Indigenous educators in Saskatchewan are trying to increase the graduation rate
Jason Young gauges his students’ success from one year to the next, celebrating victories big and small.
The director of education for Saskatchewan’s Northern Lights School Division, which is responsible for most of the province’s northern communities, says it’s important to emphasize every bit of progress among Indigenous students, despite graduation rates remaining relatively low.
“It looks for those cases where there’s success and builds on that,” Young said in a recent interview.
“Whether it’s a 50 percent pass rate and we saw a three percent increase or whether it’s 60 percent and we see a five percent increase, we’re just celebrating where we are and the progress we’re making this year. ” -over-year, as opposed to making comparisons to other people in the county.”
Saskatchewan auditor Tara Clemett recently looked at graduation rates among Indigenous students and whether the Saskatchewan Party government has done enough to increase those numbers.
She found that rates have remained relatively unchanged.
In 2021, about 45 percent of Indigenous students graduated in three years of entering grade 10 and 62 percent of them graduated within five years.
The government had set a three-year target of 65 percent by 2020 and a five-year target of at least 75 percent by that year.
In 2021, the three-year pass rate for non-Indigenous students was 89 percent and the five-year pass rate was 92 percent.
The issue is considered more critical in Saskatchewan because 19 percent of the total student population is indigenous, and that share is expected to grow.
Clemett said those without a high school diploma are “significantly disadvantaged,” resulting in limited job opportunities.
“The disparity in graduation rates between Indigenous and non-Indigenous students, along with the increasing growth of Saskatchewan’s Indigenous population, makes it important for the education sector to make concerted efforts to improve educational outcomes for Indigenous students, benefiting both the students and benefit the province. a whole,” she said in her report.
At the Northern Lights School Division in 2021-22, 23 percent of Indigenous students graduated within three years and 51 percent within five years. Ten years ago, the three-year rate was 26 percent and the five-year rate was 35 percent.
Despite slight drops in the three-year rate, Young said there was success in some schools across the district.
For example, he said that the Twin Lakes Community School in Buffalo Narrows had an overall graduation rate of 66 percent.
Young said the school has two Indigenous administrators who do an excellent job with parents and youth. The school also offers courses tailored to the community, including mental health and on-the-land classes.
“I think when the accountant’s report came out, it allowed us to do some thinking, and part of that reflection is looking at our graduates within our own school department,” he said. “Now we have to build on that.”
At Regina Public Schools, graduation rates among Indigenous students appear to have steadily increased. In 2021-2022, the three-year rate was 44 percent and the five-year rate was 59 percent. Ten years ago, the three-year rate was 27 percent and the five-year rate was 45 percent.
Vanéa Cyr, the supervisor of Indigenous education at Regina Public Schools, said she doesn’t see as many children going to school as she would like, but believes programs have helped.
Cyr said the reasons for the lower numbers are higher rates of poverty and homelessness, as well as intergenerational trauma and less access to food.
She said more teachers are needed who can provide indigenous education. Students should also be assessed at a younger age so that instructors can identify gaps earlier, she added.
“We can’t keep doing the same thing over and over and expect the same result,” she said. “I think when we prioritize indigenous content and treaties and truth and reconciliation, I think that gap will begin to close.”
Clemett recommended that the government extend targets beyond pass rates and conduct assessments earlier, which would allow teachers to address issues sooner before it may be too late. If the goals are not met, she advised developing and following up on action plans.
Young said additional resources are needed to address mental health issues, noting that schools are short of councilors. He also said more language and culture programs could help.
“Those (linguistic and cultural) pieces are being revisited, which is exciting,” he said. “And I think that should continue.”
This report from The Canadian Press was first published on June 17, 2023.
