Paul Public Schools,
the Minnesota Department of Children, Families & Learning,
Indian Education Division (CFL),
American Indian Parent Committees,
American Indian businesses and organizations, the Ando-Giikendaasowin Native American Math and Science Program at the General College at the University of Minnesota, and the American Indian Science & Engineering Society (AISES). (University of Minnesota, 2009)
As well the Parkways model is stated to be an evidence-based and strategically developed specifically for Native American Indian students in high school. A collaborative effort, this model was replicated on "eleven American Indian reservations and communities in Minnesota. As a result of these efforts approximately 30 American Indian youth are now pursuing their education in a postsecondary setting." (University of Minnesota, 2009) the objectives of the Pathways project is providing encouragement to students in gaining access to a postsecondary education through the rural and urban Fond du Lac Tribal Community college campuses.
This model is one that is stated to offer urban Native American Indian youth in the St. Paul metropolitan area and the rural American Indian youth that live on or near the Fond du Lac reservation located in northern Minnesota "...opportunities to prepare for higher education and high-skill, high-wage careers. Imbedded in the model are assessment opportunities for students to measure their growth/change in such areas as self-esteem, math/science efficacy, problem-solving; learning styles, and career interests." (University of Minnesota, 2009)
The components of the Pathways project are stated to include those as follows:
(1) Innovative programs designed to raise achievement and promote retention and graduation from high school;
(2) Comprehensive guidance, counseling, and testing services;
(3) Opportunities for students to enroll in courses at the postsecondary level;
(4) Partnerships between project high schools and local businesses to provide students with the skills and knowledge they need to make an effective transition to career opportunities;
(5) Programs to encourage and assist American Indian students to work toward and gain entrance into postsecondary institutions; and (6) Evaluation of program effectiveness and disseminate program results locally, statewide, and nationally. (University of Minnesota, 2009 )
The work of Belgarde and Lore (2004) entitled: "The Retention/Intervention Study of Native American Undergraduates at the University of New Mexico" reports that student service programs "act as key resources to help students persist in school until graduation. However, some critics question whether service programs aimed at specific ethnic populations contribute sufficiently toward their persistence." Belgarde and Lore (2004) relate that Tinto (1975) held that the "...stronger one is integrated into the institution; the more likely he/she will graduate from college. Thus, Native students' use of Native and non-Native student service programs is likely to effect the strength of their integration." Belgarde and Lore state findings that the level of involvement of the student, the student's satisfaction of the services they receive is linked to the likelihood of the student graduating and the students using the services such as career placement.
The work entitled: "Tribal Programs Harness Cultural Strengths to Improve Conditions for Families and Youth" published in April 2006 by the U.S. Department of Health and Human Services reports that headlines from the "Nation's Tribal communities can often be discouraging. As in many rural areas in the United States, opportunities for economic advancement on and near Tribal lands are harder to come by than in urban and suburban centers. Resulting poverty and joblessness can fuel a host of other problems, including poor health, substance abuse, and high rates of violence and incarceration." (Quotah and Chalmers, 2006) Because of this "...UNITY and a number of Tribal and non-Tribal organizations across the Nation are working with the U.S. Administration for Children and Families (ACF), and its Family and Youth Services Bureau (FYSB), in a collaborative effort to build upon the strengths of Native youth and their families. As a result of their efforts, a number of innovative initiatives are being born throughout Tribal communities addressing the persistent problems that have hampered the positive development of Tribal youth." (Quotah and Chalmers, 2006)
Stated as some of the most promising of these are based on the following key components:
(1) Tribal problems are best addressed with Tribal solutions: With 562 Federally recognized...
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