When was the American Indian Model Schools system established?
American Indian Model Schools
By 2002 the school's enrollment tripled, and its test scores were increasing. For the school year 2006-2007, Chavis and his board founded the American Indian Model School system, adding the American Indian Charter High School with the beginning of the school year in September 2006.
Racial diversity in United States schools
In the early 20th century, opinions on Native American schools began to change and in the ‘20s the Department of Interior conducted a survey, the results of which were published in The Meriam Report in 1928. The report noted that overcrowding of schools and lack of financial resources was causing the spread of infectious disease and producing physically weak students who were underfed and overworked. The report also revealed abnormally high death rates for Native American students. In response to this report, the number of American Indian children enrolled in U.S. public schools in their neighborhoods grew, but it was a slow process. By the 1980s, United States curriculum reflected a diversity of American Indian traditions and beliefs, thanks in part to the Indian Self-Determination and Education Assistance Act of 1975.
Center School (Indiana)
Center School, a one-room schoolhouse in the Southwest Allen County School District, Fort Wayne, Indiana, was originally built in 1893 as the first public school in the district. It was retired from the school system in 1946 but reopened as a site for history classes in 1969. The building was physically relocated 3/10th of a mile away in 1993, and restored to its original 19th-century state in 1995, this restoration winning an "Arch Award" from the Arch Foundation.
Castillo de San Marcos
Pratt's experiences at Fort Marion became the basis for his campaign to create American Indian boarding schools. Although these schools were supposedly for the purpose of educating native people, they became sites where native children were prohibited from speaking their languages or practicing their own religion. Many children were removed from their families forcibly or under threat of withholding food rations. Children's letters home were censored, and many children were taken to agricultural labor camps over the summer, instead of being allowed to visit home. Many have accused American Indian boarding schools of countless abuses and violations of child labor laws, in addition to accusations of cultural genocide. Pratt's campaign began with the creation of the Carlisle Barracks, which was the first of over 450 American Indian boarding schools.
World Gospel Mission
In 1952 ministry was commenced among American Indians in Arizona. The Southwest Indian School (SIS) was founded that year in Peoria, Arizona, as a school for American Indians. Students lived in dormitories on the campus, bussed in from reservations. By 1975, there was 180 students enrolled. SIS closed as a boarding school in 1998 and became WGM’s current Southwest Indian Ministries Center. Since this transition, WGM’s focus on the field has been in the Phoenix, Arizona metropolitan area and on the Navajo and Tohono O'odham Reservations.
American Indian Model Schools
For a period, the charter system's charter from the OUSD was at risk, but the school gained a court injunction in 2012 to allow it to continue to operate. With the change in management and in view of the students' achievements in academic scores, the Model School system's charter was renewed in 2013 for a 5-year term. This included an expansion to serve grades K-4 at AIPCS II.
New Era High School
It was founded in August 1945, and was one of the first Bahá'í education projects in India. In the 1970s and 1980s, the school setup programmes to assist the poor and underdeveloped villages in the region. It started as a service project for students and evolved into a separate institution known as the New Era Development Institute in 1987. The National Spiritual Assembly of Norway established an institution - Norwegian Agency for International Development Cooperation - and in 1988 it began a working relationship with the institute, with support for a two-year rural community development program. In 1989, funding was extended to cover a one-year community development facilitators course and short courses on agriculture, rural technology, literacy, and domestic science.
Reno-Sparks Indian Colony
In 1945, Grace Warner, the principal of Orvis Ring School, invited the Indian students to attend her school. This arrangement which included bussing the Colony students to Orvis Ring, lasted until 1975 when the public school system required the Indian students to attend the school closest in proximity to the Colony. (Former Orvis Ring students may view history and reconnect on the Orvis Ring Facebook Group.)
Arlington High School (Indiana)
Arlington High School was established in 1961 to address rapid suburbanization in Indianapolis. Arlington was among the last public high schools to open within the Indianapolis Public Schools system. In 2004, Arlington High School implemented a small school initiative: Traditional departments were done away with and five small schools, or schools within the school were created. Each school has its own academic dean, or principal, and the previous principal became the campus administrator. This district-pushed initiative was meant to improve student success.
Santa Fe Indian School
Changes to the system of the Indian Boarding School took place over the 20th and 21st century. The school system reformed to its current iteration. In the 1920s, Hubert Work, the U.S. Secretary of the Interior, authorized an investigation on the conditions of Indian Boarding Schools; the group reported their findings in the Meriam Report that highlighted the failures of the boarding school system. In the presidency of Franklin D. Roosevelt, a shift in Federal Native American policy began when President Roosevelt established the Indian New Deal with the purpose of protecting the Native population residing within the United States. The cornerstone of the Indian New Deal was the Indian Reorganization Act in 1934. This act allowed for the Native Americans to construct their own constitutions and govern themselves. In the same year, the Johnson O'Malley Act was passed to fund Native American education. In the year 1966, the Rough Rock Demonstration School was opened. The school was on Navajo land, and was the first boarding school controlled by the Indians. Seeing the success of the Rough Rock Demonstration School, a report was filed in 1969 entitled "Indian Education: A National Tragedy, A National Challenge", which stated that the U.S government's assimilation policy "has had disastrous effects on the education of Indian children". Following this report, the Indian Education Act of 1972 established the Office of Indian Education. The Indian Self Determination and Educational Assistance Act, established in 1975, gave the American Indians the opportunity to legislate "self-determination through community-based schooling". In 1990, the Native American Languages Act granted language rights to Native Americans. The Esther Martinez Native American Languages Preservation Act was established in 2006, which created programs for Native American Language immersion. These changes brought reform the Indian Boarding Schools needed.
American International School of Kuwait
The American International School of Kuwait was founded by Dr. Kamil Al-Rayyes, on September 4, 1991. It first opened in Surra, but in 1995, it moved to its current location in Salmiya, block 11, known as Maidan Hawalli. During the summer of 2004, AIS officially became an MYP school. The MYP system is for grades 5-10. After becoming an MYP school, many changes started to form. In 2005, AIS became an authorized Primary Years Programme (PYP) school. The school is fully accredited by the Middle States Association of Colleges and Schools. The school is also a member of the Near East South Asia Council of Overseas Schools (NESA).[1]
American Indian Higher Education Consortium
The American Indian Higher Education Consortium (AIHEC) was established in 1972, in order to represent the interests of the newly developed tribal colleges, which are controlled and operated by American Indian nations. One of the most significant achievements of AIHEC was to work with the United States Congress to authorize in 1994 land-grant status to 29 tribal colleges, achieved in October 1994 under the Elementary and Secondary Education Reauthorization Act.
American Indian Model Schools
By that year the school began to receive many Asian Americans from Laurel. In the 2010-2011 school year, the AIM system had more than 86% Asian American students, while the overall Oakland Unified School District was 13% Asian. In 2010-2011, the school had no Native American students. As of 2012 more than 90% of the AIPCS student body was Asian American. The next largest ethnic groups were African Americans and Hispanic Americans. In 2009 almost all of the students were low income.
American Indian Model Schools
From 2000 to 2012, the demographics of the schools in this charter system have changed markedly, and by 2012 served a student body that was 90% Asian American. In 2000 the small AIPCS had a 62% Native American student body. In 2001 the school increased its enrollment to about 100 students. 52% of the students were Native American. According to Chavis, during that year 12-15 percent of the children were homeless. During Chavis' tenure, the proportion and number of Native American students in AIPCS and the new schools decreased. In 2005 20% of the students were Native American. In 2006 the percentage of Native Americans was more than 13%.
Santa Fe Indian School
The Federal Government established the Santa Fe Indian School (SFIS) in 1890 to educate Native American children from tribes throughout the Southwestern United States. The purpose of creating SFIS was an attempt to assimilate the Native American children into the wider United States culture and economy. In 1975, the All Indian Pueblo Council (AIPC) was formed. It was the first Indian organization to utilize the laws in place to contract an education for their children. Eventually, the AIPC was able to leverage complete control of the school and curriculum. In 2001, with the passing of the SFIS Act, the school took ownership of the land. The school resides on the form of a trust, which is held by the nineteen Pueblo Governors of New Mexico. These acts allow for complete educational sovereignty of the school, by the Pueblo.
Indian School, Ras Al Khaimah
Indian School Ras Al Khaimah is an English-medium school situated in Nakheel, Ras al-Khaimah. Founded in 1979 it is managed by the Indian Association. The school is recognised by the Ministry of Education of the United Arab Emirates and affiliated with the Central Board of Secondary Education (CBSE) in New Delhi. It has adopted the same syllabus as the Central Schools Organization and prepares students for the All India Secondary School Examination and Senior School Certificate Examination of the CBSE, New Delhi (India).
Chinatown, Oakland
American Indian Public Charter School II, a charter school campus of the American Indian Model Schools system, is located in Chinatown. It caters to students living in the Chinatown and Lake Merritt areas. In 2008 it shared a campus with Oakland Charter Academies (now Amethod Public Schools).
University of Minnesota Morris
Although UMM officially opened its doors in 1960, the history of what became the current institution reaches to 1887. That year, the first building of the Morris Industrial School for Indians, an American Indian boarding school, was constructed on the site and run by the Roman Catholic Sisters of Mercy under contract to the US government. Beginning in 1898, the Office of Indian Affairs (today's Bureau of Indian Affairs) took over operations to introduce a more progressive curriculum. The school closed in 1909, under a congressionally authorized program to reduce the number of boarding schools in preference for locating schools on reservations, so that families and communities would not be broken up. The campus was transferred to the State of Minnesota under the agreement that American Indians would always be admitted free of tuition; the current UMM still follows this policy.
American Indian boarding schools
However, in 1978, the Indian Child Welfare Act gave Native American parents the legal right to deny their child's placement in the school. Damning evidence against the morality of Non-Reservation boarding schools contributed to the enactment of the Indian Child Welfare Act. Congress approved of this act in 1978 after first-hand accounts of life in Native American boarding schools. National Indian Child Welfare Association explains,
Phoenix Indian School
The curriculum also began to change, as between 1947 and 1965, the federal government began the "termination policy" which centered on ending federal responsibility for reservations. Emphasis was placed on integrating Native Americans into mainstream America as well as teaching Native Americans skills useful in city jobs. Girls were taught typing and cosmetology, and boys could take new math and science classes. The North Central Association, which accredits high schools, accredited the school in 1960. The school also became known as the Phoenix Indian High School. It became a member of the Arizona Interscholastic Association, the governing body for high school sports in Arizona. The earliest AIA enrollment records for the Phoenix Indian School date to 1967, when the school had 885 students.
American Indian Model Schools
In early June 2012, the FCMAT audit was published. Evidence of fraud was listed, with recommendations to forward the audit to the local District Attorney. Michael Stember resigned from the charter school system board between April and June. Jean Martinez was elected as President of the AIPCS Model School governing board. As reported by "SF Gate," "The allegations against American Indian charter schools officials include $3.7 million in payments to businesses owned by founder Ben Chavis and his wife, including money for rent, storage fees, construction projects and the administration of summer school programs.”
Santa Fe Indian School
The Federal Government established the Santa Fe Indian School (SFIS) in 1890 to educate Native American children from tribes throughout the Southwestern United States. The purpose of creating SFIS was an attempt to assimilate the Native American children into the wider United States culture and economy.
In 1975, the All Indian Pueblo Council (AIPC) was formed. It was the first Indian organization to utilize the laws in place to contract an education for their children. Eventually, the AIPC was able to leverage complete control of the school and curriculum. In 2001, with the passing of the SFIS Act, the school took ownership of the land. The school resides on the form of a trust, which is held by the nineteen Pueblo Governors of New Mexico. These acts allow for complete educational sovereignty of the school, by the Pueblo.
American Embassy School
The American Embassy School (AES), South Delhi, India, is an independent, co-educational day school which offers an educational program from prekindergarten through Grade 12. The school was founded in 1952. The mission of the school is to provide "a balanced education defined by a joyful pursuit of excellence in academics, athletics, arts and service. We enable each student to be an inspired lifelong learner and a responsible, compassionate global citizen."
Cultural assimilation of Native Americans
Several events in the late 1960s and mid-1970s (Kennedy Report, National Study of American Indian Education, Indian Self-Determination and Education Assistance Act of 1975) led to renewed emphasis on community schools. Many large Indian boarding schools closed in the 1980s and early 1990s. In 2007, 9,500 American Indian children lived in an Indian boarding school dormitory. From 1879 when the Carlisle Indian School was founded to the present day, more than 100,000 American Indians are estimated to have attended an Indian boarding school.
New Indian Model School
New Indian Model School was started in 1988 and is located in Al Garhoud, Dubai, United Arab Emirates. They started the school by renting apartments. The onset of the heavy migration of workers and labourers from Indian subcontinent to Dubai, during the oil boom, was particularly good for the school. The school provided concessions for families sending multiple children. The student population mainly come from India.
Anishinabek Educational Institute
In June 1993, The Union of Ontario Indians (UOI), at the Anishinabek Grand Council on the Chippewa's of Kettle & Stony Point First Nation, the Chiefs in Assembly directed the Union of Ontario Indians Education Directorate to develop a model of an Anishinabek post-secondary institution. The model includes provisions for satellite campuses and a community-based delivery system.
Roots School System
Roots School System was founded in 1988 by Mrs. Riffat Mushtaq by establishing its first International Montessori school in the city of Rawalpindi. The school was established on 10th April 1988 at 74 Harley Street in Rawalpindi. Previously, Mrs. Riffat Mushtaq was a teacher, and had the experience of teaching students of different ethnicities in Saudi Arabia and Pakistan. Her children Khadija Mushtaq, Faisal Mushtaq and Walid Mushtaq are members of the board of directors and are working separately on their respected subsidiary of the school system.
American Indian Model Schools
On July 15, 2013, Alameda County Superior Court Judge Evelio Grillo granted the Model Schools system a preliminary injunction, allowing all three campuses to continue to operate. Since that time, in consideration of student scores and a change in management of the board and charter system, the AIMS charter was renewed for five years.
Indian Community School (Kuwait)
In 1974 school occupied the second building in Salmiya. In 1975 the school adopted the Indian national pattern of education i.e. 10 + 2 + 3. In 1976, the school started the afternoon shift. In 1977, the last batch of students answered the All India Higher Secondary Examination and in the same year the first batch of 10 + 2 appeared for the AISS Exam.
Government Indian School
The Government Indian School, also known as the B.I.A. School and later the City Multipurpose Building, is a historic school building in Haines, Alaska. The building is a 1-1/2 story wood frame structure, long and wide, built in 1906. It is basically a Cape Cod style structure, an unusual form for Southeast Alaska, and an unusual sight when it was built. About 1/3 of its interior provided living quarters for the schoolmaster, and there were two classrooms on the first floor, and an auxiliary finished space in the loft area that saw several uses during the building's use as a school. The building is distinctive as a rare early school building built by the United States Bureau of Indian Affairs, and it was the first 20th century structure built in Haines. It served as a school until 1945, after which it was adapted to other public uses. The building is currently hosting the Chilkat Valley Preschool.
American Indian Model Schools
On September 27, 2012 the Oakland School Board voted to issue a "Notice of violation to American Indian Public Charter School." https://web.archive.org/web/20150719215554/http://www.ibabuzz.com/education/2012/09/28/in-split-vote-ousd-board-puts-american-indian-charter-schools-on-notice/ School Board President Jody London, David Kakashiba, Jumoke Hodge and Gary Yee voted to issue the notice. Chris Dobbins and Alice Spearman voted against it, and Noel Gallo was absent. After issuing the notice of violation, Board Members Yee and Hodge urged concerned parents to recognize that OUSD was not closing the school but "curing it." American Indian Public Charter School's Board sued the Oakland School Board and OUSD for what they said was an effort at a hostile takeover of the school. Gail Greely in the OUSD Charter office provided concerned parents with an outline of a school closure process.
Cultural assimilation of Native Americans
By 1923 in the Northwest, most Indian schools had closed and Indian students were attending public schools. States took on increasing responsibility for their education. Other studies suggest attendance in some Indian boarding schools grew in areas of the United States throughout the first half of the 20th century, doubling from 1900 to the 1960s. Enrollment reached its highest point in the 1970s. In 1973, 60,000 American Indian children were estimated to have been enrolled in an Indian boarding school. In 1976, the Tobeluk vs Lund case was brought by teenage Native Alaskan plaintiffs against the State of Alaska alleging that the public school situation was still an unequal one.
Montessori in the United States
In 1960, Rambusch organized the American Montessori Society (AMS) to Americanize the Montessori method and to make it relevant to the popular culture of the day. In 1958, the Whitby School was founded in Greenwich, Connecticut as the first AMS Montessori school in the US, followed in 1960 by the opening of the Sophia Montessori School opened by Screen actor, director, writer, Tom Laughlin with trained Montessorians Johannes and Joanna Laven, immigrants from Amsterdam. The school was later renamed Santa Monica Montessori School 2 In 1962 by the Caedmon School in New York City opened. Ernest Wood and Hilda Wood, who had worked with Maria Montessori in India, started the School of the Woods in 1962 as well, in Houston, Texas. The first Montessori school in the Southeast, Springmont, was founded in 1963 in Atlanta. In 1961, Mario Montessori, head of the Association Montessori Internationale(AMI), sent Stephenson as his personal representative to the United States, and was later given his permission to set up a branch office of AMI in the United States, which was established in 1970. The first Episcopal Montessori school in Florida, St. Christopher's By-the-Sea Episcopal Church and Montessori School, was founded in 1968 on Key Biscayne.
American Indian boarding schools
Native American boarding schools, also known as Indian Residential Schools were established in the United States during the late 19th and mid 20th centuries with a primary objective of assimilating Native American children and youth into Euro-American culture, while at the same time providing a basic education in Euro-American subject matters. These boarding schools were first established by Christian missionaries of various denominations, who often started schools on reservations, especially in the lightly populated areas of the West. The government paid religious orders to provide basic education to Native American children on reservations. In the late 19th and early 20th centuries, the Bureau of Indian Affairs (BIA) founded additional boarding schools based on the assimilation model of the off-reservation Carlisle Indian Industrial School.
Activity-based learning in India
The ABL in its contemporary form was first undertaken by the Chennai Corporation in 13 schools on a trial basis in 2003, has been adopted by all the 270 primary schools in the district. First designed and tested by the Rishi Valley School in Andhra Pradesh in the '90s, the Activity-Based Learning system has been successfully implemented in several Indian states and union territory, including Karnataka, Kerala, Uttar Pradesh, Gujarat, Madhya Pradesh, Haryana. Maharashtra, Chandigarh. In Tamil Nadu, UNICEF supported the Chennai Corporation to introduce the ABL methods in the Government schools. There are many organizations which cultivate and follow the principles of activity-based learning. Digantar Siksha evam Khelkud Samiti in Rajasthan, Sumavanam Village School in Andhra Pradesh, Walden's Path in Telangana and Vikasana School in Karnataka are the places which were established on the principles of activity-based learning.
Government Model Senior Secondary School, Sector-16, Chandigarh
16-Model has emphasized academic achievement ever since its founding in the early 1950s. As a result, its graduating class routinely excels at the annual school leaving examination the AISSCE, as well as India's highly competitive national standardized tests including the Joint Entrance Examination, the NEET and the AIIMS Examination. As many as twenty students from the graduating cohort of the school make it to the prestigious Indian Institutes of Technology, with many more winning places at the National Institutes of Technology and the Punjab Engineering College.
American Indian Model Schools
Students are assigned homework, so they generally have at least two hours of work to do each night. Students at the AIM system middle schools are required to attend two weeks of summer school each summer.
AP Model School
The first model school in the state was opened at Thegada in Kasimkota mandal in Visakhapatnam on 22 June 2013 by the Chief Minister of Andhra Pradesh, Kiran Kumar Reddy.
American Indian Public Charter School
Since 2007, the charter school district is known as AIMS, American Indian Model Schools. The first school had a predominantly Native American student population at its founding and it focused on Native American culture. Classes included cultural elements such as traditional bead-making and drumming. Martin Waukazoo, one of the founders of the AIPCS, said that he withdrew from the school board because it did not sufficiently emphasize basic educational skills. He said "They were doing too many fuzzy, warm things like bead-making classes and drum classes. Those are good hobbies, but our kids need to learn to read and write. I felt it was doing more harm than good."
Concho Indian Boarding School
The new school Concho Boarding School opened in 1909 and re-implemented the farming model, which continued during the Great Depression. In 1932 the Seger Indian Training School, which had incorporated the students of the Red Moon School in 1917, closed and its students were transferred to Concho. Total Concho Boarding School students for 1932 were 133 boys and 117 girls. However, the school struggled during the Dust Bowl period, where between 1933 and 1937 there were 362 dust storms in the immediate area, coupled with tornadoes and flash flooding. As part of the Works Progress Administration President Franklin D. Roosevelt signed an Executive Order in 1933 which authorized the Indian Service to establish a Civilian Conservation Corps camp at Concho to improve the grounds and buildings, implement soil erosion controls, and develop water resources. The agency buildings were razed and rebuilt in 1933 and a hospital was constructed in 1941.
Native Americans in the United States
Before the 1930s, schools on the reservations provided no schooling beyond the sixth grade. To obtain more, boarding school was usually necessary. Small reservations with a few hundred people usually sent their children to nearby public schools. The "Indian New Deal" of the 1930s closed many of the boarding schools, and downplayed the assimilationist goals. The Indian Division of the Civilian Conservation Corps operated large-scale construction projects on the reservations, building thousands of new schools and community buildings. Under the leadership of John Collier the Bureau of Indian Affairs (BIA) brought in progressive educators to reshape Indian education. The BIA by 1938 taught 30,000 students in 377 boarding and day schools, or 40% of all Indian children in school. The Navajo largely opposed schooling of any sort, but the other tribes accepted the system. There were now high schools on larger reservations, educating not only teenagers but also an adult audience. There were no Indian facilities for higher education. They deemphasized textbooks, emphasized self-esteem, and started teaching Indian history. They promoted traditional arts and crafts of the sort that could be conducted on the reservations, such as making jewelry. The New Deal reformers met significant resistance from parents and teachers, and had mixed results. World War II brought younger Indians in contact with the broader society through military service and work in the munitions industries. The role of schooling was changed to focus on vocational education for jobs in urban America.
Dennison Wheelock
The Society of American Indians was the forerunner of modern organizations such as the National Congress of American Indians. It anticipated important Indian reforms: a major reorganization of the Indian school system in the late 1920s, the codification of Indian law in the 1930s, and the opening of the U.S. Court of Claims to all Indian nations in the 1940s.
Military academies in India
The Sainik Schools are a system of schools in India established and managed by the Sainik Schools Society under Ministry of Defence. They were conceived in 1961 by V. K. Krishna Menon, the then Defence Minister of India, to rectify the regional and class imbalance amongst the Officer cadre of the Indian Military, and to prepare students for entry into the National Defence Academy (NDA), Khadakwasla, Pune and Indian Naval Academy. Today there are 25 such schools covering all the states of the country.
Santa Fe Indian School
The original concept of the Indian Boarding School began as a social experiment predating the Civil War. Around the 1860s, the United States Federal Government created "day schools" to educate children about Western Civilization. They were ineffective in this process because the students did not retain the knowledge acquired at school. A factor in knowledge retention was the students returning home. After discovering this method of education was ineffective, a different approach was taken.
In the 1870s, the concept of Indian Boarding Schools came into fruition. Army Lt. Richard Henry Pratt captured seventy-two Native American prisoners who fought against the Army; he tested his version of the social experiment that was previously attempted on the children. Pratt desired to mold the "savages" into "civilized" people. Pratt taught the Native American prisoners how to speak English and educated the Native Americans on European society and religion. After this educational experience, sixty-two of the Natives went to the Hampton Institute in Virginia. Deciding to extend the experiment further, Pratt was able to convince Native American families to allow their children to attend his boarding school. Richard H. Pratt founded the Carlisle Indian Industrial School in 1879; the difference being, unlike day schools, Carlisle was located over a thousand miles away from the reservation. The Carlisle Indian Industrial School was the first boarding school specifically for Native Americans. The reasoning behind positioning the school a great distance from the reservations was that Pratt believed distance would help break the ties to Native American culture. He has been quoted as saying, "In Indian civilization I am a Baptist, because I believe in immersing the Indian in our civilization and when we get them under, holding them there until they are thoroughly soaked.". Pratt desired to remove the children from their Native roots, and he was harsh in the actions he took.
Being that Pratt was from the Armed Forces, his background dictated how he operated the school. The students were forced to cut their hair, a symbol of their pride. One boarding school student was quoted as saying, "[Long hair] was the pride of all Indians. The boys, one by one, would break down and cry when they saw their braids thrown on the floor. All of the buckskin clothes had to go and we had to put on the clothes of the White Man". The students were stripped of all traces of what their culture was, such as: their long hair, their clothing, and their native language. The same student went on to say, "This is when the loneliness set in, for it was when we knew that we were all alone. Many boys ran away from the school because the treatment was so bad, but most of them were caught and brought back by the police". Having to deal with the oppression of the school and lack of contact from their families, the students were struck with a feeling of loneliness.
American Indian Model Schools
In May 2009, American Indian Public Charter School had an Academic Performance Index (API) of 967. Mitchell Landsberg said that the other two AIM schools "are not far behind." The state API target is 800. The state average of public middle and high schools is 750. The state average of schools with underprivileged students is 650. Of the public schools in California, during that year four middle schools and three high schools had higher API scores than AIPCS; none of them had student bodies of mostly underprivileged students. Mitchell Landsberg of the "Los Angeles Times" stated that while critics of the school often said that the high number of Asian American students causes the test scores to be high, the African American and Hispanic students "do roughly as well -- in fact, better on some tests" so "[t]hat makes American Indian a rarity in American education, defying the axiom that poor black and Latino children will lag behind others in school." In 2008, Janet Roberts, the head of the AIM system, said that the speculation that the increased numbers of Asian students caused test scores to go higher demonstrated that the educational establishment has low expectations of low-income African American, Hispanic and Latino, and Native American children.
Cultural assimilation of Native Americans
An Indian boarding school was one of many schools that were established in the United States during the late 19th century to educate Native American youths according to American standards. In some areas, these schools were primarily run by missionaries. Especially given the young age of some of the children sent to the schools, they have been documented as traumatic experiences for many of the children who attended them. They were generally forbidden to speak their native languages, taught Christianity instead of their native religions, and in numerous other ways forced to abandon their Indian identity and adopt American culture. Many cases of mental and sexual abuse have been documented, as in North Dakota.
Carlisle Indian Industrial School
Carlisle became the model for 26 Bureau of Indian Affairs boarding schools in 15 states and territories, plus hundreds of private boarding schools sponsored by religious denominations. It has been designated a National Historic Landmark. From 1879 until 1918, over 10,000 Native American children from 140 tribes attended Carlisle; however, according to one source, only 158 students graduated. Tribes with the largest number of students included the Lakota, Ojibwe, Seneca, Oneida, Cherokee, Apache, Cheyenne, and Alaska Native. The Carlisle Indian School exemplified Progressive Era values. Some Native Americans believed Carlisle provided an excellent education.
Carlisle and similar schools remain deeply controversial; many Native Americans say they forced children to leave their families at young ages, giving up their indigenous cultures, languages, religious and spiritual beliefs, and even their names, thus doing untold psychological damage to generations of Native people.
Charter schools in the United States
The charter school idea in the United States was originated in 1974 by Ray Budde, a professor at the University of Massachusetts Amherst. Albert Shanker, President of the American Federation of Teachers, embraced the concept in 1988, when he called for the reform of the public schools by establishing "charter schools" or "schools of choice." Gloria Ladson-Billings called him "the first person to publicly propose charter schools." At the time, a few schools already existed that were not called charter schools but embodied some of their principles, such as H-B Woodlawn.
Los Angeles Unified School District
The magnet schools were established in 1977 as an alternative to forced desegregation busing. The racial quota system was devised at a time when the integration focus was on making Black and White students attend school together. Since then, the district demographics changed.
School Meals Initiative for Healthy Children
The School Meals Initiative for Healthy Children (SMI) was an initiative established by the United States Department of Agriculture in 1994 to revise and update nutrition standards for school meals and require them comply with the Dietary Guidelines for Americans for children over age two. The SMI required school meals to:The SMI has been superseded by new school nutrition standards set by the Healthy, Hunger-Free Kids Act of 2010.
Chemawa Indian School
The second Indian boarding school to be established, Chemawa Indian School is the oldest continuously operating Native American boarding school in the United States. Its graduates number in the thousands. Former names for the school include United States Indian Training and Normal School, Salem Indian Industrial and Training School and Harrison Institute. At its peak of enrollment in 1926, it had 1,000 students. New buildings were constructed in the 1970s on a campus near the original one, where at one time 70 buildings stood, including barns and other buildings related to the agricultural programs.
Institute of American Indian Arts
The Institute of American Indian Arts was co-founded by Lloyd Kiva New (Cherokee, 1916–2002) and Dr. George Boyce in 1962 with funding from the Bureau of Indian Affairs. The school was founded upon the recommendation of the BIA Department of Education and the Indian Arts and Crafts Board. Three factors led to the school's founding: growing dissatisfaction with the academic program at the Santa Fe Indian School, the BIA's emerging interest in higher education, and the influence of the Southwest Indian Art Project and the Rockefeller Foundation.
Ben Chavis (educator)
He worked with the school's board in 2007 to respond to community demand for more classes, and they added another middle school, AIPCS II, and a high school, AIPHS, under a new charter organization known as the American Indian Model Schools (AIMS) system.
National Association of University-Model Schools
The National Association of University-Model Schools (NAUMS, Inc.) was founded in 2002 to promote University-Model schooling in the United States and to assist existing and developing University-Model Schools.
American Indian Public Charter School
American Indian Public Charter School or AIPCS is an Oakland, California charter middle school with predominantly low-income, minority students. It opened in 1996 and struggled over the next few years until a turnaround after 2000 brought up enrollment numbers and test scores.
Santa Fe Indian School
In 1932, Dorothy Dunn established "The Studio School" at the Santa Fe Indian School. It was a painting program for Native Americans, which encouraged students to develop a painting style that was derived from their cultural traditions. Dunn left in 1937 was replaced by Geronima Cruz Montoya of Ohkay Owingeh, who taught until the program closed in 1962, with the opening of the Institute of American Indian Arts. Notable alumni of the Studio include:
American Indian Model Schools
AIM Schools Board President Michael Stember defended AIPCS II and the charter system's new accountant Christina Chen denied all charges. Given the outstanding student achievements, noted in API, and numerous parent, staff, and students who spoke in support of the school, the OUSD board voted 4-3 to renew the AIPCS II charter for another five years. The board will return to the issue in two years to verify training of the AIPCS governing board and more rigorous accounting practices at the school. The approved charter allowed AIPCS II to expand to include elementary grades K-4. It became a K - 12 school. See minutes. See minutes.
Oakland Charter Academy
In the fall 1993 the school opened as Jingletown Charter School. It was the first charter school in Oakland and one of the first in California. Originally it had the test scores amongst the lowest in the state. In 2004, Jorge Lopez took control of the school. At the time, its Academic Performance Index (API) was 650. Lopez received guidance from Ben Chavis, head of the American Indian Model Schools, and established a system similar to the system of American Indian Public Charter School. In late September 2007 Oakland Charter Academy became the second public school in Oakland to win the National Blue Ribbon award. In spring 2008, the Oakland Charter Academy received an API of 902. Its student body was mostly Hispanic, and the API was over 200 points higher than the average API of Hispanic/Latino middle school students in California. The Oakland Charter Academy API was also over 200 points above the overall scores of all of the middle schools in Oakland.
Lincoln Creek Day School
The Lincoln Creek Day School was opened in 1937. It was one of three such schools constructed on the Fort Hall Indian Reservation because of the Indian Reorganization Act (IRA) of 1934. These schools were built to replace the controversial boarding schools and foster the formerly suppressed native cultures.
American Indian Model Schools
In August 2011, California’s Fiscal and Crisis Management Team announced AIPCS would undergo an "extraordinary audit." Alameda County School Superintendent Sheila Jordan had recommended it based on an anonymous complaint from a former AIPCS employee. The audit focused on the ASES grant for an after-school program, facilities lease and rent expenditures, and the Political Reform Act of 1974 regarding conflict of interest laws. Oakland Unified School District (OUSD) Charter School Office Director, Gail Greely was responsible for delivering the FCMAT report and monitoring the process. She transferred to become the Director of Charter School Education for Alameda County working for Sheila Jordan. The FCMAT audit report was expected to be released in mid-2012.
Model English High School
Model English high school was established in 1977, under the board of kalyan east Welfare Society. college has a motto "God Is Our Strength". It was founded by Late Gopinathan Nair,Mr.P.G.P Nair, CKB and few other individuals. Mr. N.S.Vishwanathan was one of the pioneers in bringing up this school.
American Indian Model Schools
Each middle school day begins with three hours of language arts and mathematics classes. For middle school students English and mathematics make up 90 minutes per day. Afterwards, students have a twenty-minute lunch period. During each day, students have 45 minutes worth of physical education instruction. The school system has few classes that do not directly affect standardized test scores. Carey Blakely, a former American Indian system teacher, said that "I don't see it as teaching to the test. I see it as, there are certain skills and knowledge that you're supposed to impart to your students, and the test measures whether your students have acquired those skills and that knowledge." The school system only allows instruction in arts to take place after school.
SCSD (School Construction Systems Development ) project
From 1961-1967, in the U.S., the School Construction Systems Development (SCSD) project created an innovative, flexible, and prefabricated architectural building system that ignited an international interest in systems-based architecture. The project emerged in response to the post-WWII baby boom, the mainstreaming of progressive education, the industrialization of building materials, and a nationwide search to build schools faster and cheaper. In 1961 Governor Nelson Rockefeller of New York proposed the use of stock plans (the same architectural plans on different sites). In response, the Architectural Forum and the Ford Foundation's Educational Facilities Laboratories (EFL) sponsored a conference of leading school administrators, architects, manufacturing executives, and engineers to devise alternative solutions. The group agreed that a system of building components specifically designed for schools was an option worth exploring. Architect Ezra Ehrenkrantz (who later founded EE&K Architects) had previously studied the British CLASP system and other precedents and was charged with undertaking a feasibility study of the proposal. The project proved to be feasible and the SCSD was launched in 1962 with significant start-up funding from the Ford Foundation, "1) to create a system of standardized parts with which architects can design individual schools; 2) to reduce the cost of school construction by obtaining volume production of standard parts; and 3) to reduce the time needed for the construction of a school."
Heart of the Earth Survival School
Heart of the Earth Survival School was established in January 1972 by the American Indian Movement. Instrumental in the creation of Heart of the Earth was Title VII of the Indian Education Act, adopted by Congress on June 23, 1972. This act allowed Indians to have control over educating their people; a different policy than the US government had previously adopted with the boarding schools that dominated Indian education throughout the 19th and 20th centuries.
Sunday school
The American Sunday school system was first begun by Samuel Slater in his textile mills in Pawtucket, Rhode Island, in the 1790s. Notable 20th-century leaders in the American Sunday School movement include: Clarence Herbert Benson, Henrietta Mears, founder of Gospel Light, Dr. Gene A. Getz, Howard Hendricks, Lois E. LeBar, Lawrence O. Richards and Elmer Towns.
American Indian boarding schools
In 1926, the Department of the Interior (DOI) commissioned the Brookings Institution to conduct a survey of the overall conditions of the American Indians and to assess federal programs and policies. The Meriam Report, officially titled "The Problem of Indian Administration", was submitted February 21, 1928 to the Secretary of the Interior Hubert Work. Related to education of Native American children, it recommended that the government:
American Indian Model Schools
The Oakland School Board had already requested in 2011 that the California Board of Education revoke and deny renewal of American Indian Public Charter School II's (AIPCS II) charter; this action would have closed that school after the 2011-2012 academic year. The school system gained a preliminary court injunction to allow its three facilities to continue to operate.
Mount Pleasant Indian Industrial Boarding School
The Mount Pleasant Indian Industrial Boarding School and many like it across the country were established by an act of the United States Congress in 1891 that provided funding for the creation of an education system of off-reservation boarding schools and vocational training centers to educate Native American children.
American Indian Model Schools
Of the 51 students, six scored lower than proficient in both English and mathematics during the end of their 6th-grade year. Three of them left the AIM system and, according to Landsberg, the remaining three "showed some progress" by the end of their final year. Landsberg said that he could not determine why the three students left the school. The school system stated that, in 2009, it had never expelled any student for any reason, and that some students voluntarily leave because they moved or because the families decided that the school is not well suited to them. Around 2005, the school overall loses 10 students per year. Chavis said that most students moved out. Some parents quoted in the "San Francisco Chronicle" said they removed their children because they were dissatisfied with the authoritarian environment. Chavis said that he encouraged some students to leave.
Sainik School
The Sainik Schools are a system of schools in India established and managed by the Sainik Schools Society under Ministry of Defence. They were conceived in 1961 by V. K. Krishna Menon, the then Defence Minister of India, to rectify the regional and class imbalance amongst the Officer cadre of the Indian Military, and to prepare students for entry into the National Defence Academy (NDA), Khadakwasla, Pune and Indian Naval Academy. Today there are 26 such schools covering all the states of the country.
American Indian Model Schools
The AIM school system did not disclose the elementary school test scores of its students. Mitchell Landsberg of the "Los Angeles Times" could not determine whether the students at American Indian middle schools had above average scores in the elementary school grades.
American Indian Model Schools
In the State of California, charter schools are required to take all students who apply to the school if the schools have enough capacity to house them. If a charter school has more prospective students than room available to house them, the charter school has to hold a lottery. The AIM school system, as of 2009, has never held a lottery. Ben Chavis and Janet Roberts, a school principal in the AIM system, said that AIM never received enough students to require the system to hold a lottery.
Intermountain Indian School
In 1948, Brigham City got a proposal for an Indian school. The estimate for remodeling, new construction, and equipment was $3.75 million. President Harry Truman signed the bill allocating the money in May 1949. The superintendent and a few assistants began working on June 4, 1949, and by January 1950, 542 students were accepted at the federally run Intermountain Indian School. Since that time, the school was authorized to enroll 2,150 students. The school served Navajo children who were bused from Arizona and were taught from elementary to high school, and had its own medical facility and printing press.
American Indian Center
From its start, the Center has been overseen by the Native American members, from a variety of tribes, who make up its board. One of its longest running social and educational programs is the annual pow-wow, and it has also organized study opportunities, exhibits and conferences with academic institutions. The Center has also collaborated with Chicago Public Schools to establish alternative education programs for Native American students, including Little Big Horn High School in 1971. In addition to its present center in Chicago, which opened in 1966, in 2005 it opened the Trickster Gallery in Schaumburg, Illinois, to showcase contemporary Native American artists. Trickster Gallery is no longer affiliated with AIC. The AIC is a member of the Chicago Cultural Alliance.
Archery at the American Indian Center hosts a Junior Olympic and Adult Achievement program.
American School Board Journal
The "American School Board Journal" organizes the "Magna Awards" which is an annual program to showcase school districts and projects in the United States which are examples of innovation and excellence in school governance. The program was started in 1995 by the magazine with an objective to highlight school boards that improve educational programs by taking remarkable steps. Currently, the Magna Awards program is co-sponsored by the National School Boards Association and Sodexo.
Stanley plan
The last vestiges of the Stanley plan were swept aside by the U.S. Supreme Court in 1964. The case involved the Prince Edward County public school system. Prince Edward County was one of the Southside counties. In 1951, the NAACP filed suit on behalf of African American children in Prince Edward County demanding racial integration of the public schools. The U.S. Supreme Court consolidated the case, "Davis v. County School Board of Prince Edward County", with "Brown v. Board of Education", and as part of its ruling in "Brown" ordered that the Prince Edward County public schools integrate. By 1959, a second lawsuit was working its way through the federal court system in Virginia, and this suit seemed likely to force the county's schools to integrate in time for the 1959-1960 school term. On June 3, 1959, Prince Edward County officials voted to defund and close their public school system. It became the first school system in the nation to close rather than integrate. White parents subsequently contributed funds to establish an all-white private school, the Prince Edward County Free School. Poor African American parents were unable (and unwilling) to establish a similar school, and sued to have the public schools reopened. On January 6, 1964, the U.S. Supreme Court finally agreed to hear their case. The United States Department of Justice, citing the "extraordinary history" of the Prince Edward County case, intervened to support the black parents. On May 25, 1964, the U.S. Supreme unanimously held in "Griffin v. County School Board of Prince Edward County", that Prince Edward County's school closure violated the 14th Amendment to the U.S. Constitution and ordered the public schools reopened immediately. The high court also struck down the tuition grants program, concluding that providing the grants while schools were closed violated the 14th Amendment. On June 1, the Supreme Court agreed to send its order to the district court in Richmond immediately, rather than through normal procedures (which would have delayed action by three weeks). On June 2, the federal district court in Richmond ordered the schools opened. Prince Edward County officials refused to obey the court's orders, and on June 17 the district court threatened to have county officials imprisoned. Prince Edward County officials bowed to the court's authority, and agreed to reopen the county's public schools on June 23, 1964.
American Indian Model Schools
Cushing reported that "AIPCS II is mere blocks away from Lincoln, making it a defacto neighborhood school." She reported that Gary Yee, an OUSD board member and husband of a Lincoln Elementary teacher, said AICPS II had a "rigorous teaching style [...] similar to what you might find in an elite East-Asian school, perhaps making it more appealing to Lincoln's overwhelmingly Asian-American parent base." Several Chinese-American parents of AIMS students expressed support in 2012 for the school's rigorous methods.
Indian Residential Schools Settlement Agreement
The Indian Residential Schools Settlement Agreement (IRSSA) is an agreement between the Government of Canada and approximately 86,000 Native Canadians who at some point were enrolled as children in the Canadian Indian residential school system, a system which was in place between 1879 and 1996. The IRSSA recognized the damage inflicted by the residential schools and established a $2 billion compensation package for all former IRS students and, in particular, those who had been abused or otherwise harmed. The agreement, announced in 2006, was the largest class action settlement in Canadian history. As of December 2012 a total of $1.62 billion has been paid to 78,750 former students.
American Indian Model Schools
As of 2017, the system includes three schools, American Indian Public Charter School (AICPS), middle school with grades 5-8; American Indian Public Charter School II (AIPCS II), K-8; and American Indian Public High School (AIPHS), a high school (9-12).
American International School Chennai
The American International School Chennai (AISC) was established in 1995 through a bilateral agreement between the Governments of the United States of America and India. The school and its program was designed to provide instruction, activities, and facilities for families on expatriate assignments in Chennai. It was also meant to serve as a demonstration center of U.S. educational methods and practices.
Advancement Via Individual Determination
AVID was founded by Mary Catherine Swanson in 1980, at Clairemont High School, in San Diego, CA. Low-income students were to be bussed to Clairemont High from other parts of San Diego, and this caused a stir at the suburban, middle-class school. Many teachers had low expectations of these students, but Swanson believed that with the right support, these students could be just as successful as Clairemont's other students and go on to college. She put these students in the school's toughest classes, along with the AVID Elective class, where she and college tutors provided academic support, study skills, and a family-like culture, that allowed them to thrive in the rigorous courses that prepared them for college. The first AVID Elective class had 32 students, and now AVID serves nearly one million students in more than 5,000 schools in 47 states and 16 countries/territories.
Concho Indian Boarding School
The first school was opened at the Darlington Agency on the Cheyenne-Arapaho Reservation in 1871 by the Hicksite (Liberal) Friends and Orthodox Quakers and was called the Cheyenne-Arapaho Boarding School. In 1872, the facility was built with federal funds, but run by the Quakers. Few Cheyenne children attended the school and as a means to entice them, a partition was erected to divide the classroom into separate areas for the Arapaho and Cheyenne students. In 1879 the facility was renamed the Arapaho Manual Labor and Boarding School and a new facility was built for the Cheyenne students located at Caddo Springs, which was called the Cheyenne Manual Labor and Boarding School. Within 5 years, it was reported that the children at the agency schools were responsible for raising 211 cattle and hogs and cultivating 130 acres of land.
American International School System
The American International School System (AISS) is a private coeducational school following an American-based curriculum. Located in Lahore, Pakistan, the school offers education from Pre-Kindergarten through Grade 8 with plans to expand through high school.
Anarchism in the United States
The Modern Schools, also called Ferrer Schools, were U.S. schools established in the early 20th century that were modeled after the Escuela Moderna of Francesc Ferrer i Guàrdia, the Catalan educator and anarchist. They were an important part of the anarchist, free schooling, socialist, and labor movements in the U.S., intended to educate the working-classes from a secular, class-conscious perspective. The Modern Schools imparted day-time academic classes for children, and night-time continuing-education lectures for adults. The first, and most notable, of the Modern Schools was founded in New York City, in 1911, two years after Francesc Ferrer i Guàrdia's execution for sedition in monarchist Spain on 18 October 1909. Commonly called the Ferrer Center, it was founded by notable anarchists — including Leonard Abbott, Alexander Berkman, Voltairine de Cleyre, and Emma Goldman — first meeting on St. Mark's Place, in Manhattan's Lower East Side, but twice moved elsewhere, first within lower Manhattan, then to Harlem. Besides Berkman and Goldman, the Ferrer Center faculty included the Ashcan School painters Robert Henri and George Bellows, and its guest lecturers included writers and political activists such as Margaret Sanger, Jack London, and Upton Sinclair. Student Magda Schoenwetter, recalled that the school used Montessori methods and equipment, and emphasized academic freedom rather than fixed subjects, such as spelling and arithmetic. "The Modern School" magazine originally began as a newsletter for parents, when the school was in New York City, printed with the manual printing press used in teaching printing as a profession. After moving to the Stelton Colony, New Jersey, the magazine's content expanded to poetry, prose, art, and libertarian education articles; the cover emblem and interior graphics were designed by Rockwell Kent. Acknowledging the urban danger to their school, the organizers bought 68 acres (275,000 m²) in Piscataway Township, New Jersey, and moved there in 1914, becoming the center of the Stelton Colony. Moreover, beyond New York City, the Ferrer Colony and Modern School was founded (ca. 1910–1915) as a Modern School-based community, that endured some forty years. In 1933, James and Nellie Dick, who earlier had been principals of the Stelton Modern School, founded the Modern School in Lakewood, New Jersey, which survived the original Modern School, the Ferrer Center, becoming the final surviving such school, lasting until 1958.
Indianola School District
After the U.S. v. Indianola Municipal School District court case ruled in favor of the federal government on a Friday, the White townspeople almost immediately established Indianola Academy, with classes beginning on a Monday. Plans to establish a segregation academy had been in the running prior to the court case. Isabel Lee, then the sole African-American on the board, recalled that no White students showed up at Gentry High School on that Monday. By 1985, over 90% of the pupils and most of the teachers in the school district were African-American.
First Nations
Canada's federal residential school system began in the mid-1870s, building upon a patchwork of boarding schools established and operated by various Christian denominations. Member of Parliament for Assiniboia West, Nicholas Flood Davin, produced a report, known generally as the Davin Report, that recommended the establishment of a school system similar to that being created in the United States. One of its chief goals was to remove Aboriginal children from "the influence of the wigwam", which he claimed was stronger than that of existing day schools, and keep them instead "constantly within the circle of civilized conditions". While the history of the Indian Residential School system (IRS) is a checkered one, much criticism has been levelled at both the system and those who established and supported it. Neglect and poor nutrition were often what Aboriginal children experienced, particularly in the early decades of the system's operation. The stripping away of traditional native culture—sometimes referred to as "cultural genocide"—is another charge levelled at the residential schools. In many schools, students were not allowed to speak their Indigenous languages or practice any of their own customs, and thus lost their sense of identity, inevitably driving a cultural wedge between children and their family.
Carlisle Indian Industrial School
Founded in 1879 under U. S. governmental authority by General Richard Henry Pratt (then a Captain), Carlisle was the first federally-funded off-reservation Indian boarding school. Consistent with Pratt's belief that Native Americans were 'equal' to European-Americans, the School strove to immerse its students into mainstream Euro-American culture, believing they might thus become able to advance themselves and thrive in the dominant society.
American Indian Model Schools
In 2012, the original AICPS drew students from several elementary schools. During the same year, John Melvin, the principal of Lincoln Elementary School, a high-performing OUSD elementary school, said that 75% of his students went to nearby AICPS II, although they had previously attended the public Westlake Middle School.
Louis W. Ballard
Ballard's education began at the Seneca Indian Training School when he was six years old. The Seneca Indian Training School, a boarding school located in Wyandotte, Oklahoma, was established in the early 1870s and was initially a mission school supported by a local group of Quakers and government subsidies. Over time, the school came under control of the government. The mission of the Seneca Indian Training School and other institutions like it can be best explained by the following message delivered by Thomas J. Morgan, the former Commissioner of Indian Affairs, in 1889: "[American Indian children] should be taught to look upon America as their home and upon the United States Government as their friend and benefactor. They should be made familiar with the lives of great and good men and women in American history, and be taught to feel a pride in all their great achievements. They should hear little or nothing of the 'wrongs of the Indians,' and of the injustice of the white race. If their unhappy history is alluded to, it should be to contrast it with the better future that is within their grasp."
Southwestern Indian Polytechnic Institute
The Southwestern Indian Polytechnic Institute was conceived by the All Indian Pueblo Council, who envisioned a post-secondary school that could serve the Native American Community. Collective efforts with tribal leaders, public officials, and interested citizens, resulted in the school's founding in 1971; dedication ceremonies were held on August 21, 1971, and September 16, 1971, was the first day of classes. It operated initially on an "open-entry, open-exit system" of individualized training.
Institutional racism
With the goal of civilizing and Christianizing Aboriginal populations, a system of 'industrial schools' was developed in the 19th century which combined academic studies with "more practical matters" and schools for Natives began to appear in the 1840s. From 1879 on these schools were modelled after the Carlisle Indian School in Pennsylvania, whose motto was "Kill the Indian in him and save the man". It was felt that the most effective weapon for "killing the Indian" in them, was to remove children from their Native supports and so Native children were taken away from their homes, their parent, their families, friends and communities.
The 1876 Indian Act gave the federal government responsibility for Native education and by 1910 residential schools dominated the Native education policy. The government provided funding to religious groups such as the Catholic, Anglican, United Church and Presbyterian churches to undertake Native education. By 1920, attendance by natives was made compulsory and there were 74 residential schools operating nationwide. Following the ideas of Sifton and others like him, the academic goals of these schools were "dumbed down". As Duncan Campbell Scott stated at the time, they didn't want students that were "made too smart for the Indian villages":
"To this end the curriculum in residential schools has been simplified and the practical instruction given is such as may be immediately of use to the pupil when he returns to the reserve after leaving school."
Employees' New Dormitory and Club
The Albuquerque Indian School was established by Presbyterian missionaries in 1881 and moved to its longtime campus on 12th Street the following year. Operated for most of its existence by the Bureau of Indian Affairs (BIA), the institution was an industrial boarding school for Native American boys and girls, most of whom came from the Pueblos of New Mexico and the Navajo Nation. Under the prevailing philosophy of the time, the students were stripped of their native identity and forced to assimilate into white American culture using strict military-style discipline. Eventually, however, this educational model fell out of favor and the Indian School struggled to maintain a sense of purpose later in the 20th century. It relocated to Santa Fe in 1976 and closed for good a few years later. The Albuquerque campus was left to deteriorate and all of the buildings but one were demolished in the 1980s.
State Reform School for Boys
In the United States, the cottage system was slow to catch on because of the greater expense of land, buildings, and services required, and the supposed increase difficulty of control of the inmates. Eventually, it was introduced with the opening of the Industrial School for Girls in Lancaster Massachusetts (1854) and the Ohio Reform School (1857) which was modeled after the Colonie de Mettray.
Thomas Indian School
Thomas Indian School, also known as the Thomas Asylum of Orphan and Destitute Indian Children, is an historic school and national historic district located near Irving at the Cattaraugus Indian Reservation in Erie County, New York. The complex was built in about 1900 by New York State as a self-supporting campus. Designed by the New York City firm Barney and Chapman, the campus contains the red brick Georgian Revival style main buildings and a multitude of farm and vocational buildings.
Arlington, California
In 1901, the federal Bureau of Indian Affairs began construction on the Sherman Institute (now the Sherman Indian High School) on the corner of Jackson Street and Magnolia Avenue. The boarding school for Native American youth began operations on the new site in 1904 and is still in service today, though it is now dedicated to preserving native cultural heritages.
Cultural assimilation of Native Americans
The Carlisle Indian Industrial School founded by Richard Henry Pratt in 1879 was the first Indian boarding school established. Pratt was encouraged by the progress of Native Americans whom he had supervised as prisoners in Florida, where they had received basic education. When released, several were sponsored by American church groups to attend institutions such as Hampton Institute. He believed education was the means to bring American Indians into society.
The International School of Minnesota
After its incorporation in 1985, SABIS Educational Systems, INC. established a range of schools in the United States starting in the private sector and expanding into the public sector. The first of these schools was The International School of Minnesota. The establishment of ISM was followed by the founding of many charter schools in the U.S.
Indian Creek School
Indian Creek School is a coeducational, private day school located in Crownsville, Maryland, USA near Annapolis, Maryland. The school was founded in September 1973. The original 17-acre (0.069 km) campus houses classes for grades pre-kindergarten through Sixth. In September 2004 Indian Creek began an upper school in a leased facility. In September 2006 the upper school moved to a new, dedicated facility on a 114-acre (0.46 km) campus located separately from the lower and middle schools that serves 7-12 graders. Indian Creek School is now on the Maryland Green School list.
National Indian Education Association
The National Indian Education Association (NIEA) was incorporated on August 21, 1970 (File number 1646) in Minneapolis, Minnesota. The original signatures of the incorporation papers were Rosemary Christensen, Elgie Raymond, and Will Antell.
American Horse
The Carlisle Indian Industrial School in Carlisle, Pennsylvania, was the model Indian boarding school in the United States from 1879 through 1918. Carlisle was the first Indian boarding school located far from the reservation, in an Eastern environment free of the West's anti-Indian prejudices and free from the influences of native cultures. Carlisle offered a path of opportunity and hope at a time when people believed Native Americans were a vanishing race whose only hope for survival was rapid cultural transformation. Carlisle was founded on principle that Native Americans are the equals of whites and that Native American children immersed in white culture would learn skills to advance in society. Through the years, Carlisle evolved from an industrial trade school to a preparatory school with unique endowments and faculty. Attending Carlisle is considered by some Native Americans like going to Yale, Princeton or Cambridge, and the family tradition of Carlisle alumni as "Harvard style" is one of pride and stories of opportunity and success. Carlisle was a unique school and produced a new generation of Native American leadership.
American Indian Public Charter School
In the years that followed, the school's enrollment increased and test scores dramatically improved, with the school becoming one of the highest achievers in the state. During the same time period, the percentage of students identifying as American Indian at the school decreased to less than 5%, following the general trend in Oakland's public schools. Students included higher numbers of African Americans, Latino, and Asian Americans; by 2012, students in the three schools of the AIM system were 90% Asian American.