Volume 7 Number 1
October 1967

Another "first" in Indian education for high school students, the Arizona Indian High School Student Demonstration Project, was funded by the Office of Economic Opportunity, Washington, DC, effective March 15, 1967, in the amount of $120,943.

This unique project, formulated by the Indian Education Center and the College of Education, Arizona State University, Tempe, was directed by George A. Gill, Assistant Professor of Education and Coordinator of the Indian Education Center.

The Project identified 80 young Indian students with cultural and financial deprivation, who had completed their sophomore year in high school, of normal learning ability, who could benefit from a strongly structured motivation program in order to complete high school and then pursue education beyond this high school level. The students selected represented the following Arizona tribes: Mohave, Chemehuevi, Hualapai, Hopi, Navajo, Papago, Gila River Pima-Maricopa, San Carlos Apache, and White Mountain Apache.

The eight-week summer residential program was held on the Arizona State University campus from June 17, 1967 to August 11, 1967. The core curriculum included language arts, typing, mathematics, Indian culture identification, philosophy, health, vocational careers, and guidance. These classes were held from 8:00 a.m. to 4:15 p.m. daily. After school and on weekends, activities included a full recreational program, cultural enrichment events, and numerous field trips. The summer session was an ungraded program with emphasis on individual excelling and continued evaluation of progress.

The 80 students (42 girls and 38 boys) were divided into five sections, consisting of a ratio of students representing the Bureau of Indian Affairs, mission, and public schools, an equal balance of boy and girl students, as well as a proportional representation of the various tribes involved. This organizational pattern helped enhance the learning process due to small classes as well as established a closer relationship between the students themselves and the students and teaching staff.

Imaginative scheduling made it possible for students to attend all their regular classes throughout the week without attending any given class at the same hour each day, i.e., typing was at 8:00 a.m. on Monday, but at 1:30 p.m. on Tuesday. This flexible scheduling prevented both students and teachers alike from falling into a dreary routine. A strong feature of the program was the assignment of two project tutors to each section of 16 students. These tutors maintained all study halls and library periods, acted as dormitory and recreational assistants, conducted all field trips and cultural enrichment events, and provided assistance to the students in academic tutoring and group-individual counseling.

The students were housed and used cafeteria services on campus, and utilized all facilities and privileges of ASU as any University college student. In view of the travel and distance factor, students were only permitted to return home during the eight-week summer program in case of an emergency or extenuating family circumstances. Tribal representatives, parents, and interested agencies were invited to visit the Project at any time. Governmental and tribal agencies, and educators from throughout the United States, as well as Kenya and the Philippine Islands, all interested in the innovations of Indian Education being used, made visitations and surveys of the program.

The two prime objectives of the summer program were attained, namely:

(1) Indian high school students can be recruited for such a program, and

(2) Indian high school students can do well in such a program.

To the maximum extent, consistent with other qualifications necessary, Project staff members were persons with a strong professional background who had worked previously with Indians and particularly with Indian students. Fifty percent of the staff were of American Indian ancestry.

Beginning September 1, 1967, through June, 1968, an extensive ten-month academic follow-up program was initiated. Project staff will make personal visitations to the students and their respective schools and administration. Counseling, testing, and evaluative sessions will be held with each student, with the assistance of their home school. All Project information, relevant to the student, will be shared with the schools and tribes to present an even clearer picture of the student and the apparent motivation that has taken place.

Arrangements are now in progress to return the students to Tempe, during the academic follow-up, for a two-day orientation, evaluative, and re-acquaintance session.

The entire year program was geared to give the Indian student an earnest opportunity to learn and to overcome the social, emotional, and educational obstacles that may confront them. Emphasis was on motivation first and learning second.

Tentative plans for a second year (1968-69) project are now being formulated. If refunded by OEO, the same students would be invited, then as high school seniors, to participate in another full-year, advanced curriculum program.