2010

StayinginSchool:Engaging AboriginalStudents

Staying in School: Engaging Aboriginal Students 2010

Congress of Aboriginal Peoples

The

Congress

of

Aboriginal

Peoples

as

National

Aboriginal

Organization represents the interest of off-reserve non-status and status Indians, and Mtis Aboriginal Peoples living in urban, rural, remote and isolated areas throughout Canada. We are also the national voice for the constituency and their affiliate organizations making up the Congress family of advocates for the off-reserve Aboriginal Peoples of Canada.

This series of analysis papers was made possible with financial assistance from Human Resource and Skills Development Canada (HRSDC) under the Policy Collaboration initiative.

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STAYINGINSCHOOL:ENGAGINGABORIGINALSTUDENTS

OVERVIEW
AboriginalEducation,notablytheinclusionofAboriginalcontentincurriculaandprogramsandthe successofAboriginalstudents,hasreceivedfocusedattentionacrossCanadainrecentyears. Substantialeffortshavebeenundertakenatthefederalandprovinciallevelstoaddressthe differencesinratesofachievementbyAboriginalandnonAboriginalYouth(e.g.Kroes,2008; Levin,2009). Historically,therehavebeengapsinmeasuredoutcomesbetweenAboriginalandnonAboriginal Peoplesofallages,particularlyinliteracyrates(StatisticsCanada,2005),andenrolmenttopost secondaryeducation(StatisticsCanada,2010a).Althoughenrolmenttopostsecondaryeducation byAboriginalPeoplesisincreasing,itisstillbelowtheratesofnonAboriginalPeoples.Across CanadaratesofAboriginalPeoplescompletinghighschoollagfarbehindnonAboriginalPeoples.

HIGHSCHOOLCOMPLETIONRATESFORYOUTH
Whenexamininghighschoolcompletionratesforyouthages20to24,theearliestagegroupwhere allstudentscouldbeexpectedtohavecompletedhighschool,thediscrepanciesareundeniable. AccordingtoStatisticsCanada2006censusdata,40%ofAboriginalPeoplesaged20to24didnot haveahighschooldiploma,comparedto13%amongnonAboriginalPeoples.Therateofnon completionisevenhigherforonreserveAboriginalPeoples(61%hadnotcompletedhighschool) andforInuitPeopleslivinginruralorremotecommunities(68%hadnotcompletedhighschool). Genderdifferencesonthe2006censusarealsoevident,as43%percentofmaleAboriginalPeoples inCanadabetweentheagesof20and24hadnotcompletedhighschool,comparedto37%of femaleAboriginalPeoplesofthesameagegroup(StatisticsCanada,2010a).

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FIGURE1

ProportionofAboriginalandnonAboriginalyoungadultsaged20to24withnohigh schooldiplomain2001and2006
70 60 50 41 40 30 20 10 0 37.8 32.3 25.4 15.2 12.5 2001 2006 61.1 58.4 54 43.4 40.3 60.2

Source:StatisticsCanada,2008a.LabourForceActivity(8),AboriginalIdentity(8),HighestCertificateorDiploma(14),Areaof Residence(6),AgeGroups(12A),andSex(3)forthePopulation15YearsandOverofCanada,ProvincesandTerritories,2006Census 20%SampleData,Topicbasedtabulation,2006CensusofPopulation,Catalogueno97560X2006031.

HIGHSCHOOLCOMPLETIONANDUNEMPLOYMENT
Successfulcompletionofhighschoolcanhavealongtermimpact,notonlyonindividualstudents, butalsoontheirfamiliesandcommunitiessincethelackofahighschooldiplomaisstrongly correlatedwithahighunemploymentrate.AccordingtoRichards(2008),theemploymentratefor bothAboriginalandnonAboriginalPeoplesnearlydoubleswithhighschoolcertificationand continuestoincreaseaseducationalattainmentincreases.Likehighschoolcompletionrates, employmentratesfortheAboriginalPeoplesofCanadahaveconsistentlybeenlowerthanthoseof nonAboriginalPeoples.Censusdatafrom2006showsa10.4%unemploymentratefornon AboriginalPeoplescomparedto22.5%forAboriginalPeoples.Thisrateisexacerbatedforthe AboriginalPeoplesofCanadaagedbetween20and24whodemonstratea31%unemployment rate.(StatisticsCanada,2010b)
Section35oftheCanadianConstitutionclearlyidentifiestheAboriginalPeoplesofCanadaasIndian,MtisorInuit; therefore,CAPdoesnotendorsetheuseofthetermFirstNationswhenreferringtoAboriginalPeopleslivingonoroff reserve.

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FIGURE2

UnemploymentrateofAboriginalandnon AboriginalCanadiansin2006
25 20 15 10 5 0 Nonaboriginal Aboriginal 10.4 7.1 12.8 Nocertificate,degree, ordiploma HighSchoolCertificate, orEuivalent 22.5

Source:StatisticsCanada(2010)a.AboriginalIdentity(8),HighestCertificate,DiplomaorDegree(14),MajorFieldofStudy ClassificationofInstructionalPrograms,200(14),AreaofResidence(6),AgeGroups(10A),andSex(3)forthePopulation15Yearsand OverofCanada,ProvincesandTerritories,2006Census20%SampleData.AboriginalPeoples,2006Census.Statistics Canada, 2006 Census of Population, Statistics Canada catalogue no. 97-560-XCB2006028.

GROWTHINPROPORTIONOFABORIGINALYOUTH
Tocompoundthesituation,thereisagrowthtrendintheproportionofyouthcomparedtoadults withinthepopulationofAboriginalPeoples. FIGURE3

MedianAgeofCanadianSubgroupsinYears: 2006CensusData
Inuit Metis NorthAmericanIndian Aboriginal NonAboriginal AllCanadians 24.9 26.5 39.7 39.2 21.5 29.5

Source:StatisticsCanada(2010)c.AboriginalIdentity(8),AreaofResidence(6),AgeGroups(12)andSex(3)forthePopulationof Canada,ProvincesandTerritories,2006Census20%SampleData.StatisticsCanada,2006CensusofPopulation,StatisticsCanada catalogueno.97558XCB2006006.

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AsdemonstratedbythemedianageofvarioussubgroupsinFigure3(2006),censusdataindicates thatwhiletheCanadianpopulationasawholeisageing,themedianageofAboriginalPeoplesis muchyoungerthanthemedianageofnonAboriginalPeoples.In2006,Canadiansaged15to24 madeup13.5%ofthetotalnonAboriginalpopulation,comparedto18.1%oftheAboriginal population.AboriginalYouthbetweentheagesof15to24makeup17.9%ofthosewhoidentified asNorthAmericanIndians,18.3%ofthosewhoidentifiedasMtis,and20.9%ofthosewho identifiedasInuit(StatisticsCanada,2010c).Thishasimplicationsforthefutureemployment trendsastherewillbeanincreaseindemandforaskilledworkforce,coupledwithlargeincreases withinAboriginalworkingagepopulationsoverthenextdecadecomparedtothenonAboriginal population(TheCanadianMillenniumScholarshipFoundation,2004).

