PULLMAN, WA – A new study reveals that the accurate counting of Native American students in Washington schools is significantly flawed, impacting essential aspects such as school funding, student services, and scholarship opportunities.
This study, commissioned by the Washington legislature, was led by Zoe Higheagle Strong, who is of the Nimíipuu (Nez Perce) tribe and serves as the director of the Office of Tribal Relations at Washington State University (WSU).
The new findings build upon a 2008 study that initially focused on the achievement gap between Native and non-Native students, highlighting both accomplishments from that earlier work and ongoing issues with data collection.
“We wanted to highlight what’s working, and what can be a model for others,” Higheagle Strong said, emphasizing the necessity of adopting a strength-based approach toward progress.
The report underscores the importance of collaboration among tribes, school districts, and the state to enhance educational outcomes for Native students.
A fundamental challenge in assessing the success of Native American education programs is the inaccurate demographic data regarding the number of Native students.
The report points out that issues surrounding data collection have persisted for decades, significantly complicating the situation.
It references successful initiatives, such as a partnership between the Swinomish Indian Tribal Community and La Conner High School, which established an environmental science program emphasizing Indigenous traditions and values.
Another success story mentioned is the Salish School of Spokane, known for its effective language immersion method that has gained recognition and has been implemented in various educational settings nationwide.
However, the report emphasizes that evaluating successes in Native American education relies heavily on accurate data about the number of Native students attending schools.
This task has been increasingly complicated since 2007, when the U.S. Department of Education altered its guidelines for counting race and ethnicity. This change resulted in a notable decrease in the recorded number of Native Americans, as those who identified as multiracial or Hispanic/Latino were often categorized under those identities rather than recognized as American Indian/Alaska Native.
Consequently, the report indicates that the data available from the Office of the Superintendent of Public Instruction is “highly inaccurate” concerning multiracial and multiethnic students affiliated with tribes who do not receive recognition as American Indian/Alaska Native in official datasets.
A recent study conducted by the American Institutes for Research found that approximately 70% of American Indian/Alaska Native students nationwide were undercounted in public education over a four-year span. In Washington specifically, this amounted to an undercount of nearly 36,000 students, translating to a potential funding loss of nearly $12 million each year for school districts catering to those students.
Higheagle Strong stresses the urgency for legislative action aimed at improving the count of Native American students in K-12 and higher education settings.
WSU successfully applied “maximum representation” practices to establish the Native Coug Scholars Fund pilot program, which was funded by the state. In partnership with tribes, WSU developed specific eligibility criteria and culturally supportive practices designed for recruitment and retention efforts.
Higheagle Strong explained that the initiative involved a thorough examination of data to identify students who had been overlooked and were not receiving deserved scholarships.
As a result, the scholarship program exhibited a significant retention rate of 83% among its recipients, in contrast to a 71% retention rate for Native students who did not participate in the program. Additionally, there was a notable increase in scholarship applications from Native American students.
Higheagle Strong remarked that the report reflects the diligent efforts made by tribes and school districts to cultivate relationships and enhance educational experiences for Native students in Washington.
“Our state is one of the leaders in the United States,” she stated, acknowledging the progress made while affirming that there remains substantial work ahead.
image source from：dailyfly
