Native American Students Thrive with Hands-on Learning

Students across the US are finding new purpose in education, particularly in Native American communities. For instance, Gerald Dillon, an 18-year-old from the Puyallup Reservation, transformed from a disengaged student to someone excited about learning. His change of heart began when he enrolled in career training courses during his junior year. Dillon started working as a teaching assistant in a second-grade classroom, where he discovered a new passion for helping kids. This hands-on experience not only improved his grades but also motivated him to consider a teaching career. Dillon's story is a testament to the power of practical learning approaches.

His school, Chief Leschi Schools in Washington, shifted its focus to technical training and career readiness, resulting in a significant increase in graduation rates. The school's approach included launching a career and technical curriculum in 2020, which offered students a range of programs, from health sciences to fisheries management. This new approach helped students like Dillon connect their academic work to real-world goals. As a result, the school's four-year graduation rates rose from 53% to 87% between 2019 and 2025.

This success is not unique to Chief Leschi Schools. Across the US Bureau of Indian Education (BIE), which oversees 183 schools serving over 40,000 students, graduation rates have soared. In 2015, only 50% of high schoolers graduated within four years, but by 2025, this number had jumped to a record high of 79%. The BIE's progress is attributed to various factors, including local innovations and changes in reporting standards. The agency began standardizing data collection methods in 2018, which led to more accurate and encouraging data. An analysis of BIE data found that graduation rates across the system increased by 55% since new reporting standards were implemented. Nine secondary schools even reported 100% growth or higher in graduation rates.

While these gains are promising, concerns remain about the potential impact of changes to the BIE under the current administration. The planned dismantling of the US Department of Education and cuts to funding could undermine progress and hinder struggling schools from improving. Tribal leaders are pushing back against these changes, citing concerns about the transition's potential to overwhelm the BIE and disrupt services. They emphasize the need for stability, increased funding, and infrastructure to support the education of Native American students. The BIE's future and its ability to provide quality education to its students hang in the balance, making it essential to prioritize their needs and ensure a stable and supportive learning environment.