Arizona 2019 Indian Education Annual Report

Arizona 2019 Indian Education

Annual Report

The Office of Indian Education In Collaboration with Data Governance

Table of Contents

Executive Summary ................................................................................................................... 1 Introduction............................................................................................................................... 3 Characteristics of Native American Student Enrollment................................................................ 5

Ethnicity............................................................................................................................... 5 Special Education.................................................................................................................. 5 Student Educational Achievement............................................................................................. 11 English Language Arts......................................................................................................... 12 Math................................................................................................................................... 13 Chronic Absenteeism Rates ...................................................................................................... 16 Graduation Rates...................................................................................................................... 18 Dropout Rates.......................................................................................................................... 21 Dropout Prevention Initiatives .................................................................................................. 22 School Safety........................................................................................................................... 23 Long-Term Expelled or Suspended Percentage Analysis........................................................ 23 Additional Funding for School Safety Program...................................................................... 24 National Indian Education Study (NIES) Survey Results ............................................................ 24 Parent and Community Involvement.......................................................................................... 25 National PTA (Parent-Teacher Association).......................................................................... 26 Tribal Gaming Contributions to Public School Education ........................................................... 27 OIE Initiatives..................................................................................................................... 28 OIE Programs...................................................................................................................... 29 OIE Events.......................................................................................................................... 32 Office of Indian Education Task Force ...................................................................................... 33 Indian Education Advisory Council ...................................................................................... 33 Many Thanks!..................................................................................................................... 33 OIE Webpage...................................................................................................................... 34 Federal Indian Education Legislation and Funding..................................................................... 34 2019 Johnson-O'Malley Supplemental Education Act Update!............................................... 34 U.S. Department of Education ? Funding for Indian Education............................................... 35 Getting Involved!..................................................................................................................... 36

Conclusion .............................................................................................................................. 37

References............................................................................................................................... 38

Appendices.............................................................................................................................. 40

Appendix A: Native American and Alaska Native Population................................................. 40

Appendix B: Arizona Tribal Lands Map................................................................................ 41

Appendix C: Native American Enrollment by State, 2018-2019.............................................. 42

List of Figures

Figure 1: Grades 3-12 Student Enrollment by Race/Ethnicity in FY19 .................................................. 5 Figure 2: Percent of High-and Low-Density Schools and Percent of Grades 3-12 Native American

Students Enrolled in High- and Low-Density Schools in FY19................................................. 7 Figure 3: Geographical Information of High-Density Schools............................................................... 8 Figure 4: Geographical Information of Low-Density Schools ............................................................. 10 Figure 5: Percent Proficient of Grades 3-12 Students Enrolled at High-Density Schools in ELA by

Race/Ethnicity..................................................................................................................... 12 Figure 6: Percent Proficient of Grades 3-12 Students Enrolled at Low-Density Schools in ELA by

Race/Ethnicity..................................................................................................................... 12 Figure 7: Percent Proficient of Grades 3-12 Native American Students at High- and Low-Density Schools

in FY17, FY18 and FY19..................................................................................................... 13 Figure 8: Percent Proficient of Grades 3-12 Students Enrolled at High-Density Schools in Math by

Race/Ethnicity in FY19........................................................................................................ 14 Figure 9: Percent Proficient of Grades 3-12 Students Enrolled at Low-Density Schools in Math by

Race/Ethnicity in FY19........................................................................................................ 14 Figure 10: Percent Proficient of Grades 3-12 Native American Students at High- and Low-Density

Schools in Math in FY17, FY18, and FY19........................................................................... 15 Figure 11: Chronic Absenteeism Rates of Grades K-8 Native American Students at High- and Low-

Density Schools in FY17, FY18, and FY19............................................................................17 Figure 12: Chronic Absenteeism Rates of Grades K-8 Students at High- and Low-Density Schools by

Race/Ethnicity in FY2019.....................................................................................................17 Figure 13: Four-Year Graduation Rates for the Cohort Year 2018 at High- and Low-Density Schools by

Race/Ethnicity...................................................................................................................... 19 Figure 14: Five-Year Graduation Rates for the Cohort Year 2018 at High- and Low-Density Schools by

Race/Ethnicity...................................................................................................................... 19 Figure 15: Four-Year Graduation Rates of NA Students at High- and Low-Density Schools for the Cohort

