教育公平洞察第三部分:更好地服务本土学生

Amy Bitterman

Across the United States, 由于结构性和体制障碍影响了本土学生的教育经历和轨迹,他们面临着机会差距. Opportunity gaps exist for many reasons, including ineffective curriculum and instruction, deficient social and emotional supports, inadequate educator preparation and training, 缺乏关注大学和职业准备的课程, 组织之间需要更有意义的伙伴关系, such as state education agencies (SEAs), local education agencies (LEAs), and tribal education departments (TEDs).

为了帮助海洋工程学院建立更全面地支持本土教育的能力.S. Department of Education, in 2019, 国家综合中心(国家中心)资助, directed by 趣赢平台, 开发资源,加强本地青少年的学习. 国家中心建立了本土教育合作组织(NEC),以创建这些资源,并将SEAs整合在一起, LEAs, 和ted来寻找有前途的策略来提高本土学生的学业成绩. Amy Bitterman, 他是韦斯特公司的高级研究助理,参与领导了这个项目, discusses the evolution of this work.

Q: 为什么这么长时间以来,本土学生的学业成绩一直超出他们的能力范围?

A: Historical and ongoing trauma including poverty, neglect, poor health conditions, discrimination, 有偏见的纪律政策影响了他们的教育进程. State curriculums often exclude Native history, language, and culture; and there are not enough Native teachers to serve as positive role models. Tribal education leaders are not always included in discussions to address these issues; however, 他们必须成为关于如何最好地服务本地青年的对话的一部分, 因为美国原住民和阿拉斯加原住民反复展示了韧性和克服障碍的能力.

Q: What impact has the pandemic had on Native youth?

A: COVID-19不成比例地影响了土著居民,加剧了他们的困难. With many reservations remotely located, connectivity is often nonexistent, making remote learning challenging.

Q: 韦斯特大学是如何帮助这些学生提高教育成果的?

A: 当我们被授予这个项目时,我们的第一步是将Native voice引入到这项工作中. 这种声音对于发现本土学生学习的差距和帮助他们脱颖而出所需的改进至关重要. 我们采访了15位来自全国各地的当地专家——印度教育主管和教育倡导领导人——以确定项目的方向, education strategies and practices to highlight, and overarching categories to focus on. We retained 6 Native consultants to design, develop, and implement a framework and process to help SEAs, LEAs, 和ted参与关于本土学生学习的合作和深入反思的讨论. 这个框架——一个名为“反思的圈子”的系列指导讨论——有三个目标:(1)揭示各州和地方在确保高质量方面做了什么或没有做什么, relevant, and stimulating learning experiences for Native students; (2) determine priorities; and (3) guide the creation and implementation of promising strategies to improve Native students’ education.

Q: What capabilities did 趣赢平台 bring to this process?

A: Collaboration was key to the success of this project; and it was important to meet our clients where they were in the process of change. 我们的组织和项目管理技能以及我们的能力建设专业知识支持了顾问的努力, equity mindset, and best practices.

Q: What can you tell us about the Circles?

A: 我们的本地能力领先4个州的试点3个圈子:俄克拉荷马州, North Carolina, Idaho, and Washington. In the First Circle, 来自这些州的高级SEA工作人员讨论了他们州目前支持本土学生学习的努力水平. Answers were prompted by reflection questions, organized by 6 overarching categories: Native culture and language; tribal consultation and sovereignty; effective teachers and leaders; college and career readiness and access; physical and behavioral health; and identification of promising programs and practices.

In the Second Circle, 有大量本土学生的LEAs和ted代表加入了First Circle成员. 这些代表验证、添加或澄清了第一轮的结果.

In the Third Circle, 第一圈SEA参与者和第二圈成员细化了优先事项, created a 90-day action plan, and identified longer-term goals.

Q: What was the tenor of the discussions?

A: These were hard discussions for all parties. For many tribal representatives, 这是他们第一次有来自SEA的听众真正聆听他们的演讲. It was an emotional experience for them, having been marginalized for so long; and, at first, some were distrustful of the process. It was a difficult experience for SEAs and LEAs, too. 这让他们看到了支持这些学生的差距.

Q: Are states working on plans to remedy this situation?

A: 是的,所有四个州都在制定计划,我们会继续监控他们的进展.

Q: Will there be additional Circles of Reflection?

A: 是的,我们将与其他国家进行讨论,并继续与最初的小组进行对话.

Q: 其他sea、LEAs和ted如何了解这项工作?

A: We created The Idea Bank它提供了我们本土专家开发的资源,涵盖了国家支持的主要类别, the 90-day action plan, and the more ambitious longer-term goals.

Q: How does this work help other underserved students?

A: 这项工作是提供一种机制,使这些学生的提倡者能够被听取并被纳入决策过程的重要一步.

这项工作是提供一种机制,使这些学生的提倡者能够被听取并被纳入决策过程的重要一步.

- Amy Bitterman, a 趣赢平台 senior research associate

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