This brief highlights the success of the Santa Fe Indian School (SFIS) under Superintendent Christie Abeyta in achieving high graduation rates while emphasizing a culturally responsive and community-driven approach to education. Located in Santa Fe, NM, the school serves approximately 700 students from various Indigenous tribes. It has focused on…

Indigenous student completion rates remain very low relative to non-Indigenous students. Some universities have higher Indigenous student completion rates than the national average but research-based evidence of these universities as 'success models' is limited. Drawing on findings from interviews with Indigenous university graduates and staff as…

Shame is a 'slippery' concept in educational contexts but by listening to Aboriginal philosophy and Country, we can rethink its slipperiness. This article contemplates how multiple understandings of shame are derived from and coexist within colonised educational contexts. We focus on one positive example of Indigenous education to consider how…

This case study report provides practical examples on how the Academy of Indigenous Studies has built lasting relationships with local First Nations communities -- demonstrating how existing provincial course offerings can be leveraged to create a for-credit learning track that allows Indigenous and non-Indigenous students to learn about…

The fact that American Indian (AI) college students pursuing postsecondary educational opportunities have lower retention and completion rates than their peers is well documented. Additionally, the use of mentoring as a means of social support for AI students has been increasingly recognized as an important factor in a successful educational…

This paper is based on a research that explored how Inuit community members in Nunavut Territory, Canada, conceptualized quality education in the socio-cultural context of the territory. Data were collected through telephone interviews of 13 Inuit community members in Nunavut and document reviews both of which were conducted in 2010. The data…

The purpose of this guidebook is to provide guidance to school districts in completing their local Tribal Education Status Report (TESR). Any data that is reported in the local TESRs has to comply with the Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) which is a Federal law that protects the privacy of…

This compliance report provides information regarding American Indian students' public school performance and how performance is measured. This information is shared with legislators, educators, tribes, and communities and is disseminated at the semiannual government-to-government meetings. The New Mexico Public Education Department (NM PED) is…

This compliance report provides information regarding American Indian students' public school performance and how performance is measured. This information is shared with legislators, educators, tribes, communities and is disseminated at the semiannual government-to-government meetings. The New Mexico Public Education Department (NMPED) is…

In compliance with the Indian Education Act (NMSA1976 Section 22), the purpose of the Tribal Education Status Report (TESR) is to inform stakeholders of the Public Education Department's (PED) current initiatives specific to American Indian students and their educational progress. This report examines both the current conditions and recent trends…

In compliance with the Indian Education Act (NMSA1976 Section 22), the purpose of the Tribal Education Status Report (TESR) is to inform stakeholders of the New Mexico Public Education Department's (PED) current initiatives specific to American Indian students and their educational progress. This report examines both the current conditions and…