 80%

White Female

83%

Native Hawaiian / Pacific Islander Female

88%

Asian Female 0%

50%

All data on this page relates to students who racially identify as Native American. Students designated as Title VII that have not racially identified as Native American are not included. 4

Native American Students at a Glance HOW IS THE NATIVE COMMUNITY DOING THROUGH THE LENS OF THE SUPERINTENDENT’S THREE PRIORITIES? (continued)

GRADUATION (CONTINUED)

NAYA

Estimated Retention and Graduation Rates for Native American Students Entering Four and Two Year Colleges in the Year Following High School Graduation (students who identify themselves as Native American racially)

A B C D E F

SPECIFIC RESOURCES TARGETED TO THE NATIVE POPULATION AT PPS

The NAYA Family Center provides academic and social opportunities to grade school, middle school, and high school students to help them reach their full potential through academically rigorous learning opportunities, culturally specific programming, and provision of professional counseling and other support services.

All graduates earning a BA/BS within 6 years Graduates entering a 4-year college in the year following HS graduation who earn a BA/BS within 6 years

Title VII

Entering a 4-year college in the year following HS graduation Graduates entering a 2-year college in the year following HS graduation who earn a BA/BS within 6 years

The Title VII Indian Education Project provides supplementary education support to approximately 750 district students of documented American Indian ancestry representing over one hundred U.S. tribes. This project provides cultural education to connect students with their Native history, cultures and traditions, instilling pride and confidence to achieve challenging academic standards.

Entering a 2-year college in the year following HS graduation HS graduates

60%

The purpose of the PPS Title VII Indian Education Act Project is to improve the academic success of American Indian/Alaska Natives through supplemental services that support the culturally related learning needs of project enrolled children and youth. Portland’s Title VII Project is focused on three major areas:

50%

40%

Improved academic achievement 30%

Increased student retention Increased Native cultural awareness/connections The Indian Education program ( http://www.pps.k12.or.us/departments/ indianeducation/index.htm ) in PPS is housed at Jefferson High School.

20%

10%

A B C D E F

District Average**

Native American Students

District Average**

Native American Students

District Average**

Native American Students

District Average**

Native American Students

District Average**

Native American Students

District Average**

Native American Students

District Average**

Native American Students

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

5% 8% 5% 4% * * * * * * 4% 7% 5% 3% * * * * * * 6% - 13% 5% - 11% - 10% 5% 6% 0% 7% 5% 7% 0% 3% 0% 0.3% 39% 32% 29% 30% 23% 26% 18% 22% 33% 27% 27% 24% 25% 24% * * * * * * 43% - 43% - 36% - 32% - 41% - 24% - 30% -

DISCIPLINE In an effort to reduce disproportionately high rates of exclusionary discipline in the Native population, the Office of Equity and Partnerships has hired a full time Student Assistance Coordinator to support the Native American students at Franklin and Madison High Schools.

*Data for 2010-11 through 2012-13 not available as students are still within the window of completing a degree. **Data for District Average for D and E includes all races.

5