PROBLEMDEFINITION
Despiteunderstandingthepotentialrepercussionsassociatedwithleavinghighschool,littleis knownaboutanyprovenfactorsthatcontributetoorimpedeyouthfromstayinginschooland obtainingahighschooldiploma,particularlywithregardtoAboriginalYouth.Thoughthebodyof knowledgeisgrowing,manyquestionsremainunanswered.Whataretheriskfactorsand protective factorsthataffectAboriginalYouthstayinginschool?Aretheredifferencesexperienced byrural,urbanandAboriginalYouth?WhateffortsarebeingundertakenattheFederal,Provincial, TerritorialandCommunitylevelstoensurethatAboriginalYouthareengagedandempoweredin theirowneducation?Whatchangesaretakingplacetoensurethateducationsystemsreflectand supportadifferentwayofknowingthatisthefoundationofAboriginallearningsystems? (CanadianCouncilonLearning,2009) Thispaperoutlinesasummaryofspecificriskfactorsrelatedtocompletinghighschoolfacedby AboriginalYouthlivinginurban,rural,remoteandisolatedareasthroughoutCanada.Protective factorsarealsosummarized,promisingpracticesandprogramshighlightedandpotentialnext stepsoutlined.

METHODOLOGY
Thereviewofliteraturewasundertakeninseveralphases. 1) AwebsearchwasconductedtoidentifyinformationonMinistrywebsites,Ministrycontacts forAboriginalEducationandpolicyorprogrammingdocumentsrelatedtoAboriginal Education. 2) Awebsearchwasconductedtofindrelevantinformationalorprogrambasedsitesfor AboriginalYouthusingthesearchtermsAboriginal,Youth,FirstNations,MtisandInuit.

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3) ASearchwasconductedusingERIC,PsychInfoandSCOPUSsearchenginesusingthekey wordsAboriginalandeducation.ResourcesthatwereCanadianandthatwerefocused mainlyonAboriginalYouthwerekept. 4) Interviews,conversationsandemailswerecollectedfromindividualscitedasexpertsin theliterature,orwhowerereferredbycorrespondenceorwordofmouth,andfrom representativesofprogramsaimedathelpingAboriginalYouthtostayinschool.

DISCUSSION
DEFINITIONS:Throughouttheliteratureandincurrentdiscussions,StayinginSchoolismost commonlyexaminedbylookingatschoolleavers,or dropouts,commontermsforthoseindividualswhodo notreceiveahighschooldiploma.Theassumptionisthat byunderstandingwhoisleaving,wecanbetterdetermine whytheyareleavingandwhatweneedtodotohelpthem stayandgraduate. Until1996,thetermdropoutwasusedtoidentify studentswithoutadiploma.Aroundthattime,the terminologyschoolleaverwasadaptedtobetter representtheincreasingunderstandingthatschool leavingresultsnotjustfrompersonalfailure,butfromthe interplayofriskfactorsattheindividual,schooland communitylevel. Whiledropoutandschoolleavercontinuetobeterms usedtodefinethepopulation,severalfactorscomplicate theliteraturearoundhighschoolcompletion.School boardscontinuetostrugglewithtrackingtheirgraduation resultsandschoolleaversasdefinitionsareoftenunclear andinconsistent.Forexample,astudentmayleaveandre enterschoolseveraltimesthroughouttheireducational path,orastudentdefinedasadropoutmayinfactreturn andgraduate.

VOLUNTARYSELFIDENTIFICATIONOFABORIGINALSTUDENTS:Thelackofreliable studentspecificdataontheachievementofAboriginalstudentsaddstothechallengeof understandingtruepredictorsandprotectorsofstudentsatriskofbeingaschoolleaver. TrackingthesuccessandhighschoolcompletionofallCanadianstudentsprovestobeadifficult andcomplicatedtask.Topinpointthetrajectoriesofspecificsubgroupsofstudents,suchas AboriginalYouth,hasprovennearlyimpossibleinmanycases.MostStudentInformationSystems inusebyschoolboards(thedatabaseusedtocaptureinformationoneachstudent)donotcapture informationthatwouldidentifystudentsasAboriginaleitherbydesign,orthroughthe CongressofAboriginalPeoples2010 7

Staying in School: Engaging Aboriginal Students 2010

inconsistentorincompletedataentrypracticeswithinschoolboards.Currently,ministriesof educationacrossCanadaareatdifferentpointsintheimplementationofvoluntaryself identificationpoliciesandpracticesforAboriginalstudentsthatwouldallowforbettertrackingand monitoringofstudentprogress.Forexample,Ontariolauncheditsvoluntaryselfidentification policyin2007,withthe2009/2010schoolyearbeingthefirstwhereaccuratedatawasexpected. TheministryinBritishColumbiahaslonger,moreestablishedpartnershipsandconnectionswith AboriginalPeoplesandgroupswhichhasresultedintheabilitytocollectmorelongitudinaldataon studentswhohaveselfidentifiedasanAboriginalPerson(Aman,2008).Inbothexamples,there continuestobeissueswiththecompletenessandvalidityoftheinformationcollectedand,insome cases,skepticismofhowthedatawillbeused(CanadianCouncilonLearning,2009). LACKOFACCURATEANDCOMPLETEDATAFORABORIGINALPOPULATIONS:Mostexisting andavailableliteratureonriskandprotectivefactorsforAboriginalYouthisbasedonresearchthat hasbeenconductedoutsideofCanada.Frequently,researchandliteratureavailableforAboriginal populationsandculturesisbasedoutofAustraliaorHawaiiwhileCanadianliterature,whenit exists,ismostoftenfocusedmainlyonWesternCanada.Furthermore,thereislittleresearch conductedwithAboriginalPeopleslivingoffreserveinCanada.Whileeffortsweremadeinthe currentpapertogatherinformationandtalktoexpertsfromvariouscommunitiesandregions,the differenceswithinAboriginalcommunitiesandtheirvariedgeographicalcontextsmakeitdifficult togeneralizefindingsaswellasmakingitimportanttoconsiderindividualcontextsand circumstances. COMPLEXITYOFISSUEANDINTERPLAYOFFACTORS:Regardlessofdefinition,itisclearthat AboriginalstudentsarelesslikelytograduatefromhighschoolthannonAboriginalstudents. Thoughmoreresearchhasbeenconductedinrecentyears,littleisknownaboutspecificfactors thatcontributetoboththeachievementofAboriginalstudentsandthesignificantdifferencesin achievementsbetweenAboriginalandnonAboriginalstudents(Baydala,Rasmussen,Birchet.al., 2009).Whileanumberoffactorshavebeenproposed,howschoolcompletionoutcomesare relatedtostudentlevelfactors,schoollevelfactorsorcommunitycontextarestillrelatively unknown(Aman,2008)andrequirefurtherstudy.

UNDERSTANDINGABORIGINALLEARNING:ADIFFERENTWAYOFKNOWING
AreviewofriskandprotectivefactorsassociatedwithStayinginSchoolbyAboriginalstudents cannotbecompletedwithoutacknowledgingthepotentialdiscrepanciesbetweenthesetraditional measuresofstudentsuccessandtheongoingholisticeducationofAboriginalYouth.Ina comprehensivereviewoftheStateofAboriginalLearninginCanada:AHolisticApproachto MeasuringSuccess,producedbytheCanadianCouncilonLearning(2009),anargumentismade thatwhileAboriginalPeoplesshareavisionoflearningasaholistic,lifelongprocess,decisions beingmadebygovernment,organizationsandcommunitiescontinuetorelyonanincompleteview oftheStateofAboriginalLearninginCanada.TheyproposethatbyassessingAboriginal educationalattainmentbasedoncomparisonsbetweenAboriginalandnonAboriginalYouth,the specificneedsandaspirationsofAboriginalPeoplesareoftenoverlooked.Focusingsolelyon indicatorssuchaspassratesorhighschoolattainmentprovidesonlyasuperficialviewof

