Report to the North Carolina State Board of Education

              State Advisory Council
on Indian Education
2010 REPORT TO THE NORTH CAROLINA STATE BOARD OF EDUCATION
SCHOOLS IN TRANSITION
STATE BOARD OF EDUCATION
The guiding mission of the North Carolina State Board of Education is that every public school student will graduate
from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.
NC DEPARTMENT OF PUBLIC INSTRUCTION
June St. Clair Atkinson, Ed.D., State Superintendent
301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825
In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities and
admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender,
except where exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support
6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065
Visit us on the Web :: www.ncpublicschools.org
WILLIAM C. HARRISON
Chairman :: Fayetteville
WAYNE MCDEVITT
Vice Chair :: Asheville
WALTER DALTON
Lieutenant Governor :: Rutherfordton
JANET COWELL
State Treasurer :: Raleigh
JEAN W. WOOLARD
Plymouth
REGINALD KENAN
Rose Hill
KEVIN D. HOWELL
Raleigh
SHIRLEY E. HARRIS
Troy
CHRISTINE J. GREENE
High Point
JOHN A. TATE III
Charlotte
ROBERT “TOM” SPEED
Boone
MELISSA E. BARTLETT
Roxboro
PATRICIA N. WILLOUGHBY
Raleigh
M0910
1
Table of Contents
Table of Contents
Dedication.................................................................................................................................................... 3
Foreword..................................................................................................................................................... 6
Schools in Transition
Executive Summary..................................................................................................................................... 7
Recommendations...................................................................................................................................... 9
Schools in Transition............................................................................................................................... 11
State Profile: American Indian Student Performance
A. Elementary and Middle School......................................................................................................17
• End of Grade (EOG) Composite Scores
• End of Grade (EOG) Scores by Grade Level
B. High School...................................................................................................................................19
• End-of-Course (EOC)
• Graduation Rates
• Drop-Out Rates
• Advanced Placement Courses
• SAT Scores
C. College Enrollment........................................................................................................................24
D. College Retention and Graduation.................................................................................................25
Local Education Agency (LEA): American Indian Student Performance
American Indian Student Performance by LEA...................................................................................31
• End of Grade Results
• End of Course Results
• High School Completion
• College Enrollment
Appendices
Appendix A: American Indian Mascot Update..................................................................................109
Appendix B: Strategic Pathway for Strengthening American Indian Education................................111
Appendix C: Title VII Indian Education Cohorts (2009-10).................................................................113
Appendix D: Tribes, Tribal Councils, and American Indian Organizations.........................................114
Appendix E: NC Graduation Requirements......................................................................................115
2 2010SACIE Report / TOC
Appendix F Resources......................................................................................................................117
Appendix G: References...................................................................................................................119
Appendix H: Data Sources................................................................................................................120
Appendix I: Acknowledgements.......................................................................................................121
Council Members and Staff...............................................................................................................122
North Carolina Tribes and Title VII Grantee Counties.............................................................Back Cover
3
Dedication
Dedication
The 2010 Annual Report, Schools in Transition, is dedicated to the North Carolina American Indian students who
were involved in Indian Education Programs and received a scholarship to attend a college or university. These
programs focus on the education, culture, and heritage of American Indians and Alaska Natives. The following
highlights a small sampling of these students and their accomplishments.
Clinton City Schools
Keara Mitchell, Coharie/Waccamaw Siouan, Meredith
College, NC State Contractual Scholarship, Meredith
Scholarship, NC Education Lottery Scholarship, Federal SEO
Scholarship, Academic Cooperative Scholarship
Kaelyn Chenoa Newton, Coharie/Waccamaw Siouan,
Campbell University, Gates Millennium Scholarship,
SUNS Program Scholarship, Campbell University Scholarship,
United Tribes of NC Scholarship, Ft. Bragg Commissary
Scholarship, North Carolina Legislative Tuition Grant
Columbus County
Sky Jacobs, Waccamaw-Siouan, UNC-Pembroke, United
Tribes Scholarship
Katelyn Jacobs, Waccamaw-Siouan, UNC-Pembroke,
United Tribes Scholarship
Chelsea Lambert, Waccamaw-Siouan, UNC-Pembroke,
United Tribes Scholarship
Daniel Nolan, Waccamaw-Siouan, Guilford College, United
Tribes Scholarship, Guilford College Scholarship, Methodist
University Opportunity Grant Scholarship
graham County
Eden Brown, Eastern Band of Cherokee, Southwestern
Community College, Eastern Band of Cherokee Indians
Scholarship
Samantha Hinojosa, Eastern Band of Cherokee, University
of Hawaii, Eastern Band of Cherokee Indians Scholarship
Stephanie Key, Eastern Band of Cherokee, Emory University,
Eastern Band of Cherokee Indians Scholarship
Sarah Welch, Eastern Band of Cherokee, Virginia Intermont
College, Eastern Band of Cherokee Indians Scholarship
Will Wolfe, Eastern Band of Cherokee, Brevard College,
Eastern Band of Cherokee Indians Scholarship
Guilford County
Joshua Grant Ransom, Lumbee, UNC-Chapel Hill, Pogue
Scholarship
Haliwa -Saponi Tribal School
Amber Hedgepeth, Haliwa-Saponi, Halifax Community
College, Pell Grant
Caitlyn Richardson, Haliwa-Saponi, NC Wesleyan College,
The Wesleyan Scholarship, Brighter Future Grant/Pell Grant,
NC Legislative Tuition Grant, NC State Contractual Grant
4 2010 SACIE Report / Dedication
Robeson County (2010 graduates)
Corey Barton, Lumbee, George Washington University, Gates
Millennium Scholarship, United Tribes Scholarship, Michael A.
DeMayo Scholarship, Sam Walton Community Scholars,
Presidential Academic Scholarship, University & Alumni Award
Enka Bullard, Lumbee, UNC-Pembroke, NC Association of
Electric Cooperatives, Inc. Scholarship, Katie Bunch Youth Tour
Scholarship
Lauren Caulder, Lumbee, UNC-Chapel Hill, Gates Millennium
Scholarship, NC Teaching Fellows Program
Brandi Chavis, Lumbee, East Carolina University, State Employee
Credit Union Scholarship
Rachel Collins, Lumbee, UNC-Chapel Hill, Gates Millennium
Scholarship
Francine Cummings, Lumbee, UNC-Pembroke, Quickie
Scholarship
Steven Greer, Lumbee, UNC-Pembroke, NCEOP Scholarship
Trenton Hammonds, Lumbee, UNC-Pembroke, NC Merit
Scholarship
Carmen Hipp, Lumbee, Johnson & Wales University, National
Student Organization School
Belinda Hunt, Lumbee, UNC-Pembroke, American Indian Grant
Chelsey Hunt, Lumbee, Campbell Hunt, Scott Ellis Ward
Scholarship
Alicia Jones, Lumbee, UNC Chapel Hill, Gates Millennium
Scholarship, Dupont Employees Scholarship
Jakoyia Jones, Lumbee, Sandhills Community College, Lumber
River Electric Membership Scholarship
Jordan Jones, Lumbee, UNC-Chapel Hill, The Carolina Covenant
HOKE County
Benjamin Locklear, Lumbee, UNC-Pembroke, Hoke County
Native American Scholarship
Leslie Locklear, Lumbee, UNC-Chapel Hill, Gates Millennium
Scholarship, Hoke Native American Scholarship, 2009 Ronald
McDonald House Charities Scholarship
Richard Locklear, Lumbee, UNC-Pembroke, UNC-Pembroke
Merit Scholarship, Hoke County Native American Scholarship,
Scholarship for Native Americans
Ronnie Lowery, Lumbee, Johnson & Wales University,
Chancellor Scholarship, NC Contractual Scholarship,
Presidential Scholarship, Hoke County Native American
Scholarship
Amanda McNeill, Lumbee, UNC-Pembroke, United Tribes
Scholarship, Hoke County Native American Scholarship, NC
Native American Scholarship, Lumbee River Electric
Membership Corporation Scholarship
Person County
Josh Hudson, Sappony, Avery University, Stuart Camp
Scholarship
Teryn Smith, Sappony, UNC-Chapel Hill, Sappony Education
Scholarship
Ryan Stewart, Sappony, UNC Charlotte, Sappony Education
Scholarship
richmond County
Stephanie McGee, Cherokee, Wingate University, Trustee’s
Scholarship from Wingate University
Billy Hatcher, Cherokee, NC State University, C & L Joyce
Memorial Scholarship, Outstanding Senior Math Student
Vulcan Scholarship, Pee Dee Scholarship, The Cole Scholarship
Dedication 5
Joshua Jones, Lumbee, Campbell University, Scott Ellis Ward
Scholarship
Lella Kenworthy, Lumbee, UNC-Chapel Hill, PSRCAEOP
Scholarship
Brandon Klingenschmidt, Lumbee, East Carolina University,
Scotland Memorial Scholarship
Michael Locklear, Lumbee, College, State Employee Credit
Union Scholarship
Taylor Locklear, Lumbee, NC State University, Chancellor
Award
Jessica Oxendine, Lumbee, UNC-Chapel Hill, Voice of
Democracy Scholarship
Kevin Oxendine, Lumbee, NC A&T, Presidential Scholarships,
NC A&T Minority Scholarship
Brandi Scott, Lumbee, UNC-Pembroke, NC Teaching Fellows
Program
Britney Strickland, Lumbee, UNC-Pembroke, NC Teaching
Fellows Program
Tiffany Tyler, Lumbee, UNC-Chapel Hill, State Employees
Credit Union Scholarship, Native American Scholarship,
ACME Electric Scholarship, NCTUANT Scholarship
Scotland County
Casey Jordan Dial, Lumbee, St. Andrews Presbyterian
College, Trustee Scholarship, General Honors Scholarship,
McGregor Foundation Scholarship, Laurinburg Chamber of
Commerce PASS Scholarship
Catherine Frances Dial, Lumbee, UNC-Chapel Hill, Joseph E.
& Grace Needham Pogue Scholarship, General Alumni
Association Scholarship, Duke Energy Bioscience Scholarship,
Scotland Memorial Foundation Scholarship
Brandon Edge, Lumbee, UNC-Pembroke, Hewitt & Priscilla
McDougald Fume Scholarship
Josh Lane, Cherokee/Lumbee, UNC-Pembroke, Business,
Finance and Marketing Scholarship
Kristen Locklear, Lumbee, NC State University, UNC Campus
Scholarship
Dawjuanna Prince, Lumbee, UNC-Charlotte, UNC-Charlotte
Academic Scholarship, Scotland Memorial Foundation
Scholarship, McGregor Foundation Scholarship, Louis Graham
Davis Scholarship, National Association of University Women
Scholarship, Ministerial Alliance Scholarship, Delta Sigma
Theta Sorority Scholarship
Ericka Renee Williams, Lumbee, St. Andrews Presbyterian
College, Alumni Level Achievement Award, St. Andrews
Humanitarian Award, St. Andrews Leadership and Service
Award, St. Andrews Heritage Award
Swain County
Chantele Lossiah, Eastern Band of Cherokee, Southwestern
Community College, Eastern Band of Cherokee Indians
Scholarship
Evie Owle, Eastern Band of Cherokee, Southwestern
Community College, Eastern Band of Cherokee Indians
Scholarship
Nekime Smith, Eastern Band of Cherokee, Arizona
Automotive Institute, Eastern Band of Cherokee Indians
Scholarship
Misty Sutton, Eastern Band of Cherokee, Lenoir Rhyne
College, Eastern Band of Cherokee Indians Scholarship
Monica Walk, Eastern Band of Cherokee, Western Carolina
University, Eastern Band of Cherokee Indians Scholarship
Wake County
Sheena Dial-Seymour, Lumbee, UNC-Pembroke, Alpha-Pi
Graduate Chapter of the Alpha-Pi Omega Sorority Inc.
Scholarship
6 2010 SACIE Report / Foreword
Since 1988, the State Advisory Council on Indian Education (SACIE) has served as advocates for
American Indian students enrolled in North Carolina public schools. In its advisory capacity to the
State Board of Education (SBE), the Council has the opportunity to present information and make
recommendations specific to the educational needs of American Indian students. The Council is
charged with the duty of advising the SBE on effective educational practices and initiatives for
American Indian students. Likewise, the Council advises regarding programs that could potentially
have negative effects on this population. The Council consistently allocates both time and effort to the
identification of strategies, interventions, and initiatives that will raise academic achievement and
reduce the dropout rate of American Indian students. This work is very important since, without
question, many American Indian students are falling behind their peers in the state and nation and are
ill-equipped to meet postsecondary and career demands as adults.
In 2009, the National Governors Association Center for Best Practices (NGA Center) and the Council of
Chief State School Officers (CCSSO) began a collaborative with teachers, school administrators,
university faculty, content experts, and others to develop common core state standards that define the
knowledge and skills students should have within their K-12 education careers so they will graduate high
school able to succeed in entry-level, credit-bearing academic college courses and in workforce training
programs. This collaborative, known as the Common Core State Standards Initiative (CCSSI), is an
unprecedented state-led initiative designed to create consistent and clear learning standards for grades
K-12 in English/language arts and mathematics that all states will be able to use.
Immediately following the June 2, 2010 release of the Common Core State Standards (CCSS), the SBE
adopted the standards thereby becoming one of the first states to embrace clear and consistent goals to
prepare children for success in college and/or work environments. While the Council supports this action
taken by the SBE, the Council has some concerns with the CCSSI. As the SBE and the North Carolina
Department of Public Instruction (NCDPI) create an operational roll-out plan for the fall of 2012, the
Council urges the SBE to carefully review this implementation plan to make sure North Carolina
American Indian cultural heritage is integrated throughout all curricular areas and is not treated as an
“addition” to the standards. Also, the Council urges the SBE to develop relevant, authentic professional
development for teachers to expand their instructional competencies.
Your consideration of these suggestions and the recommendations included in the report is greatly
appreciated. As always, the Council looks forward to continued partnerships with the SBE and the NCDPI
in the delivery of educational services to American Indian children located throughout North Carolina.
Zoe W. Locklear, Ph.D.
Chair, State Advisory Council on Indian Education
Foreword
SACIE 2010 REPORT TO THE NORTH CAROLINA STATE BOARD OF EDUCATION
SCHOOLS IN TRANSITION
Executive Summary
and Recommendations
7
Executive Summary
Executive Summary
Background
In 1988, the N.C. General Assembly enacted
Article 13A (NCGS §115C-210) to establish a
fifteen member State Advisory Council on Indian
Education to serve as the mechanism for
advocating on behalf of American Indian
students. Membership consists of American
Indian parents and educators, legislative
members, representatives from the UNC Board
of Governors, and a member of the North
Carolina Commission of Indian Affairs.
The Council serves a crucial role in advising the
State Board of Education (SBE) on issues
pertaining to the education of American Indian
students. More specifically, the Council is
charged with the following duties:
• to advise the SBE on effective educational practices for American Indian students;
• to explore programs that raise academic achievement and reduce the dropout rate among American
Indian students;
• to advise the SBE and the Department of Public Instruction (DPI) on ways to improve coordination and
communication for the benefit of American Indian students affected by state and federal programs
administered at the state level;
• to prepare and present an annual report to the SBE, tribal organizations, and to conferees at the annual
North Carolina Indian Unity Conference; and
• to advise the SBE on any other aspect of American Indian education, when requested.
The Council, in addition to others across the state, has identified multiple areas of concern that negatively impact
the lives of American Indian youth. The Council has placed priority on two specific concerns:
 
(1) improving graduation rates for Native students, and (2) addressing the dropout crisis.
While the high school drop-out rate for American Indian students decreased at a faster rate than the state
average, 3.4 percentage points over the last five years, these students are leaving school 1.2 times as often as
other students. American Indian males, with a rate of 6.62 percent, have the highest dropout rate of any ethnic
group. During the 2008-09 academic year, the 4-year cohort graduation rate for American Indian students was 60
percent, a 6.2 percentage point increase from the 2007-08 school year.
8 2010 SACIE Report / Executive Summary
Schools in Transition
The educational system of the United States is
undergoing sweeping changes as Congress
contemplates the reauthorization of the
Elementary and Secondary Education Act. The
reauthorization has led national organizations and
states to consider revisions of educational
standards and adoption of national standards. In
this atmosphere of change there are
opportunities for the NC State Board of
Education, in concert with the State Advisory
Council on Indian Education, to develop new
initiatives that will influence the new state
curriculum guidelines and lead to on-going and
active involvement with the improvement of
educational opportunities for American Indian
students. For Native communities, these
opportunities can influence the process of
change in ways that make school districts more
responsive to the unique status and cultural
differences of American Indian students.
In its 2010 Annual Report, the Council explores how the Common Core Standards Initiative, Advanced
Placement® (AP) courses, and Academically and Intellectually Gifted (AIG) Programs can influence the
academic achievement of American Indian students. American Indian students attending the University of
North Carolina at Chapel Hill were interviewed in an attempt to gain insight into Native participation in AP and
AIG Programs. The Council was pleased to learn that none of the students expressed the difficulty level of the
AP courses as a deterrent; however, it was articulated that the courses were only offered on-line and that was
a determining factor as to enrolling in AP courses.
Unfortunately, the Council was discouraged by the very low participation and examination rates of American
Indian students in Advanced Placement courses. According to 2009 data, American Indian students comprised
only 0.6% of the AP examinations given in North Carolina. The number of American Indian students in North
Carolina Public Schools taking at least one AP examination increased from previous years. Records indicate that
in 2009, 143 students took at least one AP examination while in 2008 and 2004, only 128 students took at least
one examination. Of the 143 students in the 2009 group, 66 scored a 3 or higher. Thus, although more
American Indian students took an AP examination in 2009, a small percentage (0.4) of them scored at least a 3
on the exam.
When asked about their participation in an AIG Program, almost all of the students indicated they were
enrolled. Participation consisted of 30-minute weekly meetings with instructors outside regular class time.
Many felt that the experience was “identical” to the regular class and enrichment was not addressed.
Recommendations 9
Recommendations
The State Advisory Council on Indian Education advises the State Board of Education and local school districts to
respond as follows:
Recommendation 1:
Partner with the North Carolina Commission of Indian Affairs to host an Indian Education Summit
during the 2010-11 school year.
The Summit would bring together parents, teachers, Title VII Coordinators, superintendents, tribal leaders, and
community members. The primary objective of the Summit would be to provide a forum for the exchange of
ideas, the identification of major issues, the development of a research agenda, and the development of an
action plan for next steps – all directed toward the improvement of educational opportunities for American
Indian students.
Recommendation 2:
Establish a task force, to include knowledgeable LEA practitioners, university and college faculty
members, and other individuals to study the underrepresentation of American Indian students
identified and served as Academically and Intellectually Gifted (AIG).
The task force should: (1) research best practices related to the identification of AIG students who are
American Indian; (2) review the professional literature, consult nation/local experts, and study school districts
which have been more effective in meeting the needs of AIG American Indian students; and (3) develop
guiding practices and recommendations for the identification and placement of American Indian students in AIG
programs.
Recommendation 3:
Commission a study to analyze the patterns and trends of enrollment of American Indian students in
Advanced Placement (AP) courses to identify issues, concerns, accomplishments, barriers, course
delivery, and implementation and future plans/initiatives.
Recommendation 4:
Partner with states not only with significant American Indian populations, but also those that have a
comprehensive American Indian curriculum to ensure the integration of culture and heritage into all
aspects of the curricula.
10 2010 SACIE Report / Executive Summary
SACIE 2010 REPORT TO THE NORTH CAROLINA STATE BOARD OF EDUCATION
SCHOOLS IN TRANSITION
Schools in Transition
11
Introduction: Common Core State Standards
The Common Core State Standards Initiative
(CCSSI) is a state-led effort to establish consistent
and clear content standards for Kindergarten-12 (K-
12) English/language arts and mathematics that all
states can use. Beginning with the establishment
of the initiative in April 2009, the National
Governors Association Center for Best Practices
(NGA Center) and the Council of Chief State School
Officers (CCSSO) have collaborated with teachers, school administrators, university faculty, content experts,
assessment specialists, researchers, business/industry leaders, national organization representatives, and
community groups to develop a clear and consistent framework, in the form of standards, that will guide the
preparation of all children for eventual success in college and/or the workforce. The standards are based on the
most effective models from several states and countries and are viewed as transformative. As written, they
provide teachers and parents with a common and clear understanding of what students are expected to learn
at each grade level, regardless of where they live. These newly developed standards define the knowledge,
skills, core concepts, and procedures students should acquire during their K-12 education careers so that
following high school graduation they will be prepared for success entry-level, credit-bearing academic college
courses or in workforce training programs. The standards are: (1) aligned with college and work expectations;
(2) written in clear, understandable, and consistent language; (3) inclusive of rigorous content and application of
knowledge through higher-order thinking skills; (4) built on the strengths and lessons of current state standards;
(5) based on information from top performing countries to ensure student success in a global economy and
society; and, (6) are evidenced-based (Common Core State Standards Initiative website, 2010.)
The 2002 reauthorization of the Elementary and
Secondary Education Act of 1965 (ESEA) made
changes in federal education policy under the “No
Child Left Behind Act” which mandated
accountability for results, an emphasis on doing
what works based on scientific research, expanded
parental options, and expanded local control and
flexibility. As part of the accountability provisions
included in the law, a goal was set for having every
child make the grade on state-defined education
standards by the end of the 2013-14 school year.
Every state developed benchmarks to measure
progress for student learning and disaggregates
student achievement data. The resulting wide
variations in standards across states produced
uneven quality in public education. Concerns for equity for all students prompted the NGA Center and the CCSSO
to initiate a project to set uniform standards across all states, otherwise known as the Common Core State
Standards (CCSS). The new standards are designed to develop and support “college and career readiness” in all
students and reflect a concern that American students, in general, are falling behind in school achievement as
compared to students in other industrialized nations. The race for global competitiveness in business and industry
motivated some of the thinking embedded in the standards. These new standards represent a significant change
from the goal of “achievement at grade level” mandated by the “No Child Left Behind Act” by exceeding this
fundamental expectation.
Schools in Transition
Schools in Transition
12
As stated, a primary driving force behind the CCSS is a concern for educational equity and opportunity for all
children, regardless of location. Although adoption of national standards will undoubtedly be controversial among
many educators in a country that has greatly valued state and local control of education, uniform standards at the
national level are seen by some as a way to achieve this ideal of educational equity for all children.
At the conclusion of an extensive developmental process, on June
2, 2010, the CCSSO and the NGA Center released the final version
of the Common Core State Standards. The release of the standards
highlighted what was viewed as a collaborative effort to increase
student achievement. Commencing with this date, the states began
to adopt and implement to CCSS. During the three-year
developmental process, stakeholders expressed unwavering
support for the notion that strong schools are the surest way to
create national long-term economic success and that students of
today must be prepared to compete in a global market.
As of July 2010, 28 states had adopted this new set of common academic English/language arts and
mathematics standards, thereby replacing their own individual state standards. By the end of the year, 41
states are expected to have adopted the standards, according to the CCSSO. Such action represents a major
shift in education practice in a relatively short amount of time. It is noteworthy that following the launch of the
CCSSI, for the first time, states began considering academic expectations across state lines.
Throughout the United States, school districts are undergoing sweeping changes as Congress contemplates
the next reauthorization of the Elementary and Secondary Education Act. In anticipation of the reauthorization,
policy makers were influenced to consider revisions and/or elimination of respective state standards in order to
adopt and conform to the national standards. With strong support from Governor Beverly Perdue, on June 4,
2010, the North Carolina State Board of Education formally adopted the Common Core State Standards,
becoming one of the first states in the nation to do so. The SBE and the NC Department of Public Instruction
(NCDPI) will now proceed to develop an operational rollout/implementation plan for the fall of 2012.
Whenever systems are undergoing change, there are opportunities for innovation as well the presentation of
challenges. For American Indian communities, it is important that the change process of change is implemented
by school districts which are cognizant of the unique status and cultural differences of American Indian
students. The challenge for districts is how to implement changes in positive, affirmative, and inclusive ways.
In this era of revolutionary change, opportunities will emerge for the State Advisory Council on Indian Education
(SACIE) to participate in state initiatives to improve educational opportunities for American Indian Pre-K-12
students. As evidenced in this report, disparities persist between the End of Grade (EOG) test scores for
American Indian students and the scores of other groups of students. These performance disparities continue
to be of concern to the Council. The adoption of national standards and revisions of state standards provides an
opportunity to address these disparities through curricula changes and increased attention to the unique status
and identities of American Indian students enrolled in the state educational system.
As part of the Common Core State Standards Initiative, states are being asked to revise their state plans to
bring them into alignment with the national standards. North Carolina has embarked on making such revisions.
The opportunity exists for the State Board of Education to receive input from various constituencies, including
the SACIE. For example, wherever American Indian cultural information is included in the curriculum, Indian
students will feel recognized and validated. The North Carolina Humanities Council has produced a valuable
resource in the form of a curriculum guide on American Indians in North Carolina which could serve as a
2010 SACIE Report / Schools in Transition
Schools in Transition 13
reference for accurate information to be included throughout the revised state curricula. Additionally, a number
of related quality resources are available at the LEARN NC website and are readily accessible to consumers.
These new standards of “college and career readiness” may pose challenges to American Indian students whose
family backgrounds do not include college educated parents or other close relatives with postsecondary degrees;
hence, these students often do not have the same kind of parental role models that many majority students with
college educated parents and middle class socio-economic lifestyles experience. In situations where poverty is a
large part of the family background, college attendance may seem like an unattainable goal, another disincentive
for postsecondary preparation. The revision of the North Carolina academic standards requires sensitivity to the
myriad financial, cultural, and familial situations which influence student achievement. As the primary voice to the
North Carolina State Board of Education for the state’s American Indian families and students, the State Advisory
Council on Indian Education is in a unique position to be an active participant in revisions.
Often, the most meaningful reform occurs implemented at the local level in school districts where teachers are
the curriculum decision-makers. Regardless of the subject matter, high academic standards require a rich and
varied curriculum as well as teachers who are knowledgeable about and skilled in the delivery of the curriculum.
In sixteen local education agencies (LEAs) and one charter school, American Indian students and parents
benefit from the services provided by their Title VII programs. The funding for Title VII programs, which serve
students who are members of both state and federally recognized tribes, can be viewed as acknowledgement
by the federal government that Indian children are eligible for special services. Title VII program coordinators, in
addition to members of their program parent committees, can and should advocate for curricula consideration
for American Indian students based on cultural differences as well as other unique characteristics.
Advanced Placement Courses and Academically and Intellectually
Gifted Programs
With new standards for “college and career readiness”
successful student enrollment in Advanced Placement (AP)
courses and Academically and Intellectually Gifted (AIG)
programs will become increasingly more important as
indicators of student achievement. Data show that American
Indian students do not participate in AP courses at the same
rate as white students (College Board, 2010.) Too often,
American Indian students are not represented in AIG
programs at the same level as white students. A
contributing factor to this low participation is that many of
the high schools where American Indian students attend are
both rural and low wealth and do not have adequate
resources to offer a wide range of AP classes or to support
teachers in earning AIG licensure.
During 2009, the number of American Indian students in North Carolina public schools taking at least one
AP examination increased from previous years. Records indicate that in 2009 143 students took at least one
AP examination while in 2008 and 2004, only 128 students took at least one examination. Of the 143 students
in the 2009 group, 66 scored a 3 or higher as compared to 67 in the class of 2008 and 57 in the class of 2004.
Thus, although more American Indian students took an AP examination in 2009, a small percentage (0.4) of
them scored at least a 3 on the exam.
14
Although the College Board generates PSAT score reports that predict the students who should be successful
in AP classes, unless American Indian students receive sufficient counseling to enroll in the classes, they may
not do so independently. Therefore, it is possible that eligible students are simply “overlooked” by high school
teachers and counselors resulting in an underrepresentation of American Indian students in AP classes.
Recently, a focus group of six American Indian university students at the University of North Carolina at Chapel
Hill (UNC-CH) were asked whether they had taken AP courses. All except one replied they had taken at least
one AP course in high school. When asked why they had taken the AP course(s), they replied “to get into
college.” When asked why they did not take more AP courses, one primary reason articulated, was that the AP
courses were only offered on-line and as one student strongly declared, “I don’t like on-line courses.” The
students also stated that since the AP courses were taught across two semesters, or year-long, but carried
only one course credit, this was seen as a disincentive. None of the students expressed the difficulty level of
the courses as a deterrent. When asked about their participation in an Academically and Intellectually Gifted
program, all of the students except one indicated they were enrolled in such programs and courses, but their
experiences were almost identical to the “regular” courses with the exception that students in the AIG
programs, had 30-minute weekly meetings with their instructors outside the classroom. The one student who
indicated that she did not take AP classes and was not enrolled in an AIG program said that she did not have
these academic enrichment experiences because her high school did not offer such programs. She
commented, “We were too poor.”
North Carolina is one of only six states in the nation that has legislation that mandates
identification of and services to AIG students. This legislation states that “...academically
or intellectually gifted students perform or show the potential to perform at
substantially high levels of accomplishment when compared with others of their age,
experience, or environment. Academically or intellectually gifted students exhibit high
performance capability in intellectual areas, specific academic fields, or in both
intellectual areas and specific academic fields” (§115C-150.5.) The North Carolina
definition stresses intellectual and academic performance, but program standards,
policies, and implementation plans are developed by each LEA. The statute is explicit in
its emphasis on intellectual performance, whereas studies of giftedness often define it
as being comprised of a number of qualities such as enthusiasm, persistence, artistic
expression, and intellectual interests (Ford, 2008.) Unfortunately, the narrow state
definition often means that test scores, perceived to be a quantitative measure of
intellectual ability and capacity to learn academic material, become the primary
standard for inclusion of students in AIG programs.
There seems to be a fairly standard response among Indian parents when discussions of Indian student
academic achievement arise. Parents often state, “Teachers don’t understand that my child learns differently.”
The implication is that Indian students have different learning styles than non-Indians, but the differences are
very hard for parents, researchers, and teachers to articulate and discern. Teachers, especially those with large
classes, find it difficult to differentiate instruction to accommodate different student learning styles and/or
modify their curricula and lesson plans.
There is an extensive body of literature on American Indian student learning styles. Given there are
approximately 567 federally recognized American Indian tribes, it is not surprising to find vast differences
between tribal groups in terms of geographic environments, linguistic backgrounds, and cultural values.
Further, in North Carolina, in addition to the federally recognized Eastern Band of Cherokee, there are eight
state recognized tribes making it impossible to generalize about differences in learning styles between Indian
and non-Indian students (Pewawardy, 2002), although there seems to be general consensus that Indian
2010 SACIE Report / Schools in Transition
Schools in Transition 15
children in their own families learn in ways which tend to be more experiential than purely intellectual.
Anecdotal evidence indicates that Indian children learn from observing and modeling adult behavior (Swisher,
1991.) Research evidence indicates that American Indian students may express giftedness more readily in
artistic and other forms of performance behaviors such as singing and dancing as opposed to purely intellectual
and academic performance (Pewewardy, 2002.)
Plans for the identification of academically and intellectually gifted students in North Carolina public schools are
developed at the Local Educational Agency level. A study of minority participation in AP and AIG courses
(Darity, 2001) indicated that school districts used multiple indicators of intelligence to identify students for AIG
courses, but student perceptions from the UNC-CH focus group were that teachers largely identified students
based on subject grades. The disparities in achievement on standardized tests indicates that if Indian students
are perceived as low achievers they are less likely to be identified for AIG courses.
The student in the focus group mentioned above who commented that her school was “too poor” to offer AP
and AIG courses raises another issue for American Indians and that is simply a resource issue. The American
Indian communities in North Carolina are located in predominantly rural areas of the state, or Tier I counties,
which typically lack the resources to offer specialized courses and which are negatively impacted by high
teacher turnover often due to the poor quality or lack of resources in their schools (Montgomery, 2001). If the
SBE will recognize that state standards for AIG students are based on only one area of possible giftedness and
initiate a systematic study of current practices in identifying students for these classes, current
underrepresentation of American Indian students in those classes might be mitigated.
A systematic review should be taken of the quality of the classes offered across LEAs. One finding from the
discussion with the focus group of American Indian college students at UNC-CH was that being in an AIG class
simply meant that students were required to attend mandatory one-on-one sessions with their teachers for
one-half hour once a week. Given the current shift in national standards to college and career readiness,
emphasis on student performance in AP and AIG courses as indicators of college readiness, the SBE should
16
conduct a systematic study of the quality of these courses, requirements for student identification, and
potential changes that may need to be made to policies and procedures to ensure the intent of the legislation
for AIG programs is being implemented as envisioned.
Recommendations:
The State Advisory Council on Indian Education advises the North Carolina State Board of Education and local
education agencies (LEAs) to respond to the following:
• Partner with the North Carolina Commission of Indian Affairs to host an Indian Education Summit
during the 2010-11 school year. The Summit would bring together parents, teachers, Title VII Program
Coordinators, superintendents, tribal leaders, community members, and other interested parties.
The primary objective of the Summit would be to provide a forum for the exchange of ideas, the
identification of major issues, the development of a research agenda, and the development of an
action plan for next steps – all directed toward the improvement of educational opportunities for
American Indian students.
• Establish a task force to include knowledgeable LEA practitioners, university and college faculty
members, and other individuals to study the underrepresentation of American Indian students
identified and served as Academically and Intellectually Gifted. The task force should: (1) research best
practices related to the identification of AIG students who are American Indian; (2) review the
professional literature, consult national and state experts, and study practices in school districts which
have been more effective in meeting the needs of AIG American Indian students; and (3) develop
guiding practices and recommendations for the identification and placement of American Indian
students in AIG programs.
• Commission a study to analyze the patterns and trends of enrollment of American Indian students in
Advanced Placement (AP) courses to identify issues, concerns, accomplishments, barriers, course
delivery and implementation, and future plans/initiatives.
• Partner not only with states that have significant American Indian populations, but also with those that
have a comprehensive American Indian curriculum to ensure the integration of American Indian culture
and heritage in all aspects of the curricula.
2010 SACIE Report / Schools in Transition
SACIE 2010 REPORT TO THE NORTH CAROLINA STATE BOARD OF EDUCATION
SCHOOLS IN TRANSITION
State Profile
State Profile
17
End of Grade Composite Scores
Composite scores in reading and math are compiled by averaging the results of End of Grade tests for grades
3-8. In 2008-09, the achievement gap between American Indian students and the state average composite
scores in reading increased and is now a 16.3 percentage point gap. However, the gap in math has decreased
3.4 percentage points since 2005-06 reports.
Elementary/Middle School Achievement
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
84.6
78.2
85.5
78.8
84.9
76.7
59.8
43.5
56.8
40.8
State American Indian
% of Students At or Above Level III
Although the American Indian proficiency percentage
increased in 2008-09 by 2.7 percentage points, the
roughly 16 percentage point gap between American
Indian students and their state counterparts remained.
This is the largest gap reported in five years
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
87.3
83.1
63.4
49.1
66.4
54.1
71.0
59.1
73.2
61.4
State American Indian
READING
Composite Percent Proficient - Grades 3 through 8 Combined
(Percent of Students At or Above Achievement Level III)
MATH
Composite Percent Proficient - Grades 3 through 8 Combined
(Percent of Students At or Above Achievement Level III)
American Indian students increased proficiency
levels by 2.3 percentage points in 2008-09, the
smallest increase reported in the past five years.
The proficiency gap between American Indian
students and their state counterparts (11.8) showed
no significant change in the 2008-09 reporting period
from the previous year.
% of Students At or Above Level III
Elementary/Middle School Achievement
18 2010 SACIE Report / State Profile
End of Grade Scores by Grade Level
The tables below show test performance data by grade level over the most recent five year period. The percent
proficiency of a certain class of students can be followed by reading diagonally down from left to right in the
charts. Increases in percent proficiency over time may be seen as indications of the math or reading progress of
a particular cohort of students.
PERCENT PROFICIENT READING
(Percent of Students at or Above Achievement Level III)
PERCENT PROFICIENT MATHEMATICS
(Percent of Students at or Above Achievement Level III)
American Indian Students Al Students
Grade 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 77.5 77.5 77.7 40.2 42.9 83.4 84.9 83.7 55.6 58.2
4 73.5 77.6 80.8 46.7 47.4 83.5 85.4 87.4 60.6 62.3
5 83.7 81.4 88.8 38.9 44.3 90.1 90.5 91.6 56.9 60.2
6 73.4 73.9 74.9 47.2 47.2 82.2 83.1 84.2 60.5 63.6
7 79.2 81.4 83.1 33.6 39.8 86.2 88.0 88.1 52.0 56.1
8 84.2 81.4 84.7 37.6 39.5 88.9 88.5 89.5 55.1 58.3
American Indian Students Al Students
Grade 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 81.0 57.6 63.0 68.2 65.2 85.9 68.8 71.9 74.4 75.3
4 88.5 54.9 54.6 66.0 65.9 92.8 66.0 68.7 74.2 75.6
5 84.5 45.0 55.2 55.9 61.8 90.8 64.1 67.6 70.8 73.5
6 86.6 46.0 49.8 56.3 56.9 90.1 62.6 65.3 69.0 70.5
7 80.4 47.2 49.5 53.0 60.8 85.1 62.3 64.1 68.1 71.3
8 80.3 45.0 52.4 54.2 56.7 84.7 61.3 65.7 69.1 72.8
High School Achievement 19
High School End-of-Course Tests
The guiding mission of the North Carolina State Board of Education (SBE) is that every public school students will
graduate from high school, be globally competitive for work and postsecondary education and prepared for the
21st Century. Therefore, increased rigor and additional mathematics requirements were adopted as requirements
to receive a NC high school diploma.
Beginning 2009-10, entering high school Freshman must earn four high school math credits, one must be beyond
Algebra II or suited to their career/academic plan. This increase in academic expectation has caused many
education stakeholders to focus attention on secondary education.
Due to limited data, only the results from Algebra I, Biology, and English I are reported here. Currently, the percent
proficient of American Indian students in all three of these areas does not exceed 62.5%. In all three EOC scores
reported here, American Indian students achieve proficiency at rates below their state counterparts. The tables
below provide specific analysis regarding each subject test. Results from other End-of-Course (EOC) tests (the
above three and Algebra II, Civics and Economics, Physical Science, OCS, and US History) will be reported in
future editions as available.
High School Achievement
% Proficiency on End of Course Exam
Although both the state’s and the American Indian
population made gains in proficiency in Algebra I, the gap
between these populations widened by .7 percentage
points, to 11.8.
Since administration of the new test in 2006-07, American
Indian students have increased proficiency levels by 6.1
percentage points, compared to 2.3 percentage points by
the state population.
ALGEBRA I
Percent Proficiency on End of Course Exam
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
80.3
73.7
82.6
76.8 66.7
54.1
65.8
57.7
69.0
60.2
BIOLOGY
Percent Proficiency on End of Course Exam
American Indian students’ proficiency on the Biology
End Of Course test increased by 2.7 percent to 62.3,
9.7 percent behind the state population. This is the largest
gap since 2005-06, when the difference between the
American Indian and state population’s proficiency on the
Biology test was 12.2 percent.
% Proficiency on End of Course Exam 0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
65.3
59.0
68.5
59.6
63.6
53.6
63.4
51.2
72.0
62.3
State American Indian
State American Indian
20 2010 SACIE Report / State Profile
ENGLISH I
Percent Proficiency on End of Course Exam
American Indian students increased proficiency by two
percentage points in 2008-09. This exceeds the overall
state population’s increase of 1.3 percent. As a result,
American Indian students decreased the gap between
American Indian and the state population to 12.6
percentage points from 13.3 percentage points in 2007-08.
% Proficiency on End of Course Exam
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
81.9
72.5
82.8
75.2
72.1
59.6
73.8
60.5
75.1
62.5
High School Graduation Rates
Based on three years of data, American Indian students’ four-year graduation rate has consistently remained
lower than that of the state. The new, more rigorous graduation requirements adopted by the State Board of
Education (see Appendix E) pose an even greater concern.
American Indian students posted their highest
graduation rate in the past three years, at 60 percent.
This also represents the smallest gap between
American Indian students and the state population
since 2006-07. Although American Indian students’
graduation rate is 11.8 percentage points below the
state population, American Indian students’
graduation rate has increased faster over the
displayed three-year period than that of the state
population.
NORTH CAROLINA 4-YEAR COHORT GRADUATION RATES
40
50
60
70
80
90
100
2006-07 2007-08 2008-09
Graduation Rate
Graduation Year
69.5
55.6 53.8
70.3
60.0
71.8
State American Indian
State American Indian
High School Achievement 21
GRADES 9–12 DROP-OUT RATES
While the high school drop-out rate for American
Indian students decreased at a faster rate than the
state average, -3.4 percentage points over the last
five years compared to -.59 percentage points for the
state average, the drop-out rate for American Indian
students is 1.2 percentage points higher than the
state average.
In addition to posting the lowest drop-out rates in five
years for both populations, the five-year trend of
narrowing the gap between American Indian students
and the state population continued.
0
2
4
6
8
10
12
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
Grades 9 -12 Dropout Rate
8.87
4.86
8.62
4.74
8.37
5.04
7.71
5.24
6.99
4.97
5.47
4.27
High School Drop-Out Rates
While the number of American Indian students leaving school without graduating declined in 2008-2009, the rate
still exceeds the state average.
GRADES 9–12 DROP-OUT RATES
Male and Female Students
American Indian females posted the lowest drop-out
rate in five years (4.21), lower than the state average
and American Indian males.
The drop-out rate for American Indian males
continued a five-year downward trend, but still
exceeds the state average by 2.35 percentage points.
 
0
2
4
6
8
10
12
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
Grades 9 -12 Dropout Rate
State Female American Indian Male American Indian
10.49
9.90 9.82
8.76
7.13 7.30
6.63 6.66
6.05
4.86 4.74 5.04 5.24 4.97
4.21
4.27
7.89
6.62
State American Indian
22 2010 SACIE Report / State Profile
NC ADVANCED PLACEMENT EXAMINEES
Since 2003-2004 school year, the total number of AP
examinees in NC has increased slightly, while fewer
American Indian students are taking the AP exams for
college credit.
Students in the state take AP exams at approximately
three times the rate of American Indian students.
Advanced Placement Courses
Examining student enrollment in Advanced Placement (AP) courses provides an additional indicator of student
academic achievement at the high school level. Engagement in AP coursework prepares students for college-level
work and provides opportunities for earning college credit.
For the first time in four years, the percentage of American Indian students taking the AP exam increased.
However, since 2003-04, the total number of AP examinees in NC has continuously increased, while fewer
American Indian students have taken the AP exam for college credit.
0
10
20
30
40
50
60
70
80
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
21.82
41.67
45.39
47.35 47.02 48.69
20.89 19.85
26.11
23.24 21.36
50.07
Percent of Students Taking AP Exams
State American Indian
High School Achievement 23
NC STUDENTS TAKING THE SAT
The percent of students taking the SAT decreased for
both the state and American Indian populations.
For the first time in five years, the percent of
American Indian students taking the SAT fell below
the state percentage. The percentage of American
Indian students taking the SAT dropped more than six
percentage points in the past year.
SAT Scores
The Scholastic Aptitude Test (SAT) measures the verbal and math reasoning abilities students develop throughout
school. The test identifies a student’s ability to understand and analyze written material, to draw inferences, to
differentiate shades of meaning, to draw conclusions, and to solve problems. These are skills necessary for
success in college and the working world.
Colleges and universities rely heavily on SAT scores when considering college admission. Since colleges accept
the best combined score from a single testing event, students often begin taking the SAT as early as tenth grade.
 
NC SAT SCORES
American Indian students’ average SAT score decreased
for the second-straight year, while the the average
score of the state population remained the same.
American Indian students scored nearly 100 points
below the state population on the SAT in 2008-2009.
This is the largest gap reported in the five-year period.
30
35
40
45
50
55
60
65
70
75
80
2003-04 2004-05 2005-06 2006-07 2007-08 2008-2009
63.07
59.00
70.77
60.61
65.14
58.41
67.05
59.99
59.87
57.36
53.69
55.53
Percent of Students Taking the SAT
900
910
920
930
940
950
960
970
980
990
1000
1010
1020
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
921
1003 1003 1003
1008 1006
999
922 922 924
913
909
SAT Score
State American Indian
State American Indian
24 2010 SACIE Report / State Profile
College Enrollment
NC COMMUNITY COLLEGE SYSTEM (NCCCS) ENROLLMENT
American Indian students in NC continued to enroll in
NC community colleges at a greater percentage than
the overall state population. However, in 2008-09,
there was 4.6 percentage point decrease in American
Indian enrollment from 2007-08.
NC Community Colleges
American Indian students are entering community colleges at higher rates than the state average. Students who
enter North Carolina’s community college system may experience the benefits of saving money, living at home or
close by, and making a smoother transition to college and living independently.
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
36.1
27.2
34.7
25.6
36.4
27.3
31.8
25.3
27.3
25.2
ENROLLMENT IN UNC SYSTEM SCHOOLS
American Indian students enrolled in UNC System
schools more than the overall state population during
four out of the last five years. Although this year
American Indian student enrollment in UNC system
schools declined by 5.2 percentage points.
University of North Carolina (UNC) System
In addition to the financial advantage of higher education, college graduates experience many other benefits,
from greater health insurance coverage and better housing to longer life expectancy and more time for
leisure activities. The University of North Carolina System has 16 schools across the state with a variety of
program offerings.
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
32.8
31.4
30.9
30.1
33.6
30.2
28.4
22.3
35.0
31.5
n = 243 n = 301 n = 231 n = 288 n = 322
n = 250 n = 273 n = 296 n = 250 n = 297
	
State American Indian
State American Indian
College Retention and Graduation 25
College Retention and Graduation
Unfortunately, too many intelligent and capable American Indian students who enroll in colleges or universities
experience a variety of difficulties and do not graduate. In the tables below, rates of retention and graduation
rates for American Indian students are compared to the general North Carolina student population. The data are
for UNC System schools with at least ten American Indian students in each of the cohort years examined.
A distinction is made between the students retained or graduated from the original UNC institution entered (OUI)
and students retained or graduated from any UNC institution (AUI). Percentage retention and graduation is
generally somewhat higher for the latter. For space reasons, only one year of the AUI data per group is shown in
each table.
Unlike the other data reported in this section, these statistics include all students, including those from outside
North Carolina.
UNC SYSTEM
• Retention rates for the 2006 cohort declined from Year 1 to Year 3, but was slightly higher for AUI. Retention rates for
American Indian students have been consistently lower than the general population for the years shown below.
• A smaller percentage of American Indian students graduate in 4 years than non-native students. Similar to the general
population, American Indian students graduate at the highest percentage in year six.
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1998 256 71.5 57.4 52.0 60.2 80.7 69.2 64.5 70.6
1999 241 71.0 61.8 59.3 63.9 80.3 70.3 65.9 71.9
2000 282 75.2 62.8 56.7 62.1 81.6 71.2 66.4 72.6
2001 279 77.4 61.6 58.1 60.9 81.5 71.2 66.2 71.9
2002 279 79.2 65.2 63.4 66.7 81.0 70.8 66.0 71.7
2003 290 78.3 63.8 59.0 64.1 81.8 71.7 66.3 72.1
2004 316 82.3 69.3 60.4 63.6 81.2 71.0 66.0 71.7
2005 357 77.3 54.9 NA NA 80.6 70.8 NA NA
2006 282 71.6 61.3 57.1 59.2 81.0 71.3 66.6 72.0
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1998 256 22.3 40.6 44.9 50.4 32.7 53.5 57.9 62.8
1999 241 23.7 39.8 46.1 49.4 34.9 54.9 59.1 64.0
2000 282 23.0 40.4 45.7 48.2 35.5 55.2 59.3 64.2
2001 279 17.6 35.1 41.6 43.7 35.1 54.2 58.7 63.4
2002 279 27.6 42.7 47.3 50.2 35.1 54.3 58.8 63.5
26 2010 SACIE Report / State Profile
EAST CAROLINA UNIVERSITY
• The cohort graduation rates for American Indian students at ECU often fall below the general student population. Retention
rates of American Indian students are competitive with the general population after year one, but tend to decline at a fast
pace. It is important to note, however, the small number of American Indian students attending this institution.
 
 
• The 2002 cohort’s four-year (OUI) graduation rate increased by 16.7 percentage points from the 2001 cohort’s rate.
Graduation rates for American Indian students at ECU continue to fall below the general population.
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1998 24 79.2 54.2 58.3 66.7 79.0 66.3 60.9 67.2
1999 21 66.7 57.1 61.9 66.7 76.4 66.7 61.9 67.7
2000 28 71.4 60.7 53.6 64.3 78.0 67.9 63.5 69.0
2001 25 76.0 56.0 44.0 52.0 76.9 66.6 61.7 67.8
2002 21 81.0 66.7 57.1 57.1 76.6 67.2 61.7 67.7
2003 20 60.0 50.0 50.0 55.0 78.8 69.8 63.9 69.6
2004 23 73.9 69.6 65.2 65.2 75.9 67.5 62.9 69.1
2005 26 73.1 65.4 NA NA 78.7 70.9 NA NA
2006 32 65.6 53.1 56.3 62.5 77.3 69.0 64.4 69.2
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1998 21 23.8 28.6 33.3 42.9 24.6 47.8 53.7 59.6
1999 24 25.0 41.7 41.7 50.0 25.7 48.1 53.3 58.8
2000 21 19.0 33.3 38.1 42.9 25.3 48.4 54.4 59.1
2001 28 7.1 42.9 46.4 57.1 27.6 50.5 56.4 60.9
2002 21 23.8 47.6 47.6 47.6 27.2 49.5 54.3 59.1
27
NORTH CAROLINA STATE UNIVERSITY
• The 2006 cohort of American Indian students boasted strong retention rates over the three-year span. Although rates
did not reach the 2004 cohort’s rates, they demonstrate a significant improvement over the 2005 cohort rates. Over the
three years (OUI), this was, on average, seven percentage points below the general population.
• For the first time in five years, the 2002 American Indian cohort’s graduation rates matched the general population rates.
 
 
College Retention and Graduation
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1998 32 81.3 59.4 53.1 75.0 88.0 79.2 74.1 80.2
1999 23 87.0 82.6 73.9 78.3 88.9 81.1 77.0 82.1
2000 45 75.6 68.9 66.7 75.6 88.7 81.9 77.6 83.0
2001 30 83.3 60.0 60.0 63.3 89.1 81.8 76.2 80.7
2002 35 97.1 88.6 91.4 91.4 90.0 82.4 77.3 82.1
2003 26 84.6 76.9 76.9 84.6 90.2 83.4 79.2 84.5
2004 33 93.9 90.9 78.8 81.8 88.7 82.2 77.8 82.3
2005 33 78.8 66.7 NA NA 89.4 82.4 NA NA
2006 21 81.0 76.2 71.4 71.4 89.2 82.0 77.5 82.6
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1998 32 15.6 40.6 40.6 53.1 29.7 60.9 66.9 72.1
1999 23 34.8 52.2 65.2 69.6 35.5 65.1 70.5 75.3
2000 45 24.4 42.2 53.3 60.0 36.8 65.0 70.2 75.0
2001 30 13.3 43.3 50.0 53.3 36.8 64.5 69.5 73.4
2002 35 42.9 65.7 71.4 74.3 38.5 66.2 71.5 76.0
28 2010 SACIE Report / State Profile
UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
• The three-year retention rates for the 2006 cohort were consistently above 80%. The retention rates for the general
UNC-CH population generally fall at or above 90%.
• Twenty-one of the 32 American Indian 2002 cohort graduated after four years (65.6%). Although UNC-CH graduates
American Indians students at a rate lower than the general population, the 2002 cohort posted the highest graduation
rates over the five-year span reported below.
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1998 26 88.5 73.1 65.4 69.2 93.9 87.8 84.0 86.7
1999 27 88.9 81.5 77.8 85.2 94.1 89.0 85.3 87.9
2000 27 100.0 81.5 74.1 77.8 95.0 89.8 86.9 89.4
2001 41 78.0 78.0 73.2 78.0 94.8 90.4 86.5 88.8
2002 32 84.4 81.3 81.3 87.5 95.3 91.1 87.4 89.2
2003 30 100.0 93.3 93.3 93.3 95.3 90.3 87.0 88.7
2004 33 90.9 84.8 78.8 87.9 96.5 92.2 88.7 90.3
2005 39 79.5 64.1 NA NA 96.5 92.5 NA NA
2006 32 93.8 90.6 81.3 84.4 96.5 93.1 88.9 90.7
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1998 26 50.0 65.4 69.2 73.1 66.8 79.7 81.7 84.2
1999 27 44.4 59.3 63.0 70.4 70.6 82.3 83.9 86.3
2000 27 48.1 70.4 77.8 77.8 71.2 82.6 83.8 86.0
2001 41 53.7 68.3 70.7 73.2 70.9 80.9 82.5 84.7
2002 32 65.6 75.0 78.1 84.4 73.2 83.7 86.1 87.6
29
University of North Carolina at Pembroke
• During the reporting period displayed below (beginning with the 1998 cohort), retention rates for American Indian
students at UNC-P are higher than for the general population. Retention rates fall after the first year.
