Washington Tribal Leaders Strongly Question Standardized Education and Testing
Robey Clark, a member of Oregon Save Our Schools, shared with us a letter that was sent to Washington State Superintendent of Public Instruction Randy Dorn by the governing tribes of the Washington State Tribal Compact Schools on June 5th, 2015. Mr. Dorn has yet to respond to the tribes.
As Kathleen Hagans Jeskey, of her Teacher Talks Truth blog, (she is also an Oregon BAT and member of Oregon Save Our Schools as well) states in her post regarding the tribal letter, "The sentiment in this letter can be broadly applied not only to Native students but to all students. Our public schools are diverse. Students deserve to have their cultures recognized and respected. They deserve lessons that engage and speak to them, and they deserve to be evaluated in an authentic way. We must bring the humanity back to our schools. "
Thank you Robey Clark for sharing this with the public.
Their official letter is presented below:
WASHINGTON TRIBAL COMPACT SCHOOL POSITION STATEMENT:
We, the governing tribes of the Washington State Tribal compact schools, hope to break the chronic cycle of failure among schools serving American Indian reservations. We intend to capitalize upon the opportunity presented by this new Tribal Compact School law by promoting the adoption of teaching practices which we believe to be more congruent with tribal cultures. In support of this effort, we intend to foster some important reforms in educational accountability methods that will encourage and reward a change in practice.
In recent decades, state and federal educational policy has focused on raising test scores for poor and minority students up to the general population average by the third grade (or soon after) in an effort to minimize the dropout rate. This policy has been a particular disaster for most public schools serving Indian reservations. The result has been a system that labels Indian children early; subjects them to continued remedial instruction; and fails to keep them engaged after the 4th grade. The over-emphasis on early grade test scores has evolved into a self-fulfilling (and self-perpetuating) prophecy of failure for Indian students. We believe it is this labeling effect, coupled with limited instructional methods that cause many if not most dropouts.
The Iroquois Sachem Canasatego once said to the English colonists of his time, “...you who are so wise must know that different Nations have different Conceptions of things and you will, therefore, not take it amiss if our Ideas of this kind of Oregon Save Our Schools: Washington Tribal Leaders Strongly Question Standardized Education and Testing: