Article Summary –
Chronic absenteeism among Native American students remains high post-COVID, with half of 34 US states showing rates 9% above state averages. Efforts in Arizona’s San Carlos school district, including care centers and cultural support, reduced absenteeism from 76% to 59%. Schools like Algodones Elementary in New Mexico affirm Native identity by closing for cultural events and offer native language classes. Improved family engagement, including home visits, aids attendance, signaling a shift from historical distrust towards a supportive educational environment.
Chronic Absenteeism Among Native American Students Surpasses State Averages
Out of 34 states, half had absenteeism rates for Native American and Alaska Native students at least 9 percentage points above the state average in the 2022-2023 school year. After missing 40 days last year, 10-year-old Tommy Betom is now on track for better attendance thanks to consistent encouragement from both his school and home. His grandmother Ethel Marie Betom emphasized the importance of education for his future.
At the San Carlos Unified School District, where 76% of students were chronically absent last year, efforts such as teacher and truancy officer interventions aim to improve attendance.
Years after COVID-19, states continue struggling with attendance. Native American students face worsened attendance rates, influenced by historical distrust of educational institutions.
Innovative Health and Cultural Programs
The San Carlos school system added care centers offering health services and led by cultural success coaches to address barriers to attendance. Superintendent Deborah Dennison notes these initiatives helped reduce chronic absenteeism from 76% to 59% in 2023-2024. These connections are reshaping perceptions of education among Native communities.
In Alaska, Nebraska, and South Dakota, most Native students remain chronically absent. Some areas see worsening trends, despite improvements for other students.
Cultural Days and Language Preservation
At Algodones Elementary in New Mexico, about two-thirds of students are chronically absent, largely due to illness and familial challenges. The school closes for Native ceremonial gatherings and offers Keres language classes, promoting cultural identity and improving student engagement.
Single parent Jennifer Tenorio appreciates the school’s cultural support: “In Algodones, teachers are truly there for the students,” she noted, observing her child’s enthusiasm for learning.
Community Engagement and Home Visits
Improved communication, including home visits, has boosted attendance at Rice Intermediate School in Arizona. Principal Nicholas Ferro emphasizes these efforts, which lead to anxious students eager to attend school, indicating a shift in school perception.
Superintendent Dennison highlights the district’s success in redefining education, moving away from historical adversarial views to foster a positive learning environment.
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