• Only 16.3% of the 2002 cohort graduated after four years. American Indian students at UNC-P post the highest
graduation rates at year six. For the 2002 cohort, that was 36.6% (OUI), higher than the general population.
College Retention and Graduation
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1998 113 69.0 56.6 51.3 54.0 66.8 53.4 47.2 54.3
1999 104 70.2 58.7 56.7 58.7 67.6 51.2 45.5 55.2
2000 123 74.0 61.0 52.0 55.3 68.6 54.1 46.6 53.6
2001 134 76.1 56.7 56.7 58.2 72.2 50.6 45.3 53.3
2002 123 77.2 59.3 58.5 60.2 67.2 48.2 43.2 51.8
2003 125 78.4 60.0 52.8 56.8 67.1 50.3 42.9 52.4
2004 142 83.8 67.6 54.9 56.3 72.3 53.7 47.2 55.2
2005 173 78.0 49.7 NA NA 67.5 47.5 NA NA
2006 134 71.6 59.7 56.0 56.7 71.5 50.8 46.2 55.0
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1998 113 17.7 36.3 41.6 43.4 21.6 37.3 41.6 46.8
1999 104 24.0 39.4 42.3 42.3 18.7 31.8 34.9 41.1
2000 123 19.5 34.1 36.6 38.2 20.1 34.0 37.6 41.8
2001 134 9.0 25.4 35.8 37.3 14.7 27.5 34.0 40.3
2002 123 16.3 31.7 36.6 36.6 14.2 28.7 33.4 39.7
30 2010 SACIE Report / State Profile
WESTERN CAROLINA UNIVERSITY
• All recent cohorts of American Indian students at Western Carolina post lower retention rates than the general student
population, with the exception of the 2001 and 2003 cohorts.
• Graduation rates for American Indian students are lower than for the general population. When interpreting the data
below, please note the relatively small number of students.
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1998 11 63.6 54.5 36.4 54.5 69.6 55.6 50.6 59.5
1999 13 53.8 53.8 38.5 38.5 71.5 56.5 52.9 63.8
2000 12 66.7 33.3 33.3 41.7 69.4 57.2 50.5 61.4
2001 10 80.0 60.0 60.0 60.0 71.0 58.2 53.6 63.4
2002 12 66.7 50.0 33.3 33.3 69.1 58.2 52.3 59.5
2003 17 70.6 70.6 52.9 52.9 73.9 60.0 54.2 61.8
2004 16 56.3 37.5 37.5 37.5 70.9 59.6 53.6 63.5
2005 22 63.6 31.8 NA NA 71.3 59.9 NA NA
2006 11 45.5 54.5 27.3 27.3 66.5 55.5 51.9 62.7
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1998 11 27.3 45.5 45.5 54.5 22.7 42.2 46.0 52.7
1999 13 < 5 15.4 38.5 38.5 22.6 42.8 47.3 54.4
2000 12 16.7 16.7 25.0 33.3 24.6 44.4 46.7 54.7
2001 10 10.0 20.0 30.0 30.0 22.5 43.3 47.4 55.4
2002 12 25.0 33.3 33.3 33.3 28.2 45 49.5 54.7
SACIE 2010 REPORT TO THE NORTH CAROLINA STATE BOARD OF EDUCATION
SCHOOLS IN TRANSITION
LEA Profiles
31
COLUMBUS COUNTY
Richmond
Academically
Approximately 85% of the Native American students in the county
attend Hallsboro/Artesia Elementary, Hallsboro Middle, and East
Columbus High Schools. A full-time tutor is assigned to each of the
three schools to work with students. These tutors collaborate with
classroom teachers to identify specific students’ needs in reading
and math.
Approximately 75 students attend an after-school tutoring program
at one of the community churches four days per week throughout
the school year. Parents provide support to this effort.
The Title VII Parent Committee coordinates parent training sessions at
selected sites throughout the school year. It also supports activities at
the Waccamaw Siouan Development Association (WSDA) designed to
assist American Indian students with their academics.
Cultural Awareness
Each year, all 4th grade students in Columbus County Schools are
invited to attend the Annual Pow Wow at the WSDA to observe and
participate in several Indian cultural activities (including frying bread).
This effort is largely supported by the Title VII Parent Committee.
The Columbus County Title VII Program also
• supports sending 40-50 students to the NC Native American Youth
Conference each summer.
• attends and participates in the annual NC Indian Unity Conference.
• serves as a liaison between home and school to enhance
educational values and promote parental involvement
Columbus County
LEA WEB SITE:
http://www.columbus.k12.nc.us
32 2010 SACIE Report / LEA Profile
30
40
50
60
70
80
90
State 100
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
COLUMBUS COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 85.2 86.2 72.0 43.9 56.3 73.6 75.5 72.4 46.7 43.2
N Tested 27 29 25 41 32 470 493 514 548 533
4 % Grade Level 81.8 77.8 96.7 43.5 60.0 74.6 75.2 83.1 46.0 56.0
N Tested 22 27 30 23 40 523 468 449 500 536
5 % Grade Level 91.2 86.4 90.0 33.3 42.3 85.9 82.1 85.0 45.1 44.6
N Tested 34 22 30 36 26 490 548 454 466 502
6 % Grade Level 69.2 77.1 88.0 32.4 32.4 72.5 74.0 78.9 46.2 52.0
N Tested 26 35 25 34 37 512 523 554 517 477
7 % Grade Level 86.1 87.0 85.4 58.6 32.1 83.3 78.0 86.7 46.7 46.1
N Tested 36 23 41 29 28 546 531 498 520 523
8 % Grade Level 68.0 75.7 79.2 35.1 46.7 85.5 82.6 82.1 44.4 47.9
N Tested 25 37 24 37 30 564 535 497 486 520
n = 170 n = 173 n = 175 n = 200 n = 193
COLUMBUS COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 85.2 NA 56.0 73.2 68.8 79.6 NA 58.1 62.3 62.5
N Tested 27 NA 25 41 32 471 NA 515 549 534
4 % Grade Level 90.9 55.2 40.0 56.5 50.0 86.3 49.3 56.1 55.0 61.9
N Tested 22 29 30 23 40 531 471 449 502 538
5 % Grade Level 94.1 42.3 33.3 30.6 42.3 89.4 50.5 49.0 57.0 53.5
N Tested 34 26 30 36 26 490 548 455 467 505
6 % Grade Level 84.6 46.2 64.0 55.9 51.4 83.5 45.2 54.2 55.3 63.5
N Tested 26 39 25 34 37 514 522 554 517 479
7 % Grade Level 72.2 37.0 43.9 48.3 50.0 79.0 38.9 52.0 60.1 58.0
N Tested 36 27 41 29 28 548 532 498 521 522
8 % Grade Level 88.0 21.1 37.5 37.8 43.3 78.8 38.6 44.4 55.2 59.4
N Tested 25 38 24 37 30 566 536 498 484 522
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
COLUMBUS COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
Grades 3-8
Combined Reading
The reading achievement of American Indian
students in Columbus County improved
relative to the county and state populations
through 2006-07. After the revised test was
administered in 2007-2008, Columbus County
Indian students scored below both the county
and state populations. There was relatively no
change between American Indian students in
Columbus County and the state, but Columbus
County’s Indian population achieved a larger
increase than their LEA counterparts.
In 2008-09, American Indian students in
Columbus County continued to trail their LEA
and state counterparts in EOG math performance
by similar margins as the previous year. The
largest test-score gap exists between the state
population and local American Indian students,
who perform nearly 20 points below their state
counterparts.
n = the number of American
Indian students tested each year n = 170 n = 193 n = 175 n = 200 n = 193
State
LEA
American Indian
33
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
COLUMBUS COUNTY
End of Course Tests
Since the 2005-06 school year,
American Indian students continue
to perform well below their local and
state counterparts on the Algebra I
EOC. In 2008-09, both American
Indian students’ scores and the LEA
population’s scores decreased,
while the state scores remained
unchanged.
After a strong performance on the
2007-08 Biology EOC, Columbus
County American Indian students’
scores fell below state scores in
2008-09. However, their scores are in
line with the the LEA Biology scores
for the overall county population.
Columbus County American Indian
students’ scores on the English I
EOC jumped in 2008-09 to the same
level as their LEA counterparts.
Although this is the greatest
increase of the three populations
represented on the chart, it still
remains below the state average.
Biology
algebra I
english I
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 50 n = 31 n = 22 n = 22 n = 36
n = 37 n = 37 n = 26 n = 14 n = 30
n = 44 n = 26 n = 32 n = 23 n = 34
n = the number of American
Indian students tested each year
State
LEA
American Indian
Columbus County
34 2010 SACIE Report / LEA Profile
COLUMBUS COUNTY
High School Completion and
College Enrollment
The American Indian cohort
graduation rate in Columbus County
decreased in 2008-09, while local
and state students’ graduation rates
increased. Currently, American
Indian students graduate at a
slightly lower rate than Columbus
County students and state students.
The dropout rate for American
Indian students in Columbus County
rose in 2008-09, nearly equal to the
state dropout rate and slightly
higher than the LEA dropout rate.
The percentage of American Indian
students attending NC community
colleges jumped in 2008-09, nearly
30% higher than the general state
population, and about 20% higher
than other Columbus County
students. NC community college
attendance for American Indian
students exceeded the state
population for each of the five years
reported below, and exceeded the
LEA population for four out of the
last five years.
For the first time in four years, the
percentage of American Indian
students attending UNC system
schools decreased, falling below
the state and LEA student
population. LEA rates increased for
the third year in a row.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2006-07 2007-08 2008-09
Graduation Rate
0
10
20
30
40
50
60
70
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
4
8
12
16
20
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n = 10 n = 7 n = 9 n = 13 n = 18
n < 5 n < 5 n < 5 n = 9 n < 5
n = the number of American
Indian students attending
State
LEA
American Indian
35
CUMBERLAND COUNTY
Richmond
Cumberland County Schools Indian
Education Program
Mission: To provide programs and activities
of direct assistance for meeting the special
educational and culturally related academic
needs of American Indian and Alaskan Native
Students (AI/AN) so that they can achieve the
same challenging state performance standards
as all students.
In the past two years the Indian Education
Program has increased its grant funding to
assist Native students. The following reflects
some of the district’s initiatives that support
the unique cultural and academic needs of
American Indian students:
1) Title VII Formula Grant - Office of Indian
Education - US Department of Education -
Washington DC - Federal Grant (5-year Grant).
The program’s goals are to provide tutoring
in reading and math to American Indian (AI)
students who score below proficiency on
EOG and/or benchmark tests at targeted K-8
schools; and to provide dropout prevention
counseling. This grant provides services to
approximately 205 AI students in 15 schools.
2) Project Support Grant - AI Dance Class -
Arts Council of Fayetteville/Cumberland County
This grant provides six American Indian
Dance Classes to AI students. An AI artist
teaches the different dances. Sessions are
held after school hours at South View and Mac
Williams Middle Schools. Upon completion
of this class students try-out for the Indian
Education Dance Troupe that performs
throughout the year in schools and at various
events across the county.
Cumberland County
LEA WEB SITE:
http://www.ccs.k12.nc.us
3) Project Support Grant- Trip to Washington DC
- Arts Council of Fayetteville/Cumberland County
This project supports and funds a trip to
Washington DC for a select number of AI 9th
grade students to visit the National Mall Area,
the National Museum of the American Indian
(MNAI), and to tour the Holocaust Museum.
4) Project Support Grant - AI Drum Classes - Arts
Council of Fayetteville/Cumberland County
This project keeps the American Indian (AI)
culture alive by teaching Drumming & Singing.
An AI artist from the Lumbee tribe is employed
to demonstrate and teach AI students about
the huge role the drum has played in American
Indian ceremony and culture.
5) Native Circles Smart Start Grant
The Partnership for Children (Smart Start)
and the Office of Indian Education/CCS have
joined forces to service and help prepare AI
children for successful entry into Kindergarten.
Native Circles works closely with AI families
throughout Cumberland County; providing
instructions to parents with age appropriate
materials and activities using the Parents as
Teachers Curriculum.
6) American Indian Drop-Out Prevention
Program (AIDOPP) Discretionary Grant
The primary goal of this program is to
continually decrease the dropout rate of
American Indian (AI) students at targeted
middle schools. The AI Dropout Prevention
Project (AIDOPP) aims to change the way the
district responds to American Indians, their
culture and identity. Students are offered
additional educational support needed to
transition to high school and graduate.
7) Dream Catcher’s Indian Education
Demonstration Grant U.S. Department of
Education (4-year Grant) Drop-Out Prevention for
American Indian High School Students
This funding supports efforts to continually
decrease the dropout rate among AI students
at South View, Grays Creek, Douglas Byrd and
Cape Fear High schools. This program has one
Coordinator and two Academic Advisors who
work directly with the four high schools. AI
students complete and adhere to a four-year
academic plan of high academic and personal
standards. Workshops are offered to educate
teachers on the culture of the AI community.
Teachers also learn about culturally relevant
instructional practices.
