Reducing the persistent achievement gap between Aboriginal students and their peers is recognized as a national priority. This report springs from a study of schools that, despite extraordinary challenges, are producing tangible progress for Aboriginal learners. The research conducted in 2006 was designed to identify practices that appear to contribute to their success.
The schools profiled in this study are scattered across north, central and eastern Canada, from the islands of Hudson Bay to the rugged coast of Newfoundland. Collectively, they serve more than 3,300 Aboriginal students in settings ranging from inner city to isolated reserves. Four of the case studies profile band-operated schools; the other six feature schools under provincial/territorial jurisdiction, two of whom are governed by regional First Nations Boards. The sites were selected through a consultative nomination process.
The team of researchers spent an average of 11 days per site, conducting over 100 interviews and 35 focus groups of teachers, students, parents, and elders involving over 400 respondents in the data collection process. These findings were triangulated with observations and document review to develop richly detailed case studies highlighting each school's practices. The patterns observed across the schools were then analyzed to compare success factors in the schools to each other and with those found in earlier set of schools examined by Bell[1] (2004) using a similar framework for analysis.
The report covers a broad range of issues and highlights strategies and conditions that help Aboriginal learners to succeed. It begins with an introduction to the study and an overview of the complex contexts in which these schools operate. This is followed by ten detailed case studies, which collectively and individually yield many promising practices which can be adapted by other schools. Chapter 12 analyzes the patterns across the sample, culminating with a discussion of the dominant factors that underpin their success. Chapter 13 identifies key issues emerging from the research, and the final chapter contains recommendations for policymakers and practitioners.
Findings
Despite the rich diversity in approaches and circumstances, a number of common characteristics distinguished these schools, albeit in varying degrees of intensity. The elements of their success are rooted in: - Strong leadership and governance structures, often with long tenure
- Multiple programs and supports for learners
- Exceptional language and cultural programs
- Secure and welcoming climates for children and families
- Respect for Aboriginal culture and traditions to make learning relevant
- High percentage of Aboriginal staff and quality staff development
- Assessment linked to instructional and planning decisions
- Vigorous community partnerships and beneficial external alliances
These schools maintained high expectations for staff and students. Their teachers believed in students' potential to learn, while providing multiple levels of support in a holistic manner to meet students' social, emotional, spiritual and physical needs. The schools were proactive in addressing issues of attendance, behaviour and well-being, which are pre-conditions for learning. School leadership was forward thinking and entrepreneurial, enabling the schools to offer an impressive array of programs and additional services to support both learners and their families. Instructional approaches were purposefully chosen, based on research, and implemented on a school-wide basis in many instances. The employment of high percentages of certified and highly qualified Aboriginal teachers from their own communities was a source of pride at most schools. All schools worked to provide culturally relevant learning experiences and affirm students' pride in their identity. Aboriginal language immersion programs were present in about half the schools and in some this was the language of instruction until Grade 6. Most offered local cultural classes - some of which were accredited, and the reminder infused cultural content across the core curriculum. In all schools, the importance of the traditions and culture was affirmed by displays, ceremonies, excursions on the land, and the use of elders and local resource people. While various forms of assessment were utilized for instructional decisions and planning for improvement, there were marked differences among the schools in their willingness to measure themselves against large scale norms and to report such results publicly.
The 44 success factors identified in the schools were mapped and compared with those found in Bell (2004). The most prominent correlates of success were related to governance structures and leadership, programming, staff qualities, added resources obtained through innovative partnerships, a positive and respectful school ethos, and local community control and support.
Issues and Recommendations
Four systemic issues that emerged from these cases deserve careful attention by policymakers. To this end, the authors undertake a brief analysis of Aboriginal education funding, special education, language and literacy, and performance measurement and reporting as illustrated through this set of schools. The final chapter of the report directs a number of recommendations towards policymakers that are designed to support the success of Aboriginal learners everywhere.
The research was commissioned by SAEE with financial support provided by the Governments of Ontario, Quebec, and Nunavut, Indian and Northern Affairs Canada, the Office of the Federal Interlocutor for Métis and Non-Status Indians, and a Canadian foundation.
Published February 2007. ISBN 978-0-9737755-8-7 ♦ Order ♦ Media Release ♦
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