http://falmouthinstitute.com/language/
Until recently, I was unaware that the drop-out rate among American Indian and Alaska Native students is twice the national average. A number of factors make AI/AN youth less likely to graduate from high-school or college than students of any other ethnic or racial group in the US. According to a 2010 report by The Civil Rights Project, reasons “include feeling ‘pushed out’ of schools, poor quality of student-teacher relationships, lack of parental support, peer pressure, distance from school, difficulty with classes, poor attendance, legal problems and language barriers, among other factors.”
This past week, I read a couple of different articles suggesting that one way to address several of these factors is to teach indigenous languages in schools. With many AI/AN students feeling as if they are actively being pushed out of school, offering indigenous language classes or language immersion programs can help pull students back in. As many of us have experienced first-hand, having just one class that we really enjoy can make the school day bearable, even enjoyable. It makes sense that students who feel welcomed and are engaged by their classes have higher attendance rates than those who don’t. It also stands to reason that when students are offered classes that are tailored to their needs they are more likely to complete assignments, get better grades, and feel more invested in the educational system overall.
However, with funding in many school systems stretched thin, it’s often difficult to convince those holding the purse strings that language instruction is necessary. Parents, including AI/AN parents, are often divided over whether or not language instruction should be a priority when there are so many other needs to be met.
While I personally can see both sides of the argument, stories like the one of California State University student Michael Murphy make me believe that schools must make language classes, culturally-appropriate curriculum, and culturally sensitive teaching methods a priority. Murphy, a member of the Pauma Band of Luiseño Indians, says he would have dropped out his first semester had it not been for his involvement in the American Indian Student Alliance. Now a sophomore, Murphy is involved in a project blogged about, creating interactive Luiseño language lessons to be loaded onto Nintendo-compatible game cartridges. It’s sad to think that other students like Murphy are disappearing from our high-schools and universities because they are not given the support they need.
Elizabeth, a senior in high school, is passionate about promoting healthy nutrition and obesity prevention. She currently serves as the president of the Cherokee Nation Tribal Youth Council and is a mentor to youth who struggle with obesity, self-acceptance, nutrition and eating disorders. Elizabeth is also creating a blog to raise awareness to health and wellness issues impacting Native American youth today.
As a recent college graduate, Danielle is a hardworking, positive role model who drives three hours twice a week to teach Head Start students, volunteers as an after school tutor, and serves as a dance teacher in her spare time. She also mentors children within her community and helps address teen pregnancy, alcohol and substance abuse issues among Native Youth through her participation on the Mid Dakota Teen Clinic Advisory Board.
William, a senior in high school, is part of the Lummi Nation’s Teens Against Tobacco Use (T.A.T.U.) group. The mission of the group is to inform youth and their parents about the hazards of smoking. Through the use of peer-to-peer education, a public service announcement, and an annual "World No Tobacco Day Event," William's peers and the younger generation have become effective enforcers in helping parents who want to stop smoking. T.A.T.U.'s presence on the Lummi Nation has exposed many Native Youth to more positive role models in their community. 
As a college student, Keith works with the Lakota Children's Enrichment, Inc. (LCE) to fight against poverty and increase educational resources available on the Pine Ridge Indian Reservation. Keith serves as the chair of the Youth Advisory Board with LCE and is also a Youth Ambassador with Youth Service America for the state of South Dakota. Through his ambassadorship, Keith raises awareness about LCE’s efforts and positively impacts hundreds of young people through organizing and leading youth summits, fundraising events, toy drives and writing/art competitions. He is a passion-driven individual who encourages his peers to obtain an education, mentor the younger generations, and get involved to make a positive difference in their communities. 
Lauren, a senior in high school, is passionate about providing books to children in need. At an early age, Lauren became a “reading buddy” for children at a local children’s bookstore and noticed the lack of books the children had at home. In response to this, she co-founded First Book - Greater Green Bay in 2007, a volunteer organization that provides books to children in need. First Book - Greater Green Bay serves seven Title I schools, the local Green Bay/De Pere YWCA, Boys and Girls Club of America – Green Bay, the Children’s Miracle network Hospital – Fox Valley, and community libraries. Through fundraising and donations, Lauren has successfully placed over 18,000 new books into the hands of children in need within her community.