% at Level III % at Level III
36 2010 SACIE Report / LEA Profile
CUMBERLAND COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 80.0 75.0 80.2 39.5 40.5 81.2 83.2 82.0 52.4 54.1
N Tested 85 60 86 76 79 3773 3945 3837 3977 3990
4 % Grade Level 81.4 84.7 80.6 58.3 45.6 80.4 81.3 85.6 58.0 59.2
N Tested 70 85 62 84 90 3843 3680 3834 3785 3930
5 % Grade Level 83.5 92.6 93.0 38.5 50.0 88.0 89.0 90.7 53.3 55.1
N Tested 79 68 86 65 88 3901 3819 3613 3957 3752
6 % Grade Level 69.0 74.4 81.7 61.2 56.5 80.9 82.8 82.5 58.7 61.3
N Tested 58 82 71 85 69 3840 3806 3705 3621 3880
7 % Grade Level 86.9 81.4 77.3 43.1 60.5 86.3 88.0 87.6 48.0 53.3
N Tested 61 59 75 72 81 3999 3868 3733 3833 3600
8 % Grade Level 88.6 88.9 83.6 44.2 48.1 88.3 88.7 88.5 52.0 53.2
N Tested 70 63 61 86 77 3900 4002 3845 3885 3790
CUMBERLAND COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 82.4 NA 61.6 68.4 67.1 82.7 NA 61.7 65.7 66.7
N Tested 85 NA 86 76 79 3779 NA 3845 3977 4000
4 % Grade Level 84.3 58.8 50.0 64.3 67.0 89.9 56.7 60.5 65.8 70.3
N Tested 70 85 62 84 91 3853 3689 3842 3797 3938
5 % Grade Level 88.6 57.4 60.5 49.2 65.9 89.3 56.2 57.6 62.5 64.5
N Tested 79 68 86 65 88 3914 3839 3629 3961 3761
6 % Grade Level 81.0 52.4 54.9 57.6 50.7 88.3 56.7 56.5 59.8 60.5
N Tested 58 82 71 85 69 3843 3807 3718 3624 3880
7 % Grade Level 80.3 54.2 53.3 62.5 63.0 82.5 55.4 57.8 59.6 62.8
N Tested 61 59 75 72 81 4003 3874 3737 3838 3601
8 % Grade Level 80.3 42.9 57.4 60.5 61.0 82.1 52.9 57.7 60.9 63.9
N Tested 71 63 61 86 77 3910 4004 3845 3885 3792
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
CUMBERLAND COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
30
40
50
60
70
80
90
State 100
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 3-8
Combined Reading
American Indian students in Cumberland
County continue to follow a similar
upward trend as county and state
students, but still perform below their
county and state counterparts on the
Math and Reading EOG tests.
n = 423 n = 417 n = 441 n = 468 n = 484
n = 424 n = 419 n = 441 n = 468 n = 485
n = the number of American
Indian students tested each year
State
LEA
American Indian
% at Level III % at Level III % at Level III
37
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
CUMBERLAND COUNTY
End of Course Tests
Following considerable gains in
2007-08, American Indian students’
performance on the Algebra I EOC
dropped to levels just slightly above
2006-07 scores. While performing
below the state average,
Cumberland County American
Indian students outperform other
students in the county.
This trend did not continue on the
Biology EOC, where Cumberland
County Indian students have
consistently achieved at Level III
below other county students and
state students. In 2008-09, the gap
widened, as LEA students
approached state proficiency rates.
The percentage of Level III
Cumberland County American
Indian students on the English I EOC
dropped in 2008-09, falling slightly
below state and county students.
This marks the third year in a row
that Cumberland County students’
proficiency levels decreased.
Biology
algebra I
english I
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 72 n = 74 n = 60 n = 72 n = 65
n = 66 n = 63 n = 56 n = 65 n = 55
n = 82 n = 70 n = 57 n = 61 n = 79
n = the number of American
Indian students tested each year
State
LEA
American Indian
Cumberland County
38 2010 SACIE Report / LEA Profile
CUMBERLAND COUNTY
High School Completion and
College Enrollment
Four-year cohort graduation rates
for Cumberland County American
Indian students increased nearly
10 percentage points in 2008-09.
Cumberland County Indian
students graduate at nearly the
same rate as their county and
state counterparts.
The dropout rate for Cumberland
County Indian students is higher
than rates for other county and
state students.
Since 2006-07, NC community
college attendance for American
Indian students in Cumberland
County increased at a rate similar
to the state population and faster
than the LEA population. For the
fifth consecutive year this rate
remained below the state
attendance percentage.
After trailing the state and LEA
population in UNC system school
enrollment, American Indian
students’ attendance jumped in
2008-09, to exceed the state and
local student population
attendance rates.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2006-07 2007-08 2008-09
Graduation Rate
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
4
8
12
16
20
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n = 10 n = 6 n = 10 n = 14 n = 15
n = 14 n =11 n = 12 n = 13 n = 20
n = the number of American
Indian students attending
State
LEA
American Indian
39
GRAHAM COUNTY
http://www.gcsk12.com/
Graham County
Richmond
Graham County Schools’ Title VII Indian Education Program
supports a full-time Indian Education Tutor position and works
hand in hand with the Tribal Program in Graham County Schools
to provide services to Indian Students Pre-K through 12th grade.
Mission
The mission of the Graham County Schools Indian Education
Program is to provide an environment which develops capable,
highly skilled citizens who can compete in the 21st century.
Goals
• Improve communication between families and school
• Increase academic achievement
• Improve attendance
• Provide assistance to parents, teachers, and students
• Increase High School graduation rate
• Assist graduates applying to the military and to colleges
• Work with community college to provide dual enrollment
opportunities
• Work with Tribal programs to insure students receive
maximum benefits
• Promote an appreciation of Indian culture and heritage.
LEA WEB SITE:
http://graham.nc.schoolwebpages.com/
% at Level III % at Level III
40 2010 SACIE Report / LEA Profile
GRAHAM COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 75.0 91.7 57.1 42.9 21.4 81.2 80.0 72.5 64.0 53.4
N Tested 8 12 7 7 14 85 90 91 100 88
4 % Grade Level 81.8 100 81.8 12.5 41.7 82.0 85.4 84.5 49.4 65.1
N Tested 11 8 11 8 12 89 82 84 81 106
5 % Grade Level 100 100 100 50.0 50.0 92.7 92.3 93.2 49.3 63.0
N Tested 9 11 9 8 8 96 91 88 75 73
6 % Grade Level 88.9 100 90.0 33.3 66.7 96.0 88.0 96.5 68.2 66.7
N Tested 9 8 10 9 12 99 92 86 88 72
7 % Grade Level 91.7 88.9 90.0 18.2 33.3 88.8 89.6 91.7 50.6 55.2
N Tested 12 9 10 11 9 89 106 84 89 87
8 % Grade Level 100 100 91.7 58.3 25.0 78.0 91.1 92.2 69.4 56.5
N Tested 9 13 12 12 12 96.2 90 103 85 92
GRAHAM COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 62.5 NA 57.1 71.4 50.0 80.0 NA 56.0 79.0 76.1
N Tested 8 NA 7 7 14 85 NA 91 100 88
4 % Grade Level 100 75.0 54.5 75.0 83.3 95.5 64.6 66.7 77.8 84.0
N Tested 11 8 11 8 12 88 82 84 81 106
5 % Grade Level 100 72.7 55.6 62.5 50.0 91.7 65.9 71.4 71.1 69.9
N Tested 9 11 9 8 8 96 91 91 76 73
6 % Grade Level 100 37.5 80.0 55.6 75.0 93.9 67.4 80.2 70.0 76.7
N Tested 9 8 10 9 12 99 92 86 90 73
7 % Grade Level 100 88.9 70.0 63.6 66.7 93.3 70.1 75.0 76.4 70.8
N Tested 12 9 10 11 9 89 107 84 89 89
8 % Grade Level 100 92.3 66.7 58.3 75.0 87.2 67.8 72.8 81.2 78.3
N Tested 9 13 12 12 12 78 90 103 85 92
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
GRAHAM COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
30
40
50
60
70
80
90
State 100
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 3-8
Combined Reading
In 2008-09, the math and reading
achievement of Graham County’s
American Indian students in grades 3-8
trailed other students in the LEA and state
after scoring at comparable levels two
years ago. Note the steep decline in
reading achievement observed in 2007-08.
This rate increased slightly in 2008-09, but
remains more than 20 percentage points
below state and other county students.
n = the number of American
Indian students tested each year
n = 57 n = 62 n = 63 n = 55 n = 67
n = 57 n = 62 n = 63 n = 55 n = 67
State
LEA
American Indian
Graham County 41
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
n = 13 n = 9 n = 11 n = 10 n = 7
n = 13 n = 6 n = 7 n = 10 n = 9
n = 10 n = 8 n = 12 n = 12 n = 11
GRAHAM COUNTY
End of Course Tests
Following two years of similar
achievement, American Indian
students in Graham County
experienced a dramatic drop in
performance, on the Algebra I
EOC test, from 70% of students
performing at Level III, to just
above 40% at Level III this year.
After significant gains the past
two years, the percentage of
American Indian students in
Graham County scoring
proficient on the Biology EOC
dropped nearly 10 percentage
points. Despite this drop in
performance, Graham County
Indian students still outperform
their state counterparts.
Graham County American Indian
students also out-perform other
LEA and county students on the
English I EOC. American Indian
students’ performance on the
English I EOC has exceeded state
levels for the past five years.
Biology
algebra I
english I
State
LEA
American Indian
n = the number of American
Indian students tested each year
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
% at Level III % at Level III % at Level III
42 2010 SACIE Report / State Profile
GRAHAM COUNTY
High School Completion and
College Enrollment
The 2008-09 cohort of Graham
County American Indian students
graduated at a lower rate than both
county and state students, after
matching state graduation rates the
year before.
Drop out rates fell for the second
year in a row, equal to LEA rates.
However, because of the small
number of American Indian
students in Graham County,
changes in the dropout rates are as
much due to the number of high
school students as the number of
dropouts. Therefore, the rate trend
is not the most reliable indicator.
The percentage of American Indian
students attending NC community
colleges jumped in 2008-09, to
slightly exceed the state population
percentage (>30%). This represents
the highest attendance rate in the
five-year period represented below.
No American Indian graduates from
Graham County attended UNC
system schools in 2008-09. While
the state and local attendance rates
for UNC system schools remained
relatively stable for the five-year
reporting period, American Indian
attendance rates varied considerably
more during the same time period.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2006-07 2007-08 2008-09
Graduation Rate
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
4
8
12
16
20
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n < 5 	 n < 5
n < 5 n < 5 n < 5 n < 5 n < 5
n = the number of American
Indian students attending
State
LEA
American Indian
n < 5
n<5 n=0
43
GUILFORD COUNTY
Richmond
Guilford County Schools’ (GCS) Title VII Indian Education program, housed in the Student
Services Division, supports a full-time Indian Education Support Teacher position. The
program goal is to provide services to K-12 Native American students and families and to
GCS school personnel, in order to positively impact our children’s school experience. Indian
Education program support is intended to improve academic rigor, decrease the dropout
rate and increase the American Indian student high school graduation rate with all of our
Native American students prepared for college or the workforce. Having a small Native
American student population in a district the size of Guilford County (average of 2.8 students
per school, no school has more than 15 students) makes our work challenging. However,
working to identify and serve our Native American students is rewarding and ongoing.
Our Indian Education program provides a number of services to help achieve its goals,
which include:
• Providing tutorials to K-5 Native American Students performing below expectation
• Providing career, financial aid, scholarship and college admissions information and
guidance to high school students and parents
• Making leadership experience and opportunities available to middle and high school
students
• Providing Indian Heritage Month in North Carolina Posters and Governor’s Proclamation
to all GCS schools
In Guilford County, Indian Education is a community effort. It takes all of us working
together to serve our Native American students. Collaborations with GCS Safe and Drug
Free Schools and Character Development, Triad Native American United Methodist Church
and Guilford Native American Association have allowed students to experience and benefit
from Red Ribbon Week, Bully Proofing and Character Building Workshops and activities
that are expanded through the inclusion of Native American cultural perspectives. Indian
Education operates a resource library that makes loans to parents and classroom teachers.
We also share traditional/contemporary Native American culture during Indian Heritage
Month and other cultural diversity awareness activities throughout the school year.
The work and leadership of the Title VII Parent Committee is essential to the success of
Indian Education in Guilford County. This committee hosts two important events essential
to our program’s success:
• An Annual Native American Student Recognition Day to celebrate our children’s school
successes. The event features a Native American Keynote speaker and entertainment
to further showcase the talent of the Indian community
• An Annual Public Hearing and Breakfast in collaboration with the Native American
School Days Cultural Festival co-sponsored by the Guilford Native American Art Gallery
and City Arts, Greensboro Parks and Recreation
Our community supports, promotes and celebrates Indian Education in Guilford County
Schools.
