This story is part of a collaboration on chronic absenteeism among Native American students between The Associated Press and ICT, a news outlet that covers Indigenous issues. It is reprinted with permission.
SAN CARLOS, Ariz. — After missing 40 school days last year, Tommy Betom, 10, is improving his attendance. The importance of attending school has been underscored both at school and home. Last year, he often reported that his teacher was unfair, and peers mocked his clothes. His grandmother, Ethel Marie Betom, an enrolled San Carlos Apache tribe member and his caregiver after his parents’ separation, advised him to choose friends wisely and behave in class.
“I didn’t have everything,” said Betom. “You have everything. You have running water in the house, bathrooms, and a running car.”
A teacher and truancy officer also contacted Tommy’s family to improve his attendance. He is among many in the San Carlos Unified School District, where 76 percent of students were chronically absent last school year, meaning they missed at least 10 percent of days.
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Years after COVID-19 affected schools, attendance issues persist nationwide, especially for Native American and Alaska Native students, who face higher absenteeism rates. Data from 34 states show Native students had absenteeism rates at least 9 percentage points above the state average for the 2022-2023 year.
Many schools serving Native American students aim to strengthen family connections while addressing higher illness and poverty rates. Historical distrust from forced assimilation into boarding schools also lingers. This history “may cause them to not see the investment in a public school education as a good use of their time,” said Dallas Pettigrew, director of Oklahoma University’s Center for Tribal Social Work.
The San Carlos district has introduced care centers, partnering with hospitals, dentists, and food banks, offering services at multiple schools. Cultural success coaches guide these efforts to help families overcome challenges that affect attendance.
Nearly all district students are Native, with more than half of families below the federal poverty level. Many face issues like alcoholism and drug abuse, according to Superintendent Deborah Dennison.
“You feel better, you do better,” said Jason Jones, a cultural success coach. “That’s our job here in the care center is to help the students feel better.” The district reduced chronic absenteeism from 76 percent to 59 percent in 2023-2024, attributed to community-centered efforts.
In some states, like Alaska, Nebraska, and South Dakota, most Native students remain chronically absent. In Arizona, absenteeism rose from 22 percent in 2018-2019 to 45 percent in 2022-2023 for Native students.
Algodones Elementary School in New Mexico sees two-thirds of students chronically absent. COVID-19 heavily impacted the community, especially elders, slowing students’ return to school. Excused sick days accumulate, with some students perhaps stressed about falling behind.
Staff and tribal liaisons analyze absences and emphasize parental connections. Calls are made to absent students’ homes by 10 a.m., followed by in-person meetings if necessary. “There’s illness, there’s trauma,” said Principal Rosangela Montoya, noting many grandparents raise children while parents work.
The school, with 95 percent Native American students, supports cultural identity, closing for Native ceremonial days and excusing absences for other cultural events.
For Jennifer Tenorio, the school’s Keres language classes benefit her children. Her two oldest struggled academically when discouraged from speaking Keres in earlier education. “It was sad to see with my own eyes,” said Tenorio.
Rice Intermediate School Principal Nicholas Ferro noted improved communication with families, including Tommy Betom’s, has boosted attendance. Home visits replace phone calls for many parents without working phones.
Lillian Curtis praised Rice Intermediate’s family nights. Her granddaughter, Brylee Lupe, 10, improved attendance significantly this year. “The kids always want to go — they are anxious to go to school now. And Brylee is much more excited,” Curtis said.
“Education was a weapon for the U.S. government back in the past,” said Dennison. “We work to decolonize our school system.”
Related: 3 Native American students try to find a home in college
Lee reported from Santa Fe, New Mexico, and Lurye reported from New Orleans. Alia Wong of The Associated Press and Felix Clary of ICT contributed to this report.
The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters, and funded coverage areas at AP.org
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