The 2016 report is the third and final publication supported by the San Manuel Band of Mission Indians. This report provides a case study for the creation of a 21st century model to recruit, retain, serve, and graduate American Indian students from a public university. In addition, the 2016 report updates all the import K-16 data we reported on in previous publications. We also "mapped" for the first time the K-12 data about high school graduation rates, dropout rates, and student completion of A-G requirements for college entry. This feature is interactive when you click on the link in the report. Our goal is to provide our tribal educators, parents, and leaders with tools to develop their capacity to build educational infrastructure needed in their communities; and to have at their fingertips the facts to justify greater investment in AIAN education for their youth.

The 2016 report is the third and final publication supported by the San Manuel Band of Mission Indians. This report provides a case study for the creation of a 21st century model to recruit, retain, serve, and graduate American Indian students from a public university. In addition, the 2016 report updates all the import K-16 data we reported on in previous publications. We also "mapped" for the first time the K-12 data about high school graduation rates, dropout rates, and student completion of A-G requirements for college entry. This feature is interactive when you click on the link in the report. Our goal is to provide our tribal educators, parents, and leaders with tools to develop their capacity to build educational infrastructure needed in their communities; and to have at their fingertips the facts to justify greater investment in AIAN education for their youth.

American Indian students have the lowest college graduation rate in the country, at just over 13%. In a new publication from the American Indian College Fund, several tribal colleges and universities share how to create systems and structures to promote Native student success.

This publication is the culmination of the College Fund’s efforts over three years in the Achieving the Dream (ATD) initiative, a national reform network devoted to community college student success and completion. Two tribal colleges, Diné College in Tsaile, Arizona, and Salish Kootenai College in Pablo, Montana, participated in the initiative. The colleges’ participation in the Achieving the Dream program was supported by the Kresge Foundation, which provided tools, resources, and coaching to help the colleges engage in strategies based on data-driven decisions to address and close achievement gaps.

The publication will be shared across the 37-institution tribal college community to provide instruction in education best practices amongst Native students to promote similar success. It will also be published on the College Fund’s web site at www.collegefund.org.

American Indian students have the lowest college graduation rate in the country, at just over 13%. In a new publication from the American Indian College Fund, several tribal colleges and universities share how to create systems and structures to promote Native student success.

This publication is the culmination of the College Fund's efforts over three years in the Achieving the Dream (ATD) initiative, a national reform network devoted to community college student success and completion. Two tribal colleges, Diné College in Tsaile, Arizona, and Salish Kootenai College in Pablo, Montana, participated in the initiative. The colleges' participation in the Achieving the Dream program was supported by the Kresge Foundation, which provided tools, resources, and coaching to help the colleges engage in strategies based on data-driven decisions to address and close achievement gaps.

The publication will be shared across the 37-institution tribal college community to provide instruction in education best practices amongst Native students to promote similar success. It will also be published on the College Fund's web site at www.collegefund.org.

This study about access to quality early childhood care and education programs in Detroit identifies neighborhoods where the greatest numbers of young children need better access to providers of early childhood care and education. It also makes recommendations for improving access to quality early childhood care and education services.

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. “Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners.”

Today, we know more than ever about how students learn, acknowledging that the process isn’t the same for every student and doesn’t remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.

The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.

iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.

Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning.

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. “Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners.”

Today, we know more than ever about how students learn, acknowledging that the process isn’t the same for every student and doesn’t remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.

The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.

iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.

Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning.

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."

Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.

The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.

iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.

Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning.