Follow Through on Indian Reservations (An Educational Program for Children in Kindergarten Through Third Grade). What Difference Has It Made? and What Would Happen if the Program Is Discontinued? A Report Prepared for the Office of Management and Budget Hearings, June 4-7, 1974.

Autor/inn/en	McConnell, Beverly; und weitere
Institution	Office of Management and Budget, Washington, DC.
Titel	Follow Through on Indian Reservations (An Educational Program for Children in Kindergarten Through Third Grade). What Difference Has It Made? and What Would Happen if the Program Is Discontinued? A Report Prepared for the Office of Management and Budget Hearings, June 4-7, 1974.
Quelle	(1974), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accountability; American Indian Reservations; American Indians; Cultural Awareness; Educational Programs; Paraprofessional School Personnel; Parent Attitudes; Parent Participation; Primary Education; Program Attitudes + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Indianerreservat; American Indian; Indianer; Cultural identity; Kulturelle Identität; Elternverhalten; Elternmitwirkung; Primarbereich
Abstract	Follow Through, an educational program for K-3 grade children, is operated on the following reservations: Cherokee, North Carolina; Choctaw, Mississippi; Northern Cheyenne, Montana; Rosebud Sioux, South Dakota; Turtle Mountain, North Dakota; and Wind River, Wyoming. Since Follow Through mandates the employment of paraprofessionals from the community served, the primary budget item is for the employment of classroom aides. From the beginning, the program set up career development training which would enable participating schools to increase the available certified personnel from the population served. Educational approaches which can be effectively taught by paraprofessionals are used. For the first time, Indian personnel are in the majority and the educational achievement of reservation children has been "dramatically" improved. This report discusses: how Follow Through is improving the education of reservation children, what would happen if the program is discontinued, the involvement of parents on advisory committees and school boards, the ways the program has come to reflect the uniqueness of each Indian nation, and parent attitudes about the program on Indian reservations. The community, type of school, and tribe served by Indian Follow Through Projects are listed. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC