Navajo Nation Roundtable
on Remedial Education
Summary Report
Appendix C
April 5, 2012
Navajo Nation
Museum
Window Rock, AZ
Hosted By:
• Diné College
• Navajo Technical College
• Office of Navajo Nation
Scholarship and
Financial Assistance
• Department of Diné
Education
Facilitated by
Vivian Arviso
Introduction
An initial Navajo Nation Roundtable on Remedial Education was held on April 5, 2012, for the
purpose of assessing the impact on Navajo students of remedial education in Higher Education,
and to explore new solutions and policies. This event was coordinated through the efforts of the
Diné College, Navajo Technical College, and the Office of the Navajo Nation Scholarship and
Financial Assistance (ONNSFA) and Department of Diné Education (DODE). Those attending
represented a broad cross-section of educational institutions within and outside the Navajo
Nation including major state universities and public schools districts in New Mexico and
Arizona, Bureau of Indian Education, Navajo Department of Education, Navajo Nation Board
of Education, and both public and tribal school boards.
REMEDIAL DATA:
STUDENTS &
FUNDING
2011 Remedial Data
Math Courses: 1901
Dollars Spent: $475,250
English Courses: 3130
Dollars Spent: $428,000
TOTAL: $903,250
1st Year Students Funded for
Remedial Coursework: 2089
2010 Remedial Data
Vivian Arviso adresses the participants in the Navajo Nation Museum.
Remedial Education is a term describing a sequence of courses designed to bring underprepared
students to the level of skills expected of new college freshmen. Other similar terms for this
process are Foundation Studies, Developmental Education, Basic Skills, and Remediation.
While colleges vary in their practices; the common approach is to prepare a student for collegelevel study through coursework to develop effective academic writing, reading and math skills as
required in many university classes. These are skills generally taught in high school. Thus,
remedial education offers a second chance for students to acquire specified knowledge and skills
for academic success.
For many low-income students, being in college depends upon federal aid such as the Pell Grant
(Higher Education Act, P.L. 89-329). The eligibility requires enrollment as a regular student for
the purpose of obtaining a degree or certificate offered by a college. Colleges may accept a
student into a program contingent upon completing remedial work, but a student cannot be
considered enrolled in that program until they complete their remedial work. Perhaps the
biggest funding change during the past forty years of the Pell Grant is that the 18 semesters of
funding previously available for eligible students, has now been reduced to 12 semesters. This
change affects current and future students, in particular those needing remedial education.
Upon entering college, most students take a placement test to determine whether they can be
placed in regular, credit-bearing courses or will require remedial education. For students
required to take an excessive number of remedial education courses, their Pell Grant eligibility
can be exhausted for their remaining college semesters under the 12 semester limit. In addition:
“Often, students get caught in transition between two and four year schools. Credits don’t easily
transfer and there is limited program articulation.” (Beating the Odds: What’s Happening and
Why It is Important, HCM Strategists)
Navajo Nation Roundtable on Remedial Education Summary Report
Math Courses: 3554
Dollars Spent: $888,500
English Courses: 3130
Dollars Spent: $782,500
TOTAL: $1,671,000
1st Year Students Funded for
Remedial Coursework: 1904
2009 Remedial Data
Math Courses – 4492
Dollars Spent –$1,123,250.00
English Courses: 3781
Dollars Spent: $945,250.00
1st Year Students Funded for
Remedial Coursework: 1319
TOTAL: $2,068,500
Contact:
Rose Graham
Director, ONNSFA
928-871-7444 (P)
rosegraham@navajo-nsn.gov
www.onnsfa.org
pg. 1
The new changes to the Pell Grant program and the high percentage of remedial coursework
taken by Navajo students has become a major budgetary concern within the Navajo Nation. In
seeking a remedy, the Navajo Nation is reviewing its criteria for funding to assess the effect of
eliminating support for students enrolled in remedial education courses and likewise the impact upon the number of Navajo students able to take regular college coursework. Recently, the
Navajo Nation Vice President announced that an initiative to stop funding remedial education
coursework altogether is forthcoming unless alternatives are identified.
The Office of Navajo Nation Scholarship and Financial Assistance provides funds to eligible Navajo students to earn a college degree. The majority of ONNSFA funds come from a federal P.L,
93-638 mature contract. Eighty percent of those funds are used for need based financial assistance with twenty percent set aside for academic scholarships and college developmental awards.
