On average, the report found that graduation rates for American Indians and Alaska Natives (46.6 percent) were lower than the graduation rates for all other racial/ethnic groups, including Whites (69.8 percent), Asians (77.9 percent), Blacks (54.7 percent) and Hispanics (50.8 percent).

 Unfortunately, the lack of accurate education data for American Indians and Alaska Natives compounds the problem according to the report. “Small numbers coupled with geographically dispersed student populations have resulted in native students being characterized as statistically unimportant,” the report stated. The authors characterized this conclusion as structural and institutional racism, placing native students at a further disadvantage in opportunities and outcomes.

 Factors associated with high dropout rates include lack of student engagement, perceived lack of empathy among teachers, passive teaching methods and lack of parent involvement.

 Travis Stuebing, 28, of the Grand Traverse Band of Ottawa and Chippewa Indians, recalls getting into fights at school over race in his northern Michigan community in Emmet County, where American Indians represent the largest ethnic minority. He dropped out of public high school in the town of Pellston at age 16.

 “The teachers seemed to lose interest in us (Indians) if we got into trouble,” Stuebing said.

 Faircloth describes this as a typical situation for American Indians who drop out of school. She and Tippeconnic outlined a number of strategies to reduce dropout rates. These strategies include avoiding policies that demean, embarrass, harass or alienate native students; providing opportunities for students’ involvement in their language and culture; and better preparation for educators who work with American Indians. Above all, schools need more funding to address these problems according to Faircloth.

View the report at www.civilrightsproject.ucla.edu