The federal budget for building construction was reduced by $60 million and education on reservations has lagged behind the rest of the country for more than 70 years, educators were told at a recent South Dakota Tribal Education Summit.

While federal input to education shrinks, the tribes look to the state for help, and Gov. Mike Rounds has changed the tone of activities between the state and tribes within the state.

American Indian educators in reservation schools face a much different daily agenda than many public school educators. Poverty rises to the top of the problem list while dropout rates, loss of language and culture, inadequate funding, teacher recruitment and parental involvement, plague success potentials in Indian schools.

Attendees at the summit said it was always the American Indian educators and population that had to reach out to the state, but today the state is obliging by organizing the summit, creating a 24-person Indian Education Advisory Council and establishing the office of Indian Education. The council has met once and another meeting is scheduled for this summer.

State Secretary of Education Rick Melmer listened as many people from the reservations presented a litany of problems they face on a daily basis from decaying buildings to a lack of technology and text books. Tribal attendees said it has been a long time since a state administration has taken the time to listen to tribal concerns over education or other issues.

"It’s a huge challenge, where does it begin," Melmer asked.

The governor repeated a frequent message about diversity and culture. He urged people to celebrate diversity, "learn from it, share it and share what we have in common."

He asked the delegates to attend the summit and to look beyond the cultural differences and find a common bond that will improve education for both Indian and non-Indian students.

But what can a state do to help education on reservations that are subject to federal control and funding? Plenty, attendees said. First, encourage more American Indian teachers to work at public schools throughout the state, and organize an exchange program of student teachers from the state colleges and universities and tribal colleges.

Teaching accurate historical information in the state’s schools has also been a major problem for years. There are graduates from high schools in the state who know very little about American Indians who make up 8.3 percent of the state population.

Another issue that has plagued the school systems for many years is the dropout rate. Art Zimiga, director of Indian education for the Rapid City Public schools said that 78 percent of American Indian students drop out.

Many change schools and go the reservations where their parents or grandparents live or are enrolled. However, a number of students who drop out of the tribal schools move to the urban areas as well.

Data collected at Oglala Lakota College on the Pine Ridge Reservation show that when a student is versed in his or her culture the chance of achieving success in education is enhanced. That means the culture should be taught in the schools or in the home.

The public school system does not provide cultural education and 83 percent of all American Indian children utilize the public school system, whether on or off the reservation.

The Lakota language and cultural awareness is taught at the Todd County school system, which is located on the Rosebud Reservation. Dottie LeBeau, a member of the advisory committee, said her sub-committee recognized that more emphasis should be placed on language. She said that by 2013 fewer than 3 percent of the people will speak the Lakota language.

Tribal education leaders have testified before the State Tribal Relations Committee of the state legislature about the need for a cooperative effort by the state and tribes to improve education.

Stan Adelstein, chairman of the committee was the only legislative member that attended the summit. He said that to change education on the reservations poverty must be addressed.

The No Child Left Behind Act is not effective on reservations, educators argue, because it does not allow for the poverty element. Many students are either tardy or late for school as a result of their economic conditions at home, and according to the act, the school system would be punished because of the poor attendance and poor grades among those who don’t attend regularly.

Melmer presented the summit attendees with goal of identifying areas that were important to address. A short list was compiled from many suggestions. They included: language, poverty, social issues, parental involvement, teacher certification/recruitment/retention and funding.

Melmer said his department must respond to the issues and develop strategies that will turn into action. He said waiting to implement some strategies could not wait a year.

Source: Indian Country