Guilford County
LEA WEB SITE:
http://www.gcsnc.com
% at Level III % at Level III
44 2010 SACIE Report / LEA Profile
GUILFORD COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 79.4 90.5 78.1 37.5 58.3 81.8 83.4 82.0 54.2 57.4
N Tested 34 21 32 24 24 5019 4979 5063 5119 5228
4 % Grade Level 88.0 65.7 95.0 46.4 54.5 80.8 83.8 85.1 58.5 58.9
N Tested 25 35 20 28 22 5033 5040 4952 5166 5017
5 % Grade Level 100 96.2 94.1 65.0 50.0 88.2 89.5 91.0 56.3 58.4
N Tested 21 26 34 20 30 5046 5029 4995 5037 5142
6 % Grade Level 84.6 96.2 90.9 48.4 76.2 81.2 82.7 84.5 62.2 63.8
N Tested 39 26 22 31 21 5056 5059 4898 5007 4989
7 % Grade Level 83.3 92.5 84.6 45.8 58.6 85.4 88.5 87.4 52.9 57.7
N Tested 30 40 26 24 29 5132 5075 5042 5025 4963
8 % Grade Level 82.8 76.2 92.3 61.5 50.0 88.6 87.6 90.3 52.1 56.2
N Tested 29 21 39 26 22 5093 5133 5013 5230 5138
GUILFORD COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 85.3 NA 68.8 48.0 76.0 84.1 NA 72.1 74.7 75.7
N Tested 34 NA 32 25 25 5033 NA 5098 5154 5270
4 % Grade Level 92.0 54.3 60.0 59.3 60.9 91.2 65.2 69.5 73.9 75.3
N Tested 25 35 20 27 23 5048 5069 4989 5197 5066
5 % Grade Level 90.5 46.2 61.8 76.2 66.7 89.7 62.1 70.9 73.6 75.0
N Tested 21 26 34 21 30 5066 5050 5035 5060 5191
6 % Grade Level 89.7 69.2 50.0 61.3 72.7 89.4 60.0 66.3 71.9 72.2
N Tested 39 26 22 31 22 5078 5082 4920 5031 5006
7 % Grade Level 90.0 60.0 57.7 70.8 79.3 82.7 59.9 62.7 69.4 73.6
N Tested 30 40 26 24 29 5142 5086 5058 5031 4999
8 % Grade Level 75.9 47.6 64.1 61.5 63.6 82.2 57.6 66.1 67.7 72.5
N Tested 29 21 39 26 22 5101 5128 5021 5246 5145
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
GUILFORD COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
30
40
50
60
70
80
90
State 100
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 3-8
Combined Reading
Guilford County American Indian students
increased proficiency rates on the
Reading EOG, nearly equal to other
students in grades 3-8 in Guilford County
and the state.
For the fourth consecutive year, Guilford
County American Indian students
demonstrated an increase on the
combined Math EOG, just under the Level
III percentages of other grades 3-8
students in Guilford County and the state.
n = 178 n = 169 n = 173 n = 153 n = 148
n = 178 n = 171 n =173 n = 154 n = 151
n = the number of American
Indian students tested each year
State
LEA
American Indian
% at Level III % at Level III % at Level III
45
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
GUILFORD COUNTY
End of Course Tests
The 2008-09 school year proved to
be a year of growth for American
Indian students in Guilford County
on the Algebra I, Biology, and
English I EOC tests. Guilford
County American Indian students
demonstrated the highest rate of
growth of the three populations
represented below.
Guilford County American Indian
students exceeded state student
proficiency on the Algebra I EOC
test. This marks the first year
American Indian students have not
trailed state and local students on
the Algebra I EOC.
Just under 70% of Guilford County
American Indian students
achieved at Level III on the
Biology EOC, equivalent to their
LEA counterparts, but below state
students on the same test.
After trailing state students on the
English I EOC test in 2007-08,
Guilford County’s American Indian
student population out-performed
state and local students in 2008-09.
Biology
algebra I
english I
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 30 n = 50 n = 52 n = 49 n = 32
n = 35 n = 26 n = 20 n = 19 n = 25
n = 29 n = 37 n = 26 n = 41 n = 25
n = the number of American
Indian students tested each year
State
LEA
American Indian
Guilford County
46 2010 SACIE Report / LEA Profile
GUILFORD COUNTY
High School Completion and
College Enrollment
After falling below both the state
and county graduation rates in
2007-08, rates increased in 2008-09
for American Indian students in
Guilford County, equal to this
year’s LEA rate.
American Indian students’
attendance at NC community
colleges fell for the third
consecutive year. The percentage
is now nearly equal to other LEA
students and below the state rate.
The percentage of American
Indian students attending UNC
system schools fell slightly in
2008-09, but remained higher than
the state and local attendance
rates.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2006-07 2007-08 2008-09
Graduation Rate
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
10
20
30
40
50
60
70
80
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
4
8
12
16
20
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n = 7 n < 5 n = 7 n = 10 n < 5
n = 12 n = 8 n < 5 n = 19 n = 14
n = the number of American
Indian students attending
State
LEA
American Indian
47
HALIFAX COUNTY
Richmond
The Title VII Indian Education program in Halifax County Schools
implements American Indian studies in grades K-5 on a weekly
basis. This year’s focus is on regions and homes of American Indians
in North and South America, including the Haliwa-Saponi Tribe of
North Carolina. The Indian Education program, in concert with the
NC Commission of Indian Affairs Educational Talent Search Program,
focuses on college preparation, culturally-enriching field trips, and
various workshops for middle and high school students. After-school
cultural enrichment activities and tutoring are provided for grades
4-12. Materials and resources in social studies, reading, math,
science, art, and music are developed to meet the federal mandate
of “No Child Left Behind” as well as state and local requirements.
 
Halifax County
LEA WEB SITE:
http://www.halifax.k12.nc.us
% at Level III % at Level III
48 2010 SACIE Report / LEA Profile
HALIFAX COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 82.4 64.3 79.2 50.0 25.0 81.0 81.7 71.9 30.9 25.7
N Tested 17 14 24 18 20 327 345 310 320 335
4 % Grade Level 85.7 88.2 91.7 40.7 38.1 76.3 79.9 74.4 32.9 31.7
N Tested 14 17 12 27 21 393 324 317 322 303
5 % Grade Level 85.7 100 88.2 27.8 31.6 80.7 80.7 78.6 22.1 25.4
N Tested 21 18 17 18 19 378 367 299 312 283
6 % Grade Level 71.4 68.2 73.7 38.9 31.3 69.8 60.5 61.5 28.7 28.8
N Tested 28 22 19 18 16 430 387 348 282 299
7 % Grade Level 66.7 69.0 78.3 22.2 29.4 69.1 67.9 69.3 15.1 24.7
N Tested 24 29 23 18 17 405 443 368 337 279
8 % Grade Level 88.0 72.7 76.0 30.4 29.4 73.5 69.2 71.9 26.2 20.2
N Tested 25 22 25 23 17 430 406 430 370 331
HALIFAX COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 94.1 NA 66.7 72.2 35.0 83.6 NA 56.6 50.0 41.2
N Tested 17 NA 24 18 20 329 NA 311 320 335
4 % Grade Level 93.8 64.7 75.0 51.9 66.7 87.7 50.8 49.7 46.7 47.5
N Tested 16 17 12 27 21 398 323 318 323 303
5 % Grade Level 90.5 61.1 47.1 55.6 63.2 85.9 41.3 45.8 40.4 43.7
N Tested 21 18 17 18 19 382 368 299 312 284
6 % Grade Level 82.1 45.5 36.8 44.4 43.8 81.4 34.5 26.3 33.8 26.4
N Tested 28 22 19 18 16 431 386 346 281 299
7 % Grade Level 70.8 37.9 43.5 33.3 64.7 70.9 36.6 41.8 32.4 37.8
N Tested 24 29 23 18 17 406 443 368 336 278
8 % Grade Level 80.0 50.0 44.0 56.5 35.3 71.9 34.4 32.6 38.9 30.8
N Tested 25 22 25 23 17 430 407 429 370 331
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
HALIFAX COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
20
30
40
50
60
70
80
90
State 100
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 3-8
Combined Reading
Halifax County American Indian students
score at Level III on the Reading EOG
more than 30 percentage points below
the state average. Although American
Indian students outperform other county
students, the percentage of American
Indian students scoring proficient
dropped, while other county students
demonstrated no change.
While the percentage of students at the
state level scoring proficient on the
Math EOG rose for the fourth
consecutive year, American Indian
students in Halifax County remained
relatively unchanged. Less than 40% of
non-native students in Halifax county
score proficient on the Math EOG.
n = 129 n = 122 n = 120 n = 122 n = 110
n = the number of American n = 131 n = 114 n = 120 n = 122 n = 110
Indian students tested each year
State
LEA
American Indian
% at Level III % at Level III % at Level III
49
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
HALIFAX COUNTY
End of Course Tests
Halifax County American Indian
students surpassed other
county students on all EOC tests
in 2008-09, but trail state
proficiency levels by at least 10
percentage points on all three
tests. In Algebra I, American
Indian students increased
proficiency percentages at a
faster rate than students at the
state and county levels.
The percentage of Halifax
County American Indian
students scoring proficient on
the Biology EOC nearly doubled
in 2008-09. This year’s
performance also exceeded
proficiency rates achieved in
2006-07. Although proficiency
rates state-wide have remained
relatively stable over the past
five years, scores for Native
and non-Native students in
Halifax County appear unstable.
English I scores reached a
three-year high for American
Indian students in Halifax
County, increasing by nearly
10 percentage points.
Biology
algebra I
english I
n = the number of American
Indian students tested each year
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 31 n = 24 n = 8 n = 23 n = 21
n = 23 n = 26 n = 10 n = 12 n = 13
n = 29 n = 21 n = 15 n = 24 n = 21
State
LEA
American Indian
Halifax County
50 2010 SACIE Report / LEA Profile
HALIFAX COUNTY
High School Completion and
College Enrollment
Despite growth in proficiency on
EOC tests, just over 30 percent of
American Indian students in
Halifax County graduate with their
4-year cohorts, at a rate nearly
40% below the state average and
more than 20% below the county
average.
Drop-out rates fell in 2008-09, after
a sharp rise in 2007-08. Dropout
rates for American Indian students
in Halifax County still far exceed
the rates for students at the state
and county level.
Attendance rates at NC
community colleges for American
Indian students in Halifax County
increased for the third straight
year. This rate is comparable with
the overall state attendance rate
and higher than the county rate.
The percentage of American
Indian students attending UNC
system schools increased for the
fourth consecutive year and
exceeded both state and local
attendance rates for the second
straight year. Seventy-percent of
Halifax County’s American Indian
graduates attended UNC system
schools in 2008-09.
4-Year Cohort
Graduation rates
30
40
50
60
70
80
90
100
2006-07 2007-08 2008-09
Graduation Rate
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
10
20
30
40
50
60
70
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
4
8
12
16
20
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n = 6 n < 5 n < 5 n < 5 n < 5
n = 5 n < 5 n < 5 n = 6 n = 7
n = the number of American
Indian students attending
State
LEA
American Indian
51
The Title VII Indian Education Program of the Haliwa-Saponi Tribal
School is designed to assist American Indian students educationally
and culturally in grades K-12. Our program facilitates an after-school
program which emphasizes reading and mathematics. Cultural
learning experiences are provided twice a week as another aspect of
our after-school program. Middle and high school students are given
several opportunities to visit colleges/universities to encourage them
to further their educational experience.
Haliwa-
Saponi
School
Richmond
Haliwa-Saponi Tribal School
LEA WEB SITE:
http://www.haliwa-saponi.com/
HALIWA-SAPONI TRIBAL SCHOOL
52 2010 SACIE Report / LEA Profile
HALIWA-SAPONI American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 38.5 63.6 72.7 44.4 62.5 50.0 50.0 75.0 44.4 55.6
N Tested n/a n/a n/a 9 8 n/a n/a n/a 9 9
4 % Grade Level ≥95 45.5 71.4 40.0 75.0 90.0 53.8 62.5 36.4 75.0
N Tested n/a n/a n/a 10 8 n/a n/a n/a 11 8
5 % Grade Level 92.9 88.9 90.0 18.2 41.7 93.8 90.9 90.9 15.4 41.7
N Tested n/a n/a n/a 11 12 n/a n/a n/a 13 12
6 % Grade Level 71.4 81.3 87.5 * 40.0 71.4 83.3 77.8 28.6 41.2
N Tested n/a n/a n/a 5 15 n/a n/a n/a 7 17
7 % Grade Level 58.8 77.8 73.3 10.0 62.5 61.1 77.8 66.7 9.1 55.6
N Tested n/a n/a n/a 10 8 n/a n/a n/a 11 9
8 % Grade Level 75.0 84.6 73.3 33.3 42.9 71.4 85.7 73.3 37.5 42.9
N Tested n/a n/a n/a 15 7 n/a n/a n/a 16 7
HALIWA-SAPONI American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 46.2 ≤5 63.6 55.6 75.0 56.3 ≤5 58.3 55.6 66.7
N Tested n/a n/a n/a 9 8 n/a n/a n/a 9 9
4 % Grade Level ≥95 45.5 21.4 40.0 75.0 ≥95 53.8 18.8 36.4 75.0
N Tested n/a n/a n/a 10 8 n/a n/a n/a 11 8
5 % Grade Level 92.9 55.6 20.0 18.2 41.7 93.8 45.5 27.3 15.4 41.7
N Tested n/a n/a n/a 11 12 n/a n/a n/a 13 12
6 % Grade Level 92.9 56.3 62.5 * 53.3 92.9 55.6 55.6 28.6 52.9
N Tested n/a n/a n/a 5 15 n/a n/a n/a 7 17
7 % Grade Level 76.5 16.7 33.3 60.0 37.5 77.8 16.7 33.3 54.5 33.3
N Tested n/a n/a n/a 10 8 n/a n/a n/a 11 9
8 % Grade Level 75.0 30.8 33.3 40.0 71.4 64.3 35.7 33.3 43.8 71.4
N Tested n/a n/a n/a 15 7 n/a n/a n/a 16 7
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
20
30
40
50
60
70
80
90
100
State
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
HALIWA-SAPONI
TRIBAL SCHOOL
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
20
30
40
50
60
70
80
90
State 100
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 3-8
Combined Reading
The percentage of students scoring
proficient in Grades 3-8 on the
combined Reading EOG, rose sharply in
2008-09, to within 10 percentage points
of the state. Although Math EOG
proficiency rates for American Indian
students in the Haliwa-Saponi Tribal
School are higher than reading
proficiency, the gap between school
and state percentages is greater on the
Math test.
n = n/a n = n/a n = n/a n = n/a n = 58
	
	
	
n = n/a n = n/a n = n/a n = n/a n = 58
% at Level III % at Level III
n = the number of American
Indian students tested each year
State
LEA
American Indian
Biology
algebra I
english I
% at Level III % at Level III % at Level III
53
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
Haliwa-Saponi Tribal School
American Indian students at the
Haliwa-Saponi Tribal School
achieved the highest proficiency
rates on the Algebra I and
English I End of Course tests
seen in the past three years.
