Native American students miss school at higher rates. It only got worse during the pandemic

DECEMBER 9, 2024:

SAN CARLOS, Ariz. (AP) — Years after COVID-19 disrupted American schools, nearly every state is still struggling with attendance. But attendance has been worse for Native American and Alaska Native students — a disparity that existed before the pandemic and has since grown, according to data collected by The Associated Press. Out of 34 states with data available for the 2022-2023 school year, half had absenteeism rates for Native students that were at least 9 percentage points higher than the state average. Many schools serving Native students have been working to build stronger connections with families. They must navigate distrust dating back to the U.S. government’s campaign to force Native kids into abusive boarding schools.

SAN CARLOS, Ariz. (AP) — After missing 40 days of school last year, Tommy Betom, 10, is on track this year for much better attendance. The importance of showing up has been stressed repeatedly at school — and at home.

When he went to school last year, he often came home saying the teacher was picking on him and other kids were making fun of his clothes. But Tommy’s grandmother Ethel Marie Betom, who became one of his caregivers after his parents split, said she told him to choose his friends carefully and to behave in class.

He needs to go to school for the sake of his future, she told him.

“I didn’t have everything,” said Betom, an enrolled member of the San Carlos Apache tribe. Tommy attends school on the tribe’s reservation in southeastern Arizona. “You have everything. You have running water in the house, bathrooms and a running car.”

A teacher and a truancy officer also reached out to Tommy’s family to address his attendance. He was one of many. Across the San Carlos Unified School District, 76% of students were chronically absent during the 2022-2023 school year, meaning they missed 10% or more of the school year.

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This story is part of a collaboration on chronic absenteeism among Native American students between The Associated Press and ICT, a news outlet that covers Indigenous issues.

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Years after COVID-19 disrupted American schools, nearly every state is still struggling with attendance. But attendance has been worse for Native American students — a disparity that existed before the pandemic and has since grown, according to data collected by The Associated Press.

Out of 34 states with data available for the 2022-2023 school year, half had absenteeism rates for Native American and Alaska Native students that were at least 9 percentage points higher than the state average.

Many schools serving Native students have been working to strengthen connections with families, who often struggle with higher rates of illness and poverty. Schools also must navigate distrust dating back to the U.S. government’s campaign to break up Native American culture, language and identity by forcing children into abusive boarding schools.

History “may cause them to not see the investment in a public school education as a good use of their time,” said Dallas Pettigrew, director of Oklahoma University’s Center for Tribal Social Work and a member of the Cherokee Nation.

On-site health, trauma care helped bring students back

The San Carlos school system recently introduced care centers that partner with hospitals, dentists and food banks to provide services to students at multiple schools. The work is guided by cultural success coaches — school employees who help families address challenges that keep students from coming to school.

Nearly 100% of students in the district are Native and more than half of families have incomes below the federal poverty level. Many students come from homes that deal with alcoholism and drug abuse, Superintendent Deborah Dennison said.

Students miss school for reasons ranging from anxiety to unstable living conditions, said Jason Jones, a cultural success coach at San Carlos High School and an enrolled member of the San Carlos Apache tribe. Acknowledging their fears, grief and trauma helps him connect with students, he said.

“You feel better, you do better,” Jones said. “That’s our job here in the care center is to help the students feel better.”

In the 2023-2024 school year, the chronic absenteeism rate in the district fell from 76% to 59% — an improvement Dennison attributes partly to efforts to address their communities’ needs.

“All these connections with the community and the tribe are what’s making a difference for us and making the school a system that fits them rather than something that has been forced upon them, like it has been for over a century of education in Indian Country,” said Dennison, a member of the Navajo Nation.

In three states — Alaska, Nebraska, and South Dakota — the majority of Native American and Alaska Native students were chronically absent. In some states, it has continued to worsen, even while improving slightly for other students, as in Arizona, where chronic absenteeism for Native students rose from 22% in 2018-2019 to 45% in 2022-2023.

AP’s analysis does not include data on schools managed by the U.S. Bureau of Indian Education, which are not run by traditional districts. Less than 10% of Native American students attend BIE schools.

Schools close on days of Native ceremonial gatherings

At Algodones Elementary School, which serves a handful of Native American pueblos along New Mexico’s Upper Rio Grande, about two-thirds of students are chronically absent.

The communities were hit hard by COVID-19, with devastating impacts on elders. Since schools reopened, students have been slow to return. Excused absences for sick days are still piling up — in some cases, Principal Rosangela Montoya suspects, students are stressed about falling behind academically.

Staff and tribal liaisons have been analyzing every absence and emphasizing connections with parents. By 10 a.m., telephone calls go out to the homes of absent students. Next steps include in-person meetings with those students’ parents.

“There’s illness. There’s trauma,” Montoya said. “A lot of our grandparents are the ones raising the children so that the parents can be working.”

About 95% of Algodones’ students are Native American, and the school strives to affirm their identity. It doesn’t open on four days set aside for Native American ceremonial gatherings, and students are excused for absences on other cultural days as designated by the nearby pueblos.

For Jennifer Tenorio, it makes a difference that the school offers classes in the family’s native language of Keres. She speaks Keres at home, but says that’s not always enough to instill fluency.

Tenorio said her two oldest children, now in their 20s, were discouraged from speaking Keres when enrolled in the federal Head Start educational program — a system that now promotes native language preservation — and they struggled academically.

