Reviews studies of Native American dropout rates conducted in the past three decades, highlighting the difficulties in obtaining accurate statistics resulting from small sample size of the group. Emphasizes structural disadvantages, rather than "cultural discontinuity," as the major influence to drop out. Studies of the transfer rate…

The number of Native Alaska secondary students choosing not to complete high school is of great concern to educators and Native communities. In this study, schools in small communities throughout western Alaska were observed while teachers and dropouts were interviewed concerning their perceptions of the education process. It became very clear…

Examines dropout rates in small village high schools. Reports that the shift from boarding schools to small village high schools has dramatically reduced the dropout rates of rural Alaska native students. Suggests related characteristics are small size, personalized atmosphere, sense of community, and individualized instruction. (DHP)

Urban American Indian dropouts and stayers in four cohorts (graduating classes) were examined on variables related to their years of high school attendance. Parent and student group interviews revealed that dropping out was related to lower academic achievement, retention in grade, greater family mobility, tribal affiliation, and school attended.…

Much literature on American Indian dropouts accepts cultural discontinuity between home and school as an explanation for the high Indian dropout rate, despite little proof from research. An exclusive focus on culture and curricular innovation obscures the possibility that economics and social structure may be more important factors. (SV)

The article gives a brief overview of the history of education for Alaska natives. It also includes a summary of various studies on dropout among Alaska native students; notes problems facing those dropouts; and notes implications for the community. The article calls for dropout research based on nonhome factors. (SB)

A Montana study of 46 Native American high school dropouts found salient factors were perceived irrelevance/cultural insensitivity of curricula, perceived teacher indifference/failure to help with students' work, desire to be with other dropouts, problems at home, and the requirement that students attend school for the entire senior year. (MH)

The socioeconomic status of Canadian native students may be more important than cultural differences when explaining their high dropout rate. Disadvantaged native and nonnative students share many experiences that isolate them from the mainstream school culture, including placement of disadvantaged students into lower-track courses and…