Within the past three years, Navajo funded students in remedial courses have cost from $903,250
in 2011 to $2,068,500 in 2009 for 18,571 remedial courses in Math and English. An average of
5,000 Navajo applicants are denied assistance each year who would benefit from these dollars if
they were made available.
SNAPSHOT OF
REMEDIAL
EDUCATION
Academic Year 2007 (N=879)
Math – 88 %
Reading – 71%
Writing – 65 %
Academic Year 2008 (N=748)
Math – 88 %
Reading – 71%
Writing – 65 %
Academic Year 2009 (N=635)
Math – 88 %
Reading – 71%
Writing – 65 %
Dr. Maggie George, President of Diné College provides an overview
of remedial education programs at the College.
Main Points
The following main points reflect the dialogue held at this initial Roundtable in which attendees
contributed information to address the impact of remedial education. This discussion also served
as a background against which the Roundtable attendees could focus on the full spectrum of
educational services to Navajo students by various institutions. Navajo Technical College pointed
out that only 7.3% of the population within the Navajo Nation holds bachelor or graduate
degrees as compared with 23% of the national population in the United States. Even more
striking is the 40% unemployment rate in the Navajo Nation. Additionally, there is a concern
that student failure to complete college contributes to an uneducated populace and increases the
social burden.
Academic Year 2010 (N=912)
Math – 88 %
Reading – 71%
Writing – 65 %
Academic Year 2011 (N=1181)
Math – 88 %
Reading – 71%
Writing – 65 %
To receive the full Power Point
Presentation, please contact
Daryl R. Begay at:
darbegay@dinecollege.edu.
According to Diné College data, 85% (a five year average) of entering Navajo college students are
enrolled in remedial education coursework for reading, writing, and math. Although there is no
concrete tracking data on a particular incoming class, it is likely the graduation rates of a
particular class is similar to national research findings in that students requiring remedial
education are less likely to graduate, guaranteeing that the placement of students in remedial
coursework acts as a gatekeeper to their completion of a degree.
Navajo Nation Roundtable on Remedial Education Summary Report
pg. 2
Roundtable attendees met in small groups to answer the question
“What must be done to fully prepare the Class of 2013 for college level work?”
Completion of degrees by Navajo students varies between academic institutions and those providing technical training. Arizona
State University has not conducted a formal study of the underlying causes of Navajo students dropping out of college. However,
anecdotal information gathered by ASU suggest that multiple factors can contribute to students leaving universities, including
financial, environmental, feelings of cultural and family isolation and academic preparation.
Both New Mexico and Arizona currently administer state tests, New Mexico High School Competency Exam (NMHSCE) and
Arizona Instrument to Measure Success (AIMS), as a final step towards receiving a high school diploma. Schools funded by
the Bureau of Indian Education and parochial schools such as St. Michael’s Indian School also utilize state tests. By 2014, Common Core State Standard will be implemented by both states as part of a national effort to increase high school graduation rates
through college and career-ready standards.
Despite state testing of students prior to awarding diplomas, many Navajo high school graduates must take remedial courses
prior to any college level courses. If a diploma represents completion of high school and standards associated with it, questions
were raised regarding what causes the lack of success on Placement Tests. In examining strength of state tests, it was revealed
that being approved for a diploma was the equivalent of having obtained a seventh grade education. This underscores the new
state goal to align curriculum with the national Common Core Standards. With implementation of the Common Core Standards
in Navajo schools, it is hoped that the gross inconsistency of existing current services in many schools will be eliminated.
The use of languages in instructional settings was raised as an area needing critical research. This is based on the predominately
held view that Navajo students are not speaking the Diné language. Likewise, it is a real concern that Navajo students are not
fluent in speaking the English language. In general, students are not fluent speakers in either language. Their lack of language
skills in English puts them at risk for academic success. While there is an effort on the part of few schools to provide remedial
education to Navajo students during their middle school years, this is not common practice beyond the elementary school. At
this point, students having language issues are not given support to improve their language skills creating challenges as they
continue through high school. Higher education institutions also reviewed their effort to bolster skills in reading, writing and
math for incoming students through summertime “bridge” programs. Unfortunately, federal and state funds are diminishing
efforts to continue these programs for incoming freshmen.
Navajo Nation Roundtable on Remedial Education Summary Report
pg. 3
Secondary schools in a few locations within the Navajo Nation have developed dual credit or two plus two programs with tribal,
private or state colleges and universities which allow high school juniors and seniors to earn college level credits as well as their
high school diploma. None are known to administer the Placement Test of their affiliated college to assess any remedial needs.
While viewed nationally as a pipeline strategy to strengthen student’s college success, this approach within the Navajo Nation for
secondary schools to partner with the two existing higher education institutions (tribal colleges) and nearby institutions is not
prevalent.
Higher education institutions located on and off the Navajo Nation administer Placement Tests that have not been designed
for native populations. At the University of New Mexico - Gallup, during the 2011 – 2012 academic year, it tested 444 incoming freshmen and found only 39 were deemed eligible for college level work. The remaining students were diverted to remedial
coursework. To complicate matters, existing Placement Tests are as varied as their institutions and students taking remedial
coursework at one institution will often find their earned credits will not transfer to another institution which then submits them
to taking their own Placement Test. The cycle repeats itself.
Conclusions
Elmer Guy, President of Navajo Technical College confers with Diane
Humetewa, Special Advisor to the President on Native American
Affairs at Arizona State University.
Feedback from this initial Roundtable was given in response to the question: What must be done to fully prepare the Class of 2013
for college level work? This discussion did not prioritize any particular approach over others and is only representative of the
range of solutions.
Summer Remediation Programs
Visualized as collaboration between elementary, middle, and secondary schools and both Diné College, Navajo Technical
College, and surrounding college and universities, college-bound Navajo students will participate in orientation to college life
and improve their readiness as to reading, writing, and math skills.
Revise College Entry Criteria
Structure criteria for college entry to include other indicators than a college Placement Test, such as high school GPA, work
history, commitment, portfolios, and the like.
Early Remediation
Build skills in reading, writing, and math for secondary students. As a strategy, have high school sophomore and juniors take the
college’s Placement Test and provide remediation while in high school.
Navajo Nation Roundtable on Remedial Education Summary Report
pg. 4
Navajo Nation College Academy
Establish Dual Credit programs, as a component of a Navajo Nation College Academy, at Diné College, Navajo Technical College
and surrounding colleges and universities in which secondary students are given college credits while earning their high school
diploma.
Senate Bill 256
Pinon Unified School District Superintendent, Larry Wallen,
makes a point with Henry Fowler, Diné College Math Instructor.
Pursue funding for Senate Bill 256 in New Mexico. Diné College, Navajo Technical College, and the Institute of American Indian
Arts worked diligently to ensure the passage of Senate Bill 256 in the New Mexico State Legislature. The bill creates a funding
mechanism for Dual Credit funding for students who wish to pursue dual credit college course work at the four New Mexico
tribal colleges. Governor Susan Martinez (R) signed the bill into law in February 2012. The Navajo Nation Roundtable attendees
brought the idea of seeking similar legislation in Arizona.
Staff Development
Develop a summer program at Diné College, Navajo Technical College and surrounding colleges and universities for elementary,
middle school and secondary teachers that will provide early intervention skills in reading, writing, and math.
Add Navajo Nation Payback Program
Establish a Payback Program in which Navajo college students can receive Navajo Nation funding when their Pell Grant award
ends with commitment to work on the Navajo Nation after they graduate.
Evaluate Education within the Navajo Nation
Assess the concepts and purpose of education to move students from dependency to independence as “Digital Natives” students
place higher value on technology.
Share Literature
Strengthen the education community within the Navajo Nation through sharing best practices about what works in the classroom as found in educational literature.
www.atuie.com
A college resource website originated by the Arizona Tri-Universities for Indian Education (ATUIE) for students, counselor,
and parents. This serves as a college information site for all of Arizona’s tribal communities focusing on colleges and universities
within the state of Arizona.
Navajo Nation Roundtable on Remedial Education Summary Report
pg. 5
Pipeline to College
Establish partnership between elementary, middle, and secondary schools on the Navajo Nation with Diné College, Navajo
Technical College and surrounding colleges and universities to strengthen entry into colleges. Modify current semester-long
format for remedial coursework and provide technology backed programs to include self-paced tutorials, labs, workshops, supplemental classroom instruction, online developmental education models, and instructional techniques that accommodate remedial students.
Common Core State Standards
Develop an informed leadership in the educational community on the Navajo Nation that is responsive to this new national
direction.
Public Education
Inform the public about status of Navajo college students in remedial education and in regular programs of study.
Navajo Language Impact
Assess language skills in English and the Diné language to determine best practices in instruction in the areas of reading, writing,
and math.