“It was sad to see with my own eyes,” said Tenorio, a single parent and administrative assistant who has used the school’s food bank. “In Algodones, I saw a big difference to where the teachers were really there for the students, and for all the kids, to help them learn.”

Over a lunch of strawberry milk and enchiladas on a recent school day, her 8-year-old son Cameron Tenorio said he likes math and wants to be a policeman.

“He’s inspired,” Tenorio said. “He tells me every day what he learns.”

Home visits change perception of school

In Arizona, Rice Intermediate School Principal Nicholas Ferro said better communication with families, including Tommy Betom’s, has helped improve attendance. Since many parents are without working phones, he said, that often means home visits.

Lillian Curtis said she has been impressed by Rice Intermediate’s student activities on family night. Her granddaughter, Brylee Lupe, 10, missed 10 days of school by mid-October last year but had missed just two days by the same time this year.

“The kids always want to go — they are anxious to go to school now. And Brylee is much more excited,” said Curtis, who takes care of her grandchildren.

Curtis said she tells Brylee that skipping school is not an option.

“I just told her that you need to be in school, because who is going to be supporting you?” Curtis said. “You’ve got to do it on your own. You got to make something of yourself.”

The district has made gains because it is changing the perception of school and what it can offer, said Dennison, the superintendent. Its efforts have helped not just with attendance but also morale, especially at the high school, she said.

“Education was a weapon for the U.S. government back in the past,” she said. “We work to decolonize our school system.”

WATONGA, Okla. (AP) — As the Watonga school system’s Indian education director, Hollie Youngbear works to help Native American students succeed — a job that begins with getting them to school.

She makes sure students have clothes and school supplies. She connects them with federal and tribal resources. And when students don’t show up to school, she and a colleague drive out and pick them up.

Nationwide, Native students miss school far more frequently than their peers, but not at Watonga High School. Youngbear and her colleagues work to connect with families in a way that acknowledges the history and needs of Native communities.

As she thumbed through binders in her office with records of every Native student in the school, Youngbear said a cycle of skipping school goes back to the abuse generations of Native students suffered at U.S. government boarding schools.

“If grandma didn’t go to school, and her grandma didn’t, and her mother didn’t, it can create a generational cycle,” said Youngbear, a member of the Arapaho tribe who taught the Cheyenne and Arapaho languages at the school for 25 years.

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This story is part of a collaboration on chronic absenteeism among Native American students between The Associated Press and ICT, a news outlet that covers Indigenous issues.

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Watonga schools collaborate with several Cheyenne and Arapaho programs that aim to lower Native student absenteeism. One helps students with school expenses and promotes conferences for tribal youth. Another holds monthly meetings with Watonga’s Native high school students during lunch hours to discourage underage drinking and drug use.

Oklahoma is home to 38 federally recognized tribes, many with their own education departments — and support from those tribes contributes to students’ success. Of 34 states with data available for the 2022-2023 school year, Oklahoma was the only one where Native students missed school at lower rates than the state average, according to data collected by The Associated Press.

At Watonga High, fewer than 4% of Native students were chronically absent in 2022-23, in line with the school average, according to state data. Chronically absent students miss 10% or more of the school year, for both excused and unexcused reasons, which sets them behind in learning and heightens their chances of dropping out.

About 14% of students at the Watonga school on the Cheyenne-Arapaho reservation are Native American. With black-lettered Bible verses on the walls of its hallways, the high school resembles many others in rural Oklahoma. But student-made Native art decorates the classroom reserved for Eagle Academy, the school’s alternative education program.

Students are assigned to the program when they struggle to keep up their grades or attendance, and most are Native American, classroom teacher Carrie Compton said. Students are rewarded for attendance with incentives like field trips.

Compton said she gets results. A Native boy who was absent 38 days one semester spent a short time in Eagle Academy during his second year of high school and went on to graduate last year, she said.

“He had perfect attendance for the first time ever, and it’s because he felt like he was getting something from school,” Compton said.

When students do not show up for school, Compton and Youngbear take turns visiting their homes.

“I can remember one year, I probably picked five kids up every morning because they didn’t have rides,” Compton said. “So at 7 o’clock in the morning, I just start my little route, and make my circle, and once they get into the habit of it, they would come to school.”

Around the country, Native students often have been enrolled in disproportionately large numbers in alternative education programs, which can worsen segregation. But the embrace of Native students by their Eagle Academy teacher sets a different tone from what some students experience elsewhere in the school.

Compton said a complaint she hears frequently from Native students in her room is, “The teachers just don’t like me.”

Bullying of Native students by non-Native students is also a problem, said Watonga senior Happy Belle Shortman, who is Kiowa, Cheyenne and Arapaho. She said Cheyenne students have been teased over aspects of their traditional ceremonies and powwow music.

“People here, they’re not very open, and they do have their opinions,” Shortman said. “People who are from a different culture, they don’t understand our culture and everything that we have to do, or that we have a different living than they do.”

Poverty might play a role in bullying as well, she said. “If you’re not in the latest trends, then you’re kind of just outcasted,” she said.

Watonga staff credit the work building relationships with students for the low absenteeism rates, despite the challenges.

“Native students are never going to feel really welcomed unless the non-Native faculty go out of their way to make sure that those Native students feel welcomed,” said Dallas Pettigrew, director of Oklahoma University’s Center for Tribal Social Work and a member of the Cherokee Nation.