Educational Opportunities for American Indians in Minneapolis and St. Paul Public Schools.

Institution	Minnesota State Advisory Committee to the U.S. Commission on Civil Rights, St. Paul.
Titel	Educational Opportunities for American Indians in Minneapolis and St. Paul Public Schools.
Quelle	(1992), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indian Education; Charter Schools; Demography; Dropout Rate; Educational Change; Educationally Disadvantaged; Elementary Secondary Education; Equal Education; Hearings; High Risk Students; Magnet Schools; Multicultural Education; Public Schools; School Choice; Urban American Indians; Minnesota + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Demografie; Bildungsreform; Problemschüler; Multikulturelle Erziehung; Public school; Öffentliche Schule; Choice of school; Schulwahl
Abstract	This report is based on background research and a community forum held in September 1990 in St. Paul, Minnesota, and addresses issues related to equal education for American Indians in Minnesota public schools. Minnesota's Native American population is increasing, is younger than non-Indian Minnesotans, and is becoming more urban than rural. The dropout rate is higher for urban Indians than for rural Indians, and the educational attainment of American Indians still lags behind that of the total population. Most of the report consists of summaries of presentations at the forum from individuals, agencies, educators, state government officials, tribal government officials, and superintendents of school districts. Of central concern was the question of whether equal opportunity in public education means simply equal access to education, or whether it includes the certainty of equal attainment. Some participants called for Indian-controlled separate schools or a separate district to educate American Indian students; others pointed to successful programs within public schools, such as cultural enrichment programs and Native language programs. Chartered schools and magnet schools were recommended as expanding parental choice and providing a means to focus the curriculum on American Indian culture and values. Many participants agreed that however Indians are educated, there must be parental involvement. The appendix is a policy brief presenting policy and legal arguments for separate and for integrated Indian schools. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC