In this article, we examine the current state of American Indian/Alaska Native student educational achievement. We argue that examining academic achievement should not just be done in isolation of thinking about what graduation from high school potentially commences. Academic achievement, we argue, matters for many reasons. In this article, we are guided by the following questions, asking: What are Indigenous children's educational rights? How can we provide Indigenous children with a sense of what is possible for them as adults? What is the current state of achievement for Indigenous children, and how and in what ways can we improve it?
The Journal of American Indian Education (JAIE) is a refereed journal publishing original scholarship directly related to the education of American Indians, Alaska Natives, Native Hawaiians, and Indigenous peoples worldwide, including Inuit, Métis, and First Nations of Canada, Māori, Aboriginal/Torres Strait Islander peoples, Indigenous peoples of Latin America, Africa, and others. JAIE strives to improve Indigenous education through empirical research, knowledge generation, and transmission to researchers, communities, classrooms, and diverse educational settings.
Founded in 1925, the University of Minnesota Press is best known as the publisher of groundbreaking work in social and cultural thought, critical theory, race and ethnic studies, urbanism, feminist criticism, and media studies. The Press is among the most active publishers of translations of significant works of European and Latin American thought and scholarship. Minnesota also publishes a diverse list of works on the cultural and natural heritage of the state and the upper Midwest region.
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