Family–School Relations and Native American Graduation Rates: A Case Study

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-19 - Methods of Evaluating Leaders and Leaders' Decisions

Abstract

Federal policies (e.g., Goals 2000, No Child Left Behind, Race to the Top) have been placing increasing pressure on states to improve student performance, including graduation rates. Yet Native-American students’ graduation rates fall far below the average. This case study relied upon Activity Theory to investigate how educators in a district attempting to close the Native-American graduation rate gap enhanced family-school relationships. Utilizing quantitative measures for sample selection (graduation rates over a three-year period) and qualitative data collection and analysis methods, findings from this case study hold implications for innovative ways to enhance family-school relationships to raise Native-American graduation rates.
Subsection #4b

Authors

• Nisa Felicia, University at Albany - SUNY

• Kristen C. Wilcox, University at Albany - SUNY