ࡱ> 584g 4bjbjVV 4 r<r< ,   8<P!0ddddd  $J"$B " dd' dd  d 5X  0!,>%@>%>% !>% :  Pathways for Native Students in Higher Education Mini-Case How to Increase Native American Student Completion Rates at the Community and Technical Colleges?  By Kayeri Akweks  TOPIC Washington has a substantial Native American/Alaska Native population, with 29 federally recognized tribes and large urban Indian populations in Seattle, Tacoma, and Spokane. The Native populations are young and growing: for some tribes, nearly one-half of their entire population is under the age of 18. Washington tribes are in an important era of cultural revitalization and nation-building. Many are taking advantage of changes in federal policy that now promote self-governance in a broad array of areas. As a result, there is a rising need for Native American people with education and training beyond high school. Interest in all facets and levels of education is growing. Dropout rates for Native students are highest in two-year colleges (as they are for all students, for a variety of reasons). Still, students who first attend a community college actually are more likely to attain a bachelors degree than those beginning their freshman year in a four-year institution. Many Native students face the challenges of juggling school, community, family, and job responsibilities. Academic preparation levels are a major obstacle, with half of all students and half of all Native community college students needing to take at least one developmental (or remedial) course in English and/or mathematics. (For these pre-college classes, students receive no college credit.) PROBLEM How to increase the completion rates of Native American students at the Washington (WA) community colleges in certificate and degree programs. WHAT IS KNOWN There are many reasons why students in community colleges in particular do not complete degrees. Quarterly and annual retention rates are therefore not particularly useful in understanding student enrollment patterns. At the same time, some current efforts reflect what the literature suggests as best practices for Native student success: consulting and engaging tribal communities; providing connections to family and culture; supporting positive Indian identity; finding Indian role models or mentors in the student body and the faculty and staff; providing comprehensive, integrated student support services; using culturally relevant curriculum and teaching; and tailoring programs to fit student schedules and other specific needs. DISCUSSION QUESTIONS What are the population age ranges of tribal people who are eligible to attend college? How many Native students are there in Washington who could attend college? What is the dropout rate for Native students at the community and technical colleges? What are low college completions rates costing tribes in terms of economic development and social services? What impacts do tribes suffer by not having more educated tribal members? Why are potential Native students choosing to not attend college? What incentives could/should WA tribes put into place to encourage participation and completion in higher education? What can colleges and universities do to encourage Native students to attend college? What colleges seem to have effective programs and why? What community and technical colleges graduate the most Native American students and why? What can Washington colleges do to increase the number of Native students attending college? If you were designing an action plan to accomplish this, what would it look like? Is your college doing enough in this area?  This case is copyright 2010 by AV. This mini-case is based upon the report Pathways for Native Students: A Report on Washington State Colleges & Universities, 2010. 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