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complexindividualswithmanystrengths.Instead,theCanadianCouncilonLearningproposes usingaHolisticLifelineLearningMeasurementFrameworkdevelopedbyAboriginalLearning expertsacrossCanadaandpublishedin2007.Thisframeworktakesintoaccounttheneedto measuresuccessdifferentlyforAboriginalpopulations.Traditionalindicators,suchasgraduation rates,arestillincludedinthelifelonglearningframeworkswhileotherindicatorsandpathwaysare identifiedforAboriginalPeoplesthroughoutthelifecycle.ALifelongLearningFramework promotesfocusingonacompleteunderstandingofAboriginalLearningasopposedtoafocuson shortcomingsanddeficitsamongAboriginalstudents. Whilethecurrentpaperdoesrelyonsometraditionalmeasuresofeducationalattainment,itis acknowledgedthatlearningisalifelongprocesswithotherindicatorsofsuccessandprogress. SCHOOLLEAVERSTHEPROCESSOFDISENGAGEMENT:Whilestudentswhohaveleftschool havebeenreferredtoasdropoutsorschoolleavers,expertshaverecognizedthatstudentswho leaveschooldosobecausetheyarenotengagedintheireducationalexperience.Studieshave beenconductedbothwithstudentswhoremaininschoolandwiththosewholeave,leadingtoan increasedawarenessthatdisengagementisnotastatebutratheraprocessthatunfoldswithina studentandinvolvesstudent,schoolandcommunityfactors(OntarioMinistryofEducation,2005), andthatisassociatedwithunfavourableschoolexperiences,absenteeismandschooldropout. (Anderson,Christenson,&Lehr,2004). InaresearchprojectundertakenonbehalfoftheOntarioMinistryofEducation,threepathwaysto disengagementareidentified(OntarioMinistryofEducation,2005): 1) StartingfromScratch:Theseyouthhavemultipleriskfactorsatthefamily,communityand schoollevelandschoolposedanotherrisk. 2) Mostlyprotected:Theseyoungpeoplehadnumerousprotectivefactorsintheir communities,families,schoolsandwithinthemselves.Thesestudents,onceleavingschool, oftenhadplanstonegotiatetheirwaybacktofinishtheirhighschool. 3) Theinbetween:Theseyouthexperiencedbothriskandprotectivefactorsattheschool, familyandcommunitylevels,butdemonstratedpossibilitiesofsuccessrelatedtotheir protectivefactors.Forexample,someyouthmayhavehadatroubledlifeathomebutwere supportedthroughacaringcommunityandeducationalenvironment. Thestudyoutlinedthevariouspathwaysexperiencedbyyouth,butalsothepotentialforprotective factorstohelpdecreaseriskandpromotethecompletionofhighschool.

RISKFACTORSTHATINCREASEDISENGAGEMENT
Moststudentswillencounterriskfactorsthatthreatentodisengagethroughouttheirsecondary education.Theseriskfactorscanbeexperiencedonarangeofintensity,withheightenedriskfor disengagementdependentonthepresenceofmultipleriskfactors,aswellasmitigatingprotective factorsavailabletothestudent.Thesefactorscanalsobeconsideredpushfactorsfactorswithin theschoolthatmakeitunpleasantorundesirabletobethereandpullfactors,factorsoutsideof schoolinoneshomelifeorcommunity,thatpulltheindividualaway(Hammondetal,2007).

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Aboriginalstudentsinparticularmayneedtonavigatemorecomplexlivesandmultiplerisk factors,whichcanincreasedisengagementfromformalschooling. TRANSITIONS:AccordingtotheCanadianCouncilonLearning(2009),educationshouldbe viewedasalifelongprocessandthroughalifelonglearninglens.Partofthislearningprocess includesthetransitionsbetweenschoolsthatoccurformoststudentsinCanada.Transitionfrom elementarytosecondaryschoolisanimportanttimeforbothAboriginalandnonAboriginalyouth, settingthestageforperceptions,experiencesandmotivationsinhighschool.Studentscanbeat riskforrockytransitions.Riskfactorswhichhinderorhelpthetransitionarethosewhichhelpor hinderschooldisengagementandstudentsuccessoverall(Tilliczek&Ferguson,2007).Asstudents transitionintoadulthood,allofthecomplexitiesofbecominganadult,coupledwiththetransition fromatypicallylessdemandinginstitutiontoamoredemandingone,cancontributetoan increasedsenseofconfusionaboutonesidentityandsenseofplaceinthecommunity. Inruralandremotecommunities,Aboriginalstudentscanfaceanadditionalstressorrelatedto transitions.Manyruralandremotecommunities,particularlyinthefarNorth,donothavealocal highschooltoattend.Whilehomeschoolingisanoption,manyparentsdonotfeelcapableofbeing responsiblefortheirchildssecondaryeducation,resultinginyoungstudentsbeingforcedtomove awayfromhometoattendsecondaryschool,livinginadormitorysettingorwithaboarderfamily. AsoneSeniorAdministratoratanorthernOntarioSchoolBoardnoted,manyofthesestudentshave neverseenatwostorybuilding,andyouareaskingthemtomoveawayfromhome.Itsacomplete cultureshock,andmanyofthestudentshaverealdifficultymanagingit. Acrosstheprovinces,initiativeshavebeensetuptofacilitatesmoothertransitionsfromelementary tosecondaryschoolsforallstudents,withextrameasuresoftenbeingtakenforAboriginalyouth. LocalboardinitiativestypicallyvaryandincludehavinganAboriginaleducationcoordinator, settingupadvisorycommittees,establishingtransitioningprograms,peermentoringprogramsand afterschoolprograms,makinguseoftransitionkitsandexpandingservicesforstudentsandtheir families.

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EARLYSCHOOLCHALLENGES/COURSEFAILURE :Inan OntariostudycommissionedbyCollegesOntario,King,Warrenet. al.(2005)foundthatstudentswhofailedcoursesearlyin secondaryschoolweremuchlesslikelytocompleteanOntario SecondarySchoolDiploma(OSSD),citingthat85%ofstudentwith nofailedGrade9coursesgraduatedwithanOSSDwithin5years, comparedtoonly61%withasinglefailedGrade9course.The issueseemedtoexacerbateovertimeandwiththeadditionof failedcourses.Forexample,89%ofstudentswhohadnofailed coursesinGrade10graduatedwithin5yearswithanOSSD, comparedto75%ofstudentswhohadfailedonecourse,59%who hadfailedtwocoursesandonly28%ofstudentswhohadfailed threeormorecourses. Studentcharacteristicsalsodifferentiatedperformanceforthose studentswhowereincludedinthestudy.Femalesweremore likelythanmalestobeenrolledinAcademicorUniversityprep courses,andobtainedhigheraveragemarksthanmalesinalmost allsecondaryschoolEnglish,MathematicsandScienceCourses. Notsurprisingly,moremalesthanfemaleswereschoolleavers,or didnotcompleteanOSSDwithin5years.Maleswereatagreater riskforearlycoursefailurethanfemales. Whilethecurrentstudywasundertakenbeforeinitiativeswerein placeformoreaccuratedatacollectionthroughAboriginalSelf Identificationpolicies,theresultswereclear.Onreserve AboriginalStudentsenrolledinOntariopublic,Catholicandprivate secondaryschoolsandfundedbyIndianandNorthernAffairs Canadawerefarlesslikelythanotherstudentsenrolledin secondaryschoolstocompleteanOSSD,toenrolinuniversityand toenrolincollege.Earlysuccessinsecondaryschoolforthese studentswasimperativeasearlycoursefailuresignificantly reducesthelikelihoodoflatersuccess.Earlycoursefailure, coupledwithpositivetransitionsfromelementarytosecondary school,areimportanttoensureongoingengagementandpositive perceptionsofAboriginalYouth. SCHOOLMOBILITY:Theprogressofstudentsastheymove betweenschoolsisdifficulttotrackforallstudentsbutespecially challengingforAboriginalstudents.Inmostprovinces,theself identificationpracticesinschoolsareintheirinfancymeaning thatitisdifficulttofollowtheeducationalpathofspecific subgroupsofstudents(OntarioMinistryofEducation,2007).

TheAboriginalYouth&Family WellBeingandEducationSociety islocatedinEdmonton,Alberta, andhasimplemented Opportunities,AStayinSchool Programsince1997.Duringthat time,theagencyhasservedover 300youthandfamiliesfromthree differentschools,providingin schoolandoutofschoolsupports, resourcesandrecreational activitiestohelpAboriginalyouth remaininschoolandtoachieve increasedacademicandpersonal successbyprovidingyouthwith incentives,opportunitiesto realizesuccess,positivepeer supportandrolemodeling,and aboveall,commitmenttothe youthandtheirfutures. http://www.aboriginalyouth.ca/

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ThisisthecaseinBritishColumbia,wheretheselfidentificationprocesshasbeenpracticedand refinedoverthepastseveralyears.Theabilitytotrackeducationaltrajectorieshasledtosome interestingfindings.InBritishColumbia,thestudyofadministrativedataofover1.5millionschool censusrecordsofstudentsenrolledinpublicschoolsovera13yearperiodwasexamined. FindingsindicatedthatschoolchangeorstudentmobilityofsecondaryschoolAboriginalstudents wasaprevalentfeatureinAboriginalhighschooltrajectories(Aman,2008).Students,who changedhighschoolsmorefrequently,oftenmovingbackandforthbetweenreservesandurban centres,werelesslikelytocompletehighschool.Therearealsoreported(andlargely undocumented)experiencesbyAboriginalYouthandteachersofinconsistenciesincurriculum expectationsandprogrammingbetweenprovincialschoolsandtheschoolsonreserve.Ithasbeen reportedthatAboriginalstudentsmovingfromschoolsonareservetothepublicschoolsystemare leftbehindtheirpeers. PARENTALINVOLVEMENT: Inthepasttenyears,therehasbeenaheightenedawarenessofthe rolethatparentalinvolvementplaysinstudentachievement.Familystructureandfamilylifecan haveanimpactonastudentsabilitytonavigatethestressorsatschool.Accordingto2006Census data,themajorityofAboriginalchildrenunder15livedwithbothparents(58%)in2006,while 35%livedinsingleparenthomes[morethantwicethatofnonAboriginalchildren(17%)].A further7%ofAboriginalchildrenlivedinahousewithnoparentpresent,comparedto1%ofnon Aboriginalstudents(StatisticsCanada,2008b).Aboriginalstudentsareataheightenedriskof missingoutonparentalsupport. Researchdemonstratesthatparentswhoareinvolvedintheirchildseducationthroughopen communicationwithteachersandadministratorscanbetterassiststudentsnavigatethe educationalsystem,troubleshootearlywhenissuesariseandhelpguidethestudentthrough turbulenttimes(OntarioMinistryofEducation,2007).InresearchthatexaminedAboriginal retentionrates,MackayandMyles(1995)citedfactorsthatimpededparentalinvolvementfor Aboriginalstudents,including:parentsareunfamiliarandintimidatedbytheeducationalsystem, parentsconsidertheformaleducationoftheirchildrenthejoboftrainedprofessionals,lackof participationreflectsadeeplyrootedambivalencetowardthepurposeofschoolasaninstitution andthenonAboriginalprincipalandteachersmaydiscourageparentsfromparticipatingas partners. Oneinformalwaythateducatorstraditionallymeasureparentalinvolvementisthroughattendance andparticipationinparent/teacherinterviews.ParentsofAboriginalstudentstraditionallyhave lowerparticipationratesinthesetypesofinterviews.WhilenonAboriginaleducatorsmayseethis asdisinterestinAboriginalstudentseducation,itmaybearesultofhistoricalexperiencesof AboriginalPeopleswiththeschoolsystemthatmakesituncomfortableforparentsofAboriginal studentstoparticipateinparent/teacherinterviews(Barnes,Josefowitz,&Cole,2006).Many parentsofAboriginalchildrenhavehadexperienceintheresidentialschoolsystem,andmayfeel thatthereisalackofinterestontheeducatorsparttounderstandAboriginalwaysoflearning. Aboriginalparentsarestill,forthemostpart,expectedtoreachinwardtotheschoolforthesetypes ofmeetings,insteadoftheschoolreachingoutwardtowheretheparentsare.

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GEOGRAPHYANDHOMESCHOOLCOMMUNICATION:Homeschoolcommunicationlacksin bothquantityandqualityformanyAboriginalYouth.Geographycanalsoplayafactorinremote communitieswhereparentsliveinisolatedlocationsfarawayfromtowns/cities.Communication thatdoestakeplaceisofteninitiatedonlyafteraproblemhasarose,inwhichcasetheinteraction tendstobeonedirectional:theschooltellstheparentwhatiswrongandwhatneedstobedoneto correctthesituation.Thereislittleefforttobuildrespectandunderstandinginparentteacher communication.Often,socialeducationcounsellorsoreducationworkersinNativeFriendship Centres,orlocalvariations,worktostrengthenthehomeschoolcommunication;however,these rolesandprograms,thoughincreasinginnumberandquality,arestillsporadicbyregionandare oftendependentuponspecificindividualsratherthanbeingasystematicandsustainablechannel uponwhichallpartiescanrely(MackayandMyles,1995). TEACHERCOMPOSITION: Thequalityofinstructioncanmakeorbreakanystudentseducational experience.ForAboriginalstudents,thelackofqualifiedteacherswhopossessastrongdegreeof proficiencyforAboriginalLanguagesandAboriginalstudiesisamajorconcern.Inmanyinstances acrossCanada,courseswithAboriginalsubjectmatterarebeingtaughtbyunqualifiedteachers outsideoftheirareaofexpertise.Itisacontinuingparadox,whileAboriginalteachersareneeded inourschools;fewerAboriginalYoutharegraduatingfromhighschoolandenteringpost secondaryinstitutionsthannonAboriginalYouth,furtherincreasingthegap. QUALITYANDCONSISTENTCONTENTANDPROGRAMMING:Accesstoresourcestoaid instructionofcourseswithAboriginalcontentisinconsistentacrossCanada.Whileinsome provincestherehavebeensubstantialeffortstoprovideresourcesforbothAboriginalandnon Aboriginalteacherswithlessonplans,activitiesandresources,inotherprovincesnosuch resourcesexist,andteachersarelefttodeveloptheirownresourcesorsharewithteachersintheir owncommunities. TEACHERATTITUDE:Thoughprogresshasbeenmadeandtherehasbeenimprovedteacher developmentrelatedtoAboriginalissuesandhowtheyteachandinteractwithchildren,many Aboriginalstudentsreportthattheystillexperienceprejudiceanddiscriminationbyteachers.Ina studyofnewteachers,Aboriginalstudentsarealsoleft withfewAboriginalrolemodelsintheirschoolsand feelthatthereisnoonelikeme.Ithasbeenargued thatbyaddressingattitudesandbehaviourtoward minoritygroupsduringteachertraining,acultureof toleranceandunderstandingcanbedeveloped; however,dialoguewithAboriginalcolleaguesduring teacherscollegeislimitedduetothelimitednumber ofAboriginalteachersintraining.Inherstudyofnew teachersattitudestowardAboriginalstudents, Bornholt(2002)suggeststhatopportunitiestogain experiencewithothercultureswouldreduce stereotypingbehaviour,bothnegativeandpositive,andcouldimprovetheattitudesbroughtinto theeducationalsystemwithnewteachers.