Years 2016- 2018 .................................................................................................................20 Figure 16: Dropout Rates of Grades 7-12 Native American Students at High- and Low-Density Schools in

FY17, FY18 and FY19..........................................................................................................21 Figure 17: Dropout Rates at High- and Low- Density Schools for Grades 7-12 by Race/Ethnicity in FY19

............................................................................................................................................ 22

Figure 18: Long-Term Expelled or Suspended Percentage Among Ethnic Groups with Total Population Percentage (All Grade Levels................................................................................................23

Figure 19: Participant Numbers by Schools........................................................................................32

List of Tables

Table 1: Percent of Grades 3-12 Special Education Students in FY19.................................................... 6 Table 2: County Level Grades 3-12 Native American Student Enrollment & High-Density Schools and

Low-Density Schools in FY19................................................................................................ 6 Table 3: Arizona Counties and Tribal Lands........................................................................................ 9 Table 4: FY19 Assessment List ........................................................................................................ 11 Table 5: A List of Statewide Programs That Address Dropout Prevention ........................................... 22 Table 6: Distribution of Fourth- and Eighth-Grade AI/AN Students Who Reported on the Extent to Which

Survey Statements about Reading about Cultures Described a Person Like Them, by Grade and School Type/Density: 2015 .................................................................................................. 25 Table 7: FY19 Instructional Improvement Fund Payment................................................................... 27 Table 8: 2018-2019 OIE Grants, Programs, Conferences, and Training............................................... 29 Table 9: A Summary of Approved Reimbursements - Tribal College Dual Enrollment Program Fund2015 ........................................................................................................................................... 30 Table 10: The Number of Language Certified Teachers in AZ for Native American Languages............ 30 Table 11: Summary of Department of Education Budget Funding Affecting Indian Education (Budget Authority in Millions).......................................................................................................... 35

Office of Indian Education Arizona Department of Education 1535 W. Jefferson Street, Bin #2

Phoenix, AZ 85007

Serena Denetsosie, Deputy Associate Superintendent 602-542-5235

Serena.Denetsosie@

Terri Beeler-Saucedo, Tribal Grants Specialist 602-542-2345

terri.beeler-saucedo@

Website:

Executive Summary

Native American (NA) students 1in Arizona experience education in diverse contexts. Many attend schools on or near reservations with a majority of their Native American peers; others attend schools where they are part of the minority. To capture their unique experiences in different settings, the Arizona 2019 Annual Indian Education Report describes NA students' educational achievements and other educational indicators based on NA student enrollment proportions2 and in contrast to students in other race/ethnicity groups. This report examines data for school year (SY3) 2018-2019/fiscal year (FY)19. It also provides information about what is being done to meet the needs of Arizona's NA students.

When reviewing the data provided in this report, it is important to think in terms of high-density schools vs. low-density schools. A high-density school has 25% NA students; a low-density school has < 25% NA students. Imagine NA students either being among other NA students in high-density schools or being one of a few or the only NA student in their low-density schools. Think about how that might affect their learning experience. The high-density and low-density school lists created for this report were based on the NA student enrollment counts in grades 3 to 12.

Data shows that NA students at high-density schools performed differently than those in lowdensity schools. For example, the assessment 4results demonstrated that the percentage of NA students who received a passing score in ELA and Math was lower at high-density schools than those at low-density schools. English Language Arts (ELA) proficiency at high-density versus low-density schools was 16% and 25%, respectively. Math rates were 18% for high-density schools vs. 25% for low-density schools. Chronic absenteeism5 (grades K-8) was higher at 27% for high-density schools and 18% for low-density schools. Chronic absenteeism is a key factor that impacts students' academic performance. 60% of Arizona high-density schools are in rural counties (i.e., Apache, Coconino and Navajo) which may cause transportation issues for NA students to attend schools consistently. Developing strategies that motivate NA students at highdensity schools to attend schools every day would be one of the top priorities for the Office of Indian Education.

1 Unless otherwise noted, Native American (NA) students include American Indian and Alaska Native students. 2 High-density schools vs. low-density schools (Na tiona l India n Educa tion Study 2015). 3 In general, the school year starts from July 1, 2018-June 30, 2019, which may vary for some schools in Arizona. 4 Assessments for school year 2018-2019 include AzM2, MSAA, ACT, and SAT. 5 Chronic a bsenteeism percenta ge ca lcula tion includes only gra des K-8.

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