American Indian students
perform slightly above the state
and LEA rate on the English I
EOC, but below state and LEA
students on the Algebra I EOC.
Haliwa-Saponi Tribal School
students achieved proficiency
rates in Biology below the
state level for the second year
in a row.
HALIWA-SAPONI
TRIBAL SCHOOL
End of Course Tests
n = the number of American
Indian students tested each year
State
LEA
American Indian
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
n = 10 n = 12 n = 14 n = 17 n = 11
n/a n/a n/a n = 14 n = 7
n/a n = 11 n = 13 n = 15 n = 13
54 2010 SACIE Report / LEA Profile
HALIWA-SAPONI
TRIBAL SCHOOL
High School Completion and
College Enrollment
Graduation rates fell, as drop-out
rates increased in 2008-09 for
American Indian students in the
Haliwa-Saponi school district.
Graduation and drop-out rates
continue to be disproportionate to
state averages.
* no data for college enrollment
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2006-07 2007-08 2008-09
Graduation Rate
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2008-09
Percent of Graduates Enrolled
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2008-09
Percent of Graduates Enrolled
0
4
8
12
16
20
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
* no data
* no data
n = the number of American
Indian students tested each year
State
LEA
American Indian
55
HOKE COUNTY
Richmond
Mission
The mission of the Title VII Indian Education Program for Hoke
County Schools is to support the cultural and academic needs of
Native American students to ensure global preparedness for 21st
century learning.
The Title VII Program of Hoke County Schools supports academics by
• monitoring attendance and making home visits to offer guidance
and support to students and parents to improve attendance and
reduce the dropout rate.
• assisting with tutoring during and after school remediation
programs in the areas of reading and math to foster a learning
environment that will help improve classroom performance,
end-of-grade and end-of course test scores.
• serving as a liaison between home and school to enhance
educational values and parental involvement.
Hoke County Schools’ Title VII Program emphasizes cultural
awareness by supporting individual and group programs/activities
to motivate students and parents to become more involved in the
school and community.
Another example of support for Title VII programming in Hoke
County is the monthly Indian Education Parent Advisory meetings
held at the Hawk Eye Boys & Girls Club. These meetings are
a primary mode of community outreach that fosters parent
involvement.
Hoke County
LEA WEB SITE:
http://www.hcs.k12.nc.us
% at Level III % at Level III
56 2010 SACIE Report / LEA Profile
HOKE COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 56.8 67.5 68.4 29.5 29.7 70.6 74.2 76.3 40.0 41.6
N Tested 88 83 76 88 91 541 551 557 650 676
4 % Grade Level 51.9 61.4 69.0 47.9 40.2 75.9 73.3 81.4 46.6 47.2
N Tested 81 88 71 71 87 518 539 528 567 642
5 % Grade Level 86.8 78.2 76.8 22.1 38.6 89.8 84.3 81.8 42.3 42.9
N Tested 76 78 82 68 70 511 515 523 525 562
6 % Grade Level 66.7 60.9 64.3 26.6 38.1 74.6 73.8 75.4 46.7 53.6
N Tested 63 69 70 79 63 524 516 496 512 509
7 % Grade Level 74.0 69.6 89.7 12.7 29.1 78.2 81.6 87.3 38.9 43.9
N Tested 77 69 58 71 79 487 538 498 507 519
8 % Grade Level 86.4 80.0 76.3 26.2 19.2 80.6 80.0 85.5 42.5 46.6
N Tested 59 70 59 61 73 499 451 483 522 504
HOKE COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 62.5 NA 54.5 48.9 51.1 72.6 NA 56.3 60.4 62.4
N Tested 88 NA 77 90 92 541 NA 560 654 678
4 % Grade Level 81.5 37.5 50.0 67.6 62.5 90.2 50.1 58.5 64.4 65.7
N Tested 81 88 72 71 88 520 539 530 568 644
5 % Grade Level 87.2 32.9 35.7 47.1 57.1 89.1 50.6 44.8 57.0 65.9
N Tested 78 79 84 68 70 516 516 525 526 563
6 % Grade Level 76.2 38.6 32.9 47.4 46.0 84.7 47.0 53.7 56.2 59.3
N Tested 63 70 70 78 63 524 517 495 511 509
7 % Grade Level 69.7 24.6 43.1 36.6 45.0 74.1 45.1 49.2 52.3 59.2
N Tested 76 69 58 71 80 487 537 498 507 520
8 % Grade Level 62.7 28.6 30.5 23.0 21.9 77.0 39.2 44.7 41.9 47.4
N Tested 59 70 59 61 73 500 451 483 520 504
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
HOKE COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
20
30
40
50
60
70
80
90
State 100
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 3-8
Combined Reading
American Indian students in Hoke County
scoring proficient on the reading and
math End-of-Grade tests increased in
2008-09. Other county and state students
increased at similar rates. However,
Hoke County American Indian students
remain nearly 30 percentage points
below state proficiency rates and over
10 percentage points below other county
students on both math and reading tests.
n = 444 n = 457 n = 416 n = 438 n = 463
n = 445 n = 427 n = 420 n = 439 n = 466
n = the number of American
Indian students tested each year
State
LEA
American Indian
% at Level III % at Level III % at Level III
57
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
HOKE COUNTY
End of Course Tests
Although American Indian
students in Hoke County perform
slightly below the state average
on the Algebra I End of Course
Test, for the first time in four
years, they are performing above
the county proficiency
percentage.
Since 2005-06, proficiency levels
for Hoke County students and
American Indian students in
Hoke County on the Biology EOC
have risen. This year, American
Indian students performed slightly
below state and county students,
but achieved the smallest
margins in the last five years.
Scores on the English I EOC
increased slightly in 2008-09, but
still fall behind other state and
county students.
Biology
algebra I
english I
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 65 n = 50 n = 57 n = 57 n = 67
n = 49 n = 60 n = 42 n = 21 n = 32
n = 74 n = 52 n = 55 n = 45 n = 56
n = the number of American
Indian students tested each year
State
LEA
American Indian
Hoke County
58 2010 SACIE Report / LEA Profile
HOKE COUNTY
High School Completion and
College Enrollment
Graduation rates for Hoke County
students and American Indian
students fell in 2008-09 below the
state rate. The rate for American
Indian students in Hoke County
dropped nearly 10 percentage
points.
After a decline in dropout rates for
Hoke County American Indian
students in 2007-08, drop-out rates
rose slightly again in 2008-09,
above state and county levels.
This year Hoke county American
Indian graduates enrolled in NC
Community Colleges at a higher
rate than other county and state
students. Yet, enrollment at UNC
system schools fell sharply to less
than 5% in 2008-09.
4-Year Cohort
Graduation rates
30
40
50
60
70
80
90
100
2006-07 2007-08 2008-09
Graduation Rate
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
4
8
12
16
20
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n = 8 n = 8 n = 7 n = 6 n = 14
n = 12 n = 9 n < 5 n = 12 n<5
n = the number of American
Indian students attending
State
LEA
American Indian
59
JACKSON COUNTY
Richmond
The Title VII program offers several types of support and
enrichment to Native American students in Jackson County
Public Schools. Foremost among these are Cherokee Language
Instruction and Reading and Math Remediation. Cherokee
Language Instruction is offered to students in grades 4 through
8 at Smokey Mountain Elementary as part of student elective
options. Students in need of remediation in the areas of math
and reading are offered that remediation during the school day
through the services of a reading specialist and lead teacher.
Jackson County
LEA WEB SITE:
https://www.jcps.k12.nc.us
% at Level III % at Level III
60 2010 SACIE Report / LEA Profile
JACKSON COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 82.8 88.9 85.0 51.4 44.8 82.5 82.9 84.2 61.2 62.4
N Tested 29 27 20 37 29 280 287 240 276 274
4 % Grade Level 60.0 76.0 92.3 64.0 40.5 78.6 87.2 88.3 63.9 64.7
N Tested 25 25 26 25 37 243 265 274 255 269
5 % Grade Level 73.5 61.9 83.3 53.8 60.7 88.2 88.3 90.4 57.7 62.9
N Tested 34 21 24 26 28 246 247 260 284 248
6 % Grade Level 71.1 72.7 34.8 50.0 66.7 83.9 89.1 84.9 66.3 69.0
N Tested 38 33 23 20 24 254 239 252 246 258
7 % Grade Level 84.8 92.5 82.1 30.8 40.0 86.1 92.9 92.4 54.4 61.2
N Tested 33 40 28 26 25 280 254 251 237 245
8 % Grade Level 80.6 77.8 87.5 39.4 42.1 89.0 88.6 93.0 62.3 66.1
N Tested 36 27 32 33 19 282 280 243 257 227
JACKSON COUNTY American Indian Students Al Students
Grade Participation 2004-05 2005-06 2006-07 2007-08 2008-09 2004-05 2005-06 2006-07 2007-08 2008-09
3 % Grade Level 76.7 NA 58.3 76.3 55.2 83.7 NA 74.0 76.7 77.8
N Tested 30 NA 24 38 29 282 NA 254 283 279
4 % Grade Level 88.0 68.0 53.8 77.8 73.7 91.8 64.8 62.0 76.2 81.9
N Tested 25 25 26 27 38 243 267 276 265 277
5 % Grade Level 82.4 38.1 37.5 60.0 50.0 89.0 51.2 62.6 65.1 77.0
N Tested 34 21 24 25 28 246 248 262 284 252
6 % Grade Level 78.9 47.1 26.1 70.0 62.5 90.6 72.1 68.7 77.9 79.8
N Tested 38 34 23 20 24 254 240 252 244 257
7 % Grade Level 84.8 45.0 44.8 68.0 60.0 85.0 63.1 66.3 76.7 80.0
N Tested 33 40 29 25 25 280 255 252 236 245
8 % Grade Level 70.3 37.0 41.9 51.5 55.6 82.7 61.4 74.4 72.8 74.0
N Tested 37 27 31 33 18 283 280 242 257 227
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
JACKSON COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
30
40
50
60
70
80
90
State 100
LEA
American Indian
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 3-8
Combined Reading
The percentage of American Indian
students in Jackson County scoring
proficient on the reading and math End-of-
Grade test in 2008-09 increased at a
similar rate to other state and county
students. However, Jackson County
American Indians consistently reach
proficiency levels below other state and
county students.
n = 195 n = 173 n = 153 n = 167 n = 162
n = 197 n = 175 n = 157 n = 168 n = 162
n = the number of American
Indian students tested each year
State
LEA
American Indian
% at Level III % at Level III % at Level III
61
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
0
10
20
30
40
50
60
70
80
90
100
2004-05 2005-06 2006-07 2007-08 2008-09
JACKSON COUNTY
End of Course Tests
Proficiency rates for American
Indian students in Jackson
County fell in 2008-09 on the
Algebra I End-of-Course test.
After a sharp decline in
proficiency on the Biology test in
2007-08, American Indian
students increased proficiency
nearly 20 percentage points. This
represents the largest gain by all
three sub-groups represented on
the graph.
Jackson County American Indian
students also increased
proficiency faster than other
state or county students on the
English I End-of-Course test.
Biology
algebra I
english I
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 18 n = 28 n = 27 n = 30 n = 26
n = 18 n = 26 n = 16 n = 17 n = 13
n = 24 n = 35 n = 20 n = 29 n = 30
n = the number of American
Indian students tested each year
State
LEA
American Indian
Jackson County
62 2010 SACIE Report / LEA Profile
JACKSON COUNTY
High School Completion and
College Enrollment
Although graduation rates for
American Indian students in
Jackson County increased in
2008-09, Native students graduate
at a lower rate and drop-out at a
higher rate than other state and
county students.
The percentage of American Indian
students in Jackson County
enrolling in NC Community Colleges
fell dramatically in 2008-09.
However, the percentage of
American Indian students attending
UNC System Schools increased
nearly 15 percentage points from
zero in 2007-08.
4-Year Cohort
Graduation rates
20
30
40
50
60
70
80
90
100
2006-07 2007-08 2008-09
Graduation Rate
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
10
20
30
40
50
60
2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Graduates Enrolled
0
4
8
12
16
20
2004-05 2005-06 2006-07 2007-08 2008-09
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n < 5 n < 5 n < 5 n < 5 n < 5
n < 5 n < 5 n < 5 n < 5 n < 5
n = the number of American
Indian students attending
State
LEA
American Indian
63
Richmond
PERSON COUNTY
The Title VII Indian Education Grant in Person County supports
23 identified students in the acquisition of supplemental reading
materials and field experiences in Native American History.
Students travel to historical sites and participate in opportunities
that he