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LIVINGWITHADULTROLES:Inaqualitativestudyconductedonfactorsaffectingschoolleavers onbehalfoftheOntarioMinistryofEducation(2005),focusgroupsandinterviewswereconducted withyouthatriskfordisengagingfromschool.OnestartlingdifferencebetweenAboriginaland nonAboriginalstudentswasthelikelihoodthatAboriginalstudentswouldbelivingwithadult roles.Aboriginalstudentswereoftenconsideredabreadwinnerintheirfamily,sooutof expectationorneed,manyoftheseyouthwereleavingschooltopursueemploymenttohelp supporttheirfamilies.Femalesinthisstudyweremorelikelytobepregnantandcaringfortheir ownchildorcaringforasickparentorrelative.Malesweremuchmorelikelytoleaveschoolto work.Theaddedcomplexityofdealingwiththeseadultroleshasbeennotedinotherliterature (e.g.CanadianMillenniumScholarshipFoundation,2004;Hammond,Linton,Smink,&Drew,2007). RURALvs.URBANCHOICEANDAVAILABILITY: InKing,Warrenet.al.s(2005)studyof factorsimpactingonstudentsattendanceatpostsecondaryeducation,theauthorsrecognized regionaldifferencesinapplicationtouniversityandcollege.Universityapplicantstendedtoapply tomorethanoneinstitution,whereascollegestudentstypicallyappliedonlytoacollegeintheir community.Inruralandremotecommunitieswherethereisnotalocalcollegewherestudents couldapply,norhighspeedinternetaccesstofacilitateonlinelearning,studentswhoarenotina positiontoleavetheircommunityareleftwithoutmanyoptions.Themotivationalimpetusto completeanOSSDinordertoattendalocalcollegearesomewhatremovedinthesecircumstances. Inremotecommunities,studentsmayhavetoleavehometoattendhighschoolinanunfamiliar townorcitylocatedmanymilesfromhome.Whileprogramsareinplacetohelpstudentswiththis transition,manystrugglewiththealienenvironmentdueto,amongotherissues,linguistic, academicandculturalproblemsanddifficultiesthatmightarisefromtheboardinghomesituation. Allofthesefactorscansignificantlydecreasestudentschancesofcompletingsecondaryschool. TECHNOLOGYBARRIERS:LackofaccesstoBroadbandinternetservicesfurtherperpetuatesthe isolationofruralandremotecommunities.Broadbandinternetservicesarebecominganessential partoftheinfrastructureconnectingorganizations,communitiesandindividuals.Accesstothese servicesareparticularlyimportanttothoseinruralandremotesettingswhoarebeginningtorely onthemmoreandmoreforlifelonglearninganddistanceeducation.ManyAboriginalPeoplesin suchsettingscontinuetorelyonslowerdialupservices.Forexample,only17%ofonreserve AboriginalCommunitieshadaccesstobroadbandservicesin2007,comparedto64%ofothercities andsmalltownsinCanada(CanadianCouncilonLearning,2009). STUDENTSWITHSPECIALNEEDS:Studentswithspecialneeds,includingphysicalormental disabilitiesormentalillness,haveincreasedriskforpooreroutcomesthroughouttheireducational career,andareatincreasedriskforbecomingearlyschoolleavers(OntarioMinistryofEducation, 2005).ThereisapaucityofliteraturespecifictoAboriginalstudentswithspecialneeds;however, thereisanoverrepresentationofminoritystudentsinspecialneedsclassrooms,andahigher proportionofschoolleavershaveemotionalandmentalhealthproblems.

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PROTECTIVEFACTORS
Todate,therehavebeenrelativelyfewempiricalstudieswithAboriginalstudentsonprotective factorsthatpromoteandencourageyouthtostayinschool.Whilethismaybeduetoanoverall lackofresearchorevaluationofprogramswithallstudents,itmightalsospeaktothelackofability toidentifywhoAboriginalstudentsare;aswellas,apotentialmistrustoftraditionalinstitutional researchbyAboriginalPeoples.Regardless,thereareanumberoffactorsthatcanbepromotedto helpprotectAboriginalstudentsfromschooldisengagementanddroppingout. RESILIENCY:Researchonresiliency,typicallydefinedastheabilitytorecoverinthefaceof adversity,hassuggestedanumberoffactorsthatmayincreasestudentacademicsuccessinboth AboriginalandnonAboriginalpopulations.Baydalaet.al(2009)suggeststhatcorrelations betweenleadershipandstudyskillsandacademicachievementshowpromisefordeveloping schoolbasedinterventionprograms,sinceculturallyappropriateinterventionsthatfocusonthe developmentofleadershipandstudyskillsmayprovidechildrenwiththetoolstheyneedtoachieve academically.Ifsuchprogramsareimplemented,caremustbetakentoensuretheircontentsupports thewaysinwhichleadershipandstudyskillsaredefinedwithintheAboriginalcommunity(p18). Aboriginalstudentswhoareprovidedwithleadershipopportunitiesandempoweredtocontribute totheirschoolandlocalcommunitymaycontinuetobeengagedandhaveabetterchanceof completinghighschool. POSITIVESELFIMAGE:Studentswhobelievetheycan,can.AccordingtoSteinberg(1999)as citedinBarnes,Josefowitz,andCole(2006),studentswhobelieveintheirabilityaremorelikelyto beintrinsicallymotivatedandconcernedwithmastery,leadingtoacademicsuccess.Conversely, childrenwhoareexposedtoenvironmentsthatholdnegativestereotypesoftheirraceinrelation toacademicsuccesstendtodevalueacademicachievementanddisengagefromschool(Schmader, Major,&Gramzow,2001).Studentswhoareprovidedwithopportunitiestoexploretheiridentities andcultureinapositivelight,withtheguidanceandhelpofpeopletheycanidentifywith,aremore likelytoexperiencesuccessinschool.Positiveexperiencescanoccureitheratschoolorinthe communityandcaninvolvemodelingbystaffmembers,supportfromcaseworkers,work opportunitiesorvolunteerexperiencesinthecommunity.

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SocialMediaprovidesa importantasitcanbuild y promisingopportunit parentalconfidenceabout forconnectingwith formaleducationin AboriginalYouth.The institutionalsettings,and NativeYouthonPEI canalsobringchildrencloser Facebookpageh totheirteachers. asover 200membersand providesaforumfor updatingAboriginal youthonactivities, currentevents,and opportunities.
Engagementbyfamilyis