Remedial Education and Best Practices Research Question
Develop a research question with respect to remedial education and best practices on the Navajo Nation and Indian Country.
The University of Arizona houses a Center for the Study of Higher Education and would be an ideal resource to carry out the
research. Secure funding to carryout research as well.
Paradigm Shift in Home and Community
Encourage parents and community to renew focus and emphasis on education and attending college. This can be done as a
campaign using media and community outreach.
Given the statement of the problem affecting Navajo students and the entire Navajo Nation, the conclusions in this report are
not sufficiently developed for any final recommendation. However, they do provide the groundwork in developing policy by the
Navajo Nation regarding its educational programs and support for Navajo college students. Future Roundtables are envisioned in
which discussions will generate policy recommendations that will address the issue of the impact on Navajo students of remedial
education in Higher Education.
Contact: Dr. Maggie George, President
Diné College
mlgeorge@dinecollege.edu
928-724-6669
Participants
Office of the Navajo Nation Vice President
Arizona State University
Bureau of Indian Education – New Mexico Northern Navajo
Bureau of Indian Education – Arizona Northern Navajo
Central Consolidated School District
Department of Diné Education
Diné Bí Óltá School Board Association
Diné College
Gallup McKinley County School District
Office of Navajo Nation Scholarship and Financial Assistance
Navajo Nation board of Education
Navajo Nation Council Delegates and Staff
Navajo Technical College
Pinon Unified School District
Pinon School Board
San Juan College
Saint Michael’s Indian School
University of Arizona
University of New Mexico - Gallup Bramch
Navajo Nation Roundtable on Remedial Education Summary Report
pg. 6
Recent Navajo College Graduate Reflects on
Remedial Education Roundtable Discussion
“My name is Krista Thompson. During the Remedial Education
Roundtable, I had the privilege to learn more about remedial education.
Currently, there is a large number of Navajo students that are facing
academic challenges at the high school and college levels. As a recent
graduate of Arizona State University, I have had several friends and
relatives that either took or repeated classes that were below college level
work. For some students this was a way for them to reenergize for real
college level work. In many cases, I have noticed that this route in higher
education is becoming more prevalent as universities and colleges become
much more competitive.
As a child, education was emphasized within my own home as my only
option after high school. Both my parents have degrees. For them
education was also the pathway to success. Emphasis really does start within
the home. Unless students are constantly reminded of its importance at
home, the schools and teachers will continue to have an uphill battle. My
Nali Lady, Roberta Thompson, was a strong advocate for education. She
spoke neither English nor spent a day in the classroom; however, she
understood at an early age education would benefit both her family and
community.
My Nali Lady was harsh with her words and told her children straight to
their faces she did not want them to be “ignorant” like her. She wanted her
children to understand what was around them and be able to explain it to
others. I believe this is why my dad relentlessly pursued his education. If it
was not drilled into his head that education was key to understanding the
world, I would have probably been on another path. I wish that whatever
else my Nali Lady expressed, that it could be bottled up or written down to
inspire other Navajo parents. Being a student for the majority of my life, I
understand that life has its mishaps, but each is a learning experience
within itself.
Krista Thompson
Krista Thompson. Dilzhi’i Nishle,
To’baazhni’azhi’ baashishchiin,
Kisaani da shicheii doo To’ahani da
shinali aadoo To’beehwiisgani dee
naasha. I am a graduate of Navajo
Preparatory School. I am also a
recent graduate of Arizona State
University with a Bachelor of Arts
in Sustainability and a Bachelor of
Science in American Indian
Studies. My areas of research have
been in Identifying Food Deserts
and utilizing farmers markets as a
solution as well as Identifying the
Evolution of Native American
Kinship amongst Urban
Communities. I am now working in
St. Michael’s and Window Rock as
a Legislative District Assistant for
Honorable Council Delegate
Jonathan Hale.
To my peers and those following behind me, I encourage each of us to take
ownership of our education. With education, we can prevent mishaps from
completely deterring us in reaching our goals. High school and college are
not easy, however, we must put in the hard work to earn our degrees and
diplomas. We must rely on ourselves and our tradional Navajo teachings to
ensure a higher standard of living. We must remember what education
means to our people and how it can provide for our future. We should do
what ever it takes to reach our potential. The Navajo people rely heavily on
the efforts of its youth and it is our responsibility to follow through
diligently.”
Photography, Layout, Design: Ed McCombs
Navajo Nation Roundtable on Remedial Education Summary Report
pg. 7