PARENTALINVOLVEMENT:Ifparentalinvolvementisarisk factor,itcanalsobeaprotectivefactorforstudents.Engagement byfamilyisimportantasitcanbuildparentalconfidenceabout formaleducationininstitutionalsettingsandcanalsobring childrenclosertotheirteachersandhelpdispelcultural stereotypes(Corson,1998).AccordingtoAboriginaleducators, thereareopportunitiestobuildonAboriginalparentsinterestin theirchildseducationwhichwillhelpsupporttheeducational pathwayofthestudent.Ministriesofeducationrecognizethe importanceofengagingparentsauthenticallyintheirchilds education.Withthisinmind,schoolsandschooldistrictsare makingmoreeffortstoreachouttotheparenttoensure involvementintheirchildseducation.Aswell,schoolsandschool districtsarefindingwaystoovercomeparentsmisgivings resultingfrompastexperienceswiththeformaleducationsystem. COMMUNITYINVOLVEMENT:Withinallcommunities,but particularlyAboriginalcommunities,studentswhoareinvolvedin theircommunitiesfarebetterinschool(OntarioMinistryof Education,2007).ForAboriginalstudentswhomayexperience highmobilitybychangingschoolsandleavingthereserve,thereis animportanceofencouragingconnectionsandrelyingonthe knowledgeandunderstandingofEldersinthecommunity. RELEVANTPROGRAMMING:Studentsareengagedwhentheir workisinterestingandrelevant(Wilms,2008).Aboriginal students,likeallstudents,benefitfromhighlyengagingand relevantprogrammingintheircourses.Becausethecultureand worldexperienceofmanyAboriginalstudentsisunique,thereis benefitfromcoursesandcurriculumstructuredtoreflect Aboriginallanguage,cultureandlearningneeds.Atthispoint,in manyregionsacrossCanada,deliveryofAboriginalcontentbased coursesdependsverymuchontheavailabilityofteacherstooffer thecourse.Resourcestoassistteachersindeliveringthe curriculumareavailableinsomeprovincesandnotinothers. CONNECTIONSTOABORIGINALROLEMODELSAND SUPPORTS: IncreasedAboriginalcounsellors,liaisonworkersand rolemodelsinschoolshavehadapositiveeffectandcontributeto makingstudentsfeelmorecomfortableintheschoolenvironment. Inruralcommunitiesoronreserves,contactandinvolvementwith Eldersandcommunitymembersismorecommon.Inurban centres,andinlargerschools,AboriginalYouthhavefewer examplesofpeoplelikemewhotheycangotoforadviceand guidance,whichcancontributetoalackofasenseofidentity.

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(CanadianCouncilonLearning,2009)ConnectionstoElderswhocanhelpprovideadviceand encouragementisimportantforAboriginalYouththroughoutthelifespan. EARLYINTERVENTION:Withallstudents,earlyinterventionisakeytoensuringlateracademic success(Tilliczek,&Ferguson,2007).Researchtellsusthatstudentswhodonotsucceedearlyon insecondaryschoolaremorelikelytodropoutofschool.WithAboriginalstudents,thereisan opportunitytobuildanetworkofsupportwithteachers,parents,communitymembersandElders tohelpguidethestudenttowardsuccess.Interventionscanbeprovidedattheschoollevelor throughanumberofprogramsforAboriginalYouththatexistacrossCanada.Regardlessofthe approachtointervention,thekeyistoconnectwiththestudentearlyandoftentopromote engagementandstopdisengagement.

NEXTSTEPSANDIMPLICATIONSFORPROGRAMMING
TheurgencyofkeepingAboriginalyouthinschoolshasnotbeenlostonFederalorProvincial governments.In2004,theCouncilofMinistersofEducationofCanadadeclaredAboriginal Educationapriority,andanActionPlanwasdevelopedtodefineobjectivesthatwouldbemet throughconsultationandcollaborationwithAboriginalCommunitiesandeducationstakeholders. In2005,PrimeMinisterPaulMartinandtheprovincialPremiersandNationalAboriginalLeaders metinKelowna,B.C.,andcommittedtoclosetheAboriginal/nonAboriginalhighschool completiongapwithinadecade.ProvincesandTerritorieshaveundertakeninitiativesand developedactionplanstodecreaseachievementgapsforAboriginalStudents.Despitethe acknowledgementthatthereisanissue,ProvincesandTerritoriesareatverydifferentplacesalong thecontinuum,withevenmorevariancesdemonstratedinProvincesandamongschooldistricts. Withknowledgeofthediscernablepatternsthatsurfacerelatedtoearlyleavingofhighschool,the ultimatechallengefacedbyorganizationsandindividuals hopingtoimprovehighschoolcompletionratesof AboriginalPeoplesisincouplingtheunderstandingthat eachindividualhasauniquepathwaytobecomingaschool leaver.Patternscanbeuncoveredbytrackingvarious factorsthroughastudentscareer.Progresswillbemade througheffortsmadebyMinistriesofEducationto strengthenpartnershipsbetweenschoolsandcommunities inordertocollectdata.Withthecollectionofmoreprecise andspecificinformation,localprogramscanbetargeted towardAboriginalYouthinneed.Furthermore,becauseof thevastdifferencesingeographyandcircumstance,itisnecessarytoundertakesounddata collectionandassessmentofissuesacrosssubgroups,regionsandlocations(Hammond,et.al, 2007).BroadbrushstrokescanbeappliedtoAboriginalEducation,butultimately,communities willneedtoassesstheirownneedsandreactaccordingly.

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Thefollowingrecommendationscomefromboththeliteratureandconversationswitheducators whoworkwithAboriginalstudents.Theserecommendationssummarizegoodpracticesthatwill promotestudentengagementwithAboriginalstudentsacrossCanada: 1. RECOGNIZETHELIFELONGLEARNINGPATHOFABORIGINALSTUDENTS: The historiesandculturesofAboriginalPeoplesareunique,anddonotalwayscoincidewith moderneducationalcurricula.Ministries,schooldistrictsandindividualeducatorsmust recognizethatthereisaforcedassimilationofAboriginalstudentsintoexistingeducational institutions,whichleadstoafocusonnegativeimagesofAboriginalstudentsinsteadof focusingonthestrengthsanduniquelifelinepathoflearningforeachstudent. 2. MONITORTRANSITIONSAND EARLYINTERVENTION:Thoughitis nevertoolatetoprovidesupport,a pivotaltimeforinterventionwith studentsisduringthetransitionyears. Schoolsandschooldistrictsare requiredtofollowstudentswhomight beatriskfordisengagementor droppingoutandinterveneearlybefore severalfailureshavetakenplace. Interventionsmustinvolvea communityofsupportsandAboriginal rolemodels.Studentsfromruraland remotecommunitieswhoarerequired tomoveawayfromhometoattendhigh schoolrequirespecialattentionandsupport.

Winnipeg,ManitobasChildrenoftheEarth HighSchoolisaschoolforAboriginalstudents thathasbeenlistedamongstMcLean MagazinesTop10CanadianSchools.Here, Aboriginalteachersarethenorm,and mandatoryCreeandOjibwalanguageclasses areusedtohelpinstilpridewhileturning wouldbeschoolleaversintofuturedoctors andlawyers. http://www.wsd1.org/cote/welcome.html

3. PROMOTEALTERNATIVEEDUCATIONALEXPERIENCES:Studentsarenotinterestedin curriculumthatisnotmeaningfultothem.Aboriginalstudentsatriskofleavingschoolmay farewellinAlternativeEducationalSettings,whichoftenhavesmallerclasssizesandmore handsonorpracticalapplicationopportunities.Thesesettingsprovideopportunitiesto undertakecurriculumofinterestbutstillallowstudentstoworktowardearninghigh schoolcreditsrequiredforcompletionofahighschooldiploma.Coopexperiencesand apprenticeshipswiththeopportunitytolearnworkplaceskillswillhelpkeepstudents engagedwhilehelpingthemtowardgraduation. 4. PROMOTIONANDRETENTIONOFABORIGINALTEACHERSANDEDUCATIONAL ASSISTANTS:Aboriginalstudentscanclearlyidentifythattherearenotpeoplelikemein schools.Federal,provincialandlocaldistrictshavearesponsibilitytopromoteAboriginal teachersandtoprovideeveryopportunityforthemtoreceivequalityprofessional development.AboriginalteachersandEducationalAssistantsshouldbeinvolved specificallyincourseswithAboriginalcontentbutalsoinothercourses,suchasliteracy basedcoursesandmathematictofostertheseteachersasleadersandencouragethemto takeonleadershiproles.

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5. PROMOTINGUNDERSTANDINGANDAWARENESSINNONABORIGINALTEACHERS: NonAboriginalteachersrequireprofessionaldevelopmenttohelpthemunderstand AboriginalissuesandlearnhowtobesensitivetoAboriginalstudentsneeds.Manynon Aboriginalteachershaverequestedthistypeoftrainingandinformation,butthereisawide varianceintrainingavailableacrossCanada. 6. PROVIDERESOURCESFORALLTEACHERS:Ministriesareatdifferentplacesinthe developmentandprovisionofresourcesforteachersofAboriginalcontentcourses.In Manitoba,resources,lessonplans,assignmentsandtestscanbefoundontheMinistry website.InaprovincelikeOntario,nosuchresourcesexist.Suchresourceswouldbenefit teacherswhoareoftenteachingoutsideoftheirareaofexpertise,andwouldoffersome consistencytocontent. 7. AUTHENTICINTEGRATEDCURRICULUM:Aboriginalstudentsandteachersalikeoften complainthattheeffortstointegrateAboriginalcontentintocurriculumfeelslike tokenism.BooksandreferencesshouldbeinclusiveofAboriginalstudentsnotjustin Aboriginalstudiesprogramsbutinallcourses.ThenumberofAboriginallanguageand Aboriginalstudiesprogramsandcoursesshouldbeincreasedforallstudents. 8. ENCOURAGEYOUTHLEADERSHIPFORABORIGINALSTUDENTS:Aboriginalstudents whoareinvolvedthroughactivestudentcouncil,involvedonSteeringcommitteesand involvedinextracurricularactivitieswillhaveagenuinevoiceonissuespertainingtothem. Aboriginalstudentswhoareinvolvedwillhaveahigherpotentialtograduate. 9. IMPROVEFAMILYENGAGEMENT:Familyengagementisaprotectivefactorfor Aboriginalstudents.Schoolsandschooldistrictsneedtobewillingtofindwaystoengagea parentpopulationthathasbeendisenfranchisedwitheducationalinstitutions.Schoolsand Districtsneedtomeetparentswheretheyareandfindwaystogivethemavoice.Thiswill requiredeviatingfromconventionalmethodstobringparentstotheschoolandwillrequire cooperationbetweentheeducationalandAboriginalcommunity. 10. BUILDCOMMUNITYWITHABORIGINALLEADERS: Collaborativeworkisoccurringat everylevelofgovernment.Atthelocallevel,thereareopportunitiestoworkwiththeBand EducationCommitteeorBandEducationalCounsellor,involvingElderswhoarewillingto assistlocalschoolsandprovideperspectivesonthecurriculum,raisingtheexpectationsfor Aboriginalstudents,providingencouragement,directionandsupportforthoseatriskof droppingout,butalsoprovidingencouragementandpraiseforthosedoingwell. 11. PROMOTINGGRASSROOTSSOLUTIONS:Whilegoodworkisunderway,itisatdifferent stagesacrossCanada.Promisingpracticesareabounding.Muchofthepromisingwork beingundertakenisinlocal,grassrootscommunityagencieswhoworkontheground withthecommunitiestheyserve.Promotingandempoweringcommunitiestosupport theirAboriginalstudentshasthepotentialformanyoutcomesreachingbeyondimproved graduationrates.OpportunitiesexisttofurtherdeveloppartnershipsbetweenCommunity Organizationsandschooldistricts.Ministriescanopenrestrictionsonbudgetspendingto

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allowexistingorganizationsdealingwithAboriginalPeoplesandissuestosupporttheir students. 12. EVALUATIONOFEXISTINGINITIATIVESANDEMPIRICALSTUDIES:Qualityresearch conductedwiththehelpofAboriginalstudentsandpopulationsislimitedduetohistorical difficultywithidentificationofAboriginalpopulations.Initiativesthathavebeenputin placetoassistwithAboriginalYouthstayinginschoolhavegonelargelyunmonitoredwith onlyanecdotalevidencesuggestingsuccessorfailure.Increasedattentionisrequiredto betterunderstandeffectivepracticeswithAboriginalYouthandcommunities. 13. IMPROVEBROADBANDSERVICESTORURALANDREMOTECOMMUNITIES:Many ruralandremotecommunitiesinCanadaarestillwithoutaccesstohighspeedinternet services,contributingtotheisolationexperiencedinmanycommunities.Resourcesthat areavailabletoteachersandstudentsremaininaccessible,andopportunitiestocontinue educationusingdistanceeducationmodelsareuntapped.

CONCLUSION
Ministries,schooldistrictsandcommunitiesacrossCanadaareawareoftheneedtoencourage moreAboriginalYouthtoStayinSchool.Effortsareunderwayatalllevelstohelpclosethegaps inachievementbetweenAboriginalandnonAboriginalstudents.Whileprogressisbeingmade, thereisstillroomformoreauthenticdialoguebetweenAboriginalLeadersandeducational institutionsandforcreativesolutionsthatrecognizethesuccessofeachindividual.

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REFERENCES
Aman,C..(2008).AboriginalStudentsandSchoolMobilityinBritishColumbiaPublic Schools.AlbertaJournalofEducationalResearch,54(4),365377.RetrievedJanuary25,2010,from CBCAEducation.(Document ID:1650507701).http://proquest.umi.com.proxy.bib.uottawa.ca/pqdlink?did=1650507701&Fmt= 7&clientId=3345&RQT=309&VName=PQD Anderson,A.R.,Christenson,S.L.,&Lehr,C.A.(2004).Schoolcompletionandstudent engagement:Informationandstrategiesforeducators.InA.S.Canter,L.Z.Paige,M.D.Roth,I. Romero,&S.A.Carroll(Eds.),HELPINGCHILDRENATHOMEANDATSCHOOLII:HANDOUTS FORFAMILIESANDEDUCATORS(pp.S265S268).Bethesda,MD:NationalAssociationofSchool Psychologists.RetrievedFebruary6,2010 from:http://www.nasponline.org/resources/principals/nasp_compleducators.pdf Barnes,R,Josefowitz,N,&Cole,E.(2006).Residentialschools:Impactonaboriginalstudents' academicandcognitivedevelopment.CanadianJournalofSchoolPsychology,21(12),1832. Baydala,L.,Rasmussen,C.,Birch,J.,Sherman,J.,Wikman,E.,Charchun,J.,Kennedy,M.,&Bisanz,J..( 2009).SelfBeliefsandBehaviouralDevelopmentasRelatedtoAcademicAchievementinCanadian AboriginalChildren.CanadianJournalofSchoolPsychology,24(1),1933.RetrievedJanuary27, 2010,fromCBCAEducation.(DocumentID:1682438071). Bornholt,L.J.(2002).Thoughts,feelingsandintentionstolearn:attitudesbybeginningteachers towardsAboriginalpeoples.SocialPsychologyofEducation,5:295309. CanadianCouncilonLearning,TheStateofAboriginalLearninginCanada:AHolisticApproachto MeasuringSuccess,(Ottawa:2009).77pages.PublishedinDecember2009.Ottawa,Ontario.ISBN 9781926612300 Corson,D(1998).Communitybasededucationforindigenouscultures,LanguageCultureand Curriculum,11(3).238249. Hammond,C.,Linton,D.,Smink,J.,&Drew,S.(2007).DropoutRiskFactorsandExemplary Programs.Clemson,SC:NationalDropoutPreventionCenter,CommunitiesInSchools,Inc. King,A.J.C,Warren,W.K,King,M.A.,Brook,J.E.,andKocher,P.R.(2005).WhogoestoSecondary SchoolandWhoDoesnt?FinalREprotofFindingsforCollegesOntarioCollaborativeResearch Project.Availableatwww.collegesonario.org

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Kroes,G(March17,2008)AboriginalYouthinCanada:EmergingIssues,ResearchPriorities,and PolicyImplications:WorkshopReport(March17,2008)PRIProjectInvestinginYouth.Workshop Partner:IndianandNorthernAffairsCanada Levin,B..(2009).AboriginalEducationStillneedsWork,PhiDeltaKappa90no9May2009. Mackay,R,andMyles,L.(1995).AMajorChallengefortheEducationSystem:AboriginalRetention andDropout.FirstNationsEducationinCanada:theCircleUnfolds.EdMarieBattisteandJean Barman.UBCPress. OntarioMinistryofEducation(2007).BuildingBridgettoSuccessforFirstNation,MtisandInuit Students:DevelopingPoliciesforVoluntary,ConfidentialAboriginalStudentSelfIdentification: SuccessfulPracticesforOntarioSchoolBoards.Toronto:QueensPrinterforOntario. OntarioMinistryofEducation(2005).EarlySchoolLeavers:UnderstandingtheLivedRealityof StudentDisengagementfromSecondarySchoolFinalReport.Toronto,Ontario:CommunityHealth SystemsResourceGroup,HospitalforSickChildren. Richards,J.(2008)ClosingtheAboriginal/nonAboriginalEducationGaps.C.D.HoweInstitute Backgrounder,116. RosemaryBarnes,NinaJosefowitz,&EsterCole.(2006).ResidentialSchools:ImpactonAboriginal Students'AcademicandCognitiveDevelopment.CanadianJournalofSchool Psychology,21(1/2),1832.RetrievedJanuary27,2010,fromCBCAEducation.(Document ID:1269803031). Schmader,T.,Major,B.,&Gramzow,R.(2001).Copingwithethnicstereotypesintheacademic domain:Perceivedinjusticeandpsychologicaldisengagement.JournalofSocialIssues,57,93112. StatisticsCanada(2010)a.AboriginalIdentity(8),HighestCertificate,DiplomaorDegree(14), MajorFieldofStudyClassificationofInstructionalPrograms,200(14),AreaofResidence(6),Age Groups(10A),andSex(3)forthePopulation15YearsandOverofCanada,Provincesand Territories,2006Census20%SampleData.AboriginalPeoples,2006Census.StatisticsCanada, 2006CensusofPopulation,StatisticsCanadacatalogueno.97560XCB2006028. StatisticsCanada2010bLabourForceActivity(8),AboriginalIdentity(8),HighestCertificate, DiplomaorDegree(14),AreaofResidence(6),AgeGroups(12A)andSex(3)forthePopulation15 YearsandOverofCanada,ProvincesandTerritories,2006Census20%SampleData.catalogueno. 97560XCB2006031. StatisticsCanada(2010)c.AboriginalIdentity(8),AreaofResidence(6),AgeGroups(12)andSex (3)forthePopulationofCanada,ProvincesandTerritories,2006Census20%SampleData. StatisticsCanada,2006CensusofPopulation,StatisticsCanadacatalogueno.97558XCB2006006. StatisticsCanada,2008a.LabourForceActivity(8),AboriginalIdentity(8),HighestCertificateor Diploma(14),AreaofResidence(6),AgeGroups(12A),andSex(3)forthePopulation15Yearsand

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OverofCanada,ProvincesandTerritories,2006Census20%SampleData,Topicbased tabulation,2006CensusofPopulation,Catalogueno97560X2006031. StatisticsCanada(2008)b.AboriginalPeoplesinCanadain2006;Inuit,Mtis,andFirstNations, 2006CensusData.Ottawa.Catalogueno.97559XIE. StatisticsCanada(2005)BuildingonourCompetencies:CanadianResultsoftheInternationalAdult LiteracyandSkillsSurvey2003,Catalogueno.89617XIE. Steinberg,L.(1990).Adolescence(5thed.).Boston:McGrawHillCollege. TheCanadianMillenniumScholarshipFoundation(2004)AboriginalPeoplesandPostSecondary Education:WhatEducatorsHaveLearned.R.AlMalatestandAssociatesLtd.,Montreal,QC. Tilliczek,K,Ferguson,B.(2007).TransitionsandPathwaysfromElementarytoSecondarySchool:A ReviewofSelectedLiterature.AreportpreparedfortheOntarioMinistryofEducation,Toronto. Wilms,D.J.(2008).StudentEngagementandMentalHealth:RecentCanadianFindings.Manitoba AssociationofSchoolSuperintendentsJournal,Fall,pp.1820.RetrievedFebruary7,2010 from:http://www.unb.ca/crisp/pdf/StudentEngagementandMentalHealthMASSjournal.pdf

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Notes 2010

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Congress of Aboriginal Peoples

National Chief, Betty Ann Lavalle, CD, (Rtd) Interim National Vice-Chief, Chris Montague

CAP Affiliate Chiefs & Presidents NunatuKavut Federation of Newfoundland Indians New Brunswick Aboriginal Peoples Council Native Council of Nova Scotia Native Council of Prince Edward Island Native Alliance of Quebec Ontario Coalition of Aboriginal People Indigenous Peoples Confederacy Aboriginal Affairs Coalition of Saskatchewan United Native Nations Society National Youth Representative Chris Montague, President Brendan Sheppard, President Kim Nash-McKinley, President & Chief Grace Conrad, Chief & President Jamie Gallant, Chief & President Carl Dub, Grand Chief/President Brad Maggrah, President Walter Mnard, President Kim Beaudin, President Lillian George, President Jessica Bolduc

PreparedbyTheresaDostaler, SynergyResearchandEvaluationConsulting 4/1/2010

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The National Representative Organization and National Voice for Off-reserve, Non-status & Status Indians & Mtis Aboriginal Peoples living in urban, rural and remote areas throughout Canada. THE CONGRESS OF ABORIGINAL PEOPLES 867 boul. St. Laurent Blvd., Ottawa, Ontario K1K 3B1 Tel: (613) 747-6022 Fax: (613) 747-8834 Email: randy@abo-peoples.org Please note that these analysis series reports are also available on the CAP website http://www.abo-peoples.org

Aboriginal Affairs Coalition of Saskatchewan Saskatoon, SK (306) 975-0012 Federation of Newfoundland Indians Cornerbrook, NL (709) 647-3033 www.fni.nf.ca Indigenous Peoples Confederacy Dauphin, MB (204) 638-8308 NunatuKavut Happy Valley Goose Bay, NL (709) 896-0592 www.labradormetis.ca Native Alliance of Quebec / Alliance Autochtone du Qubec Gatineau, QC (819) 770-7763 www.aaqnaq.com Native Council of Nova Scotia Truro, NS (902) 895-1523 www.ncns.ca

Native Council of Prince Edward Island Charlottetown, PEI (902) 892-5314 www.ncpei.com New Brunswick Aboriginal Peoples Council Fredericton, NB (506) 458-8422 www.nbapc.org Ontario Coalition of Aboriginal People Wabigoon, ON (807) 938-1321 www.o-cap.ca United Native Nations Society of British Columbia North Vancouver, BC (604) 688-1821 www.unns.bc.ca CAP National Youth Council Ottawa, ON (613) 747-6022 CAP Elders Council Ottawa, ON (613) 747-6022