More than 37 aboriginal students are graduating from Alberni District Secondary School, the most in the school’s history, principal Mike Ruttan said.
“That’s the highest number since I became principal six years ago. We can’t take sole credit for it though, because it’s the result of a lot of hard work by ourselves, the school district, as well as by students and families.”
The Tseshaht First Nation graduates an average of 95 per cent of its high school students per year, Ruttan said. “That’s equal to the provincial average and the ADSS overall average,” he said.
Several aboriginal students are on the principal’s achievement roll and honour roll this year as well.
“The top student at ADSS this year is a lady from Tla-o-qui-aht,” Ruttan said.
“Thirty-one per cent of our student population is aboriginal. That might not be reflected on the honour roll, but the number is approaching that.” The number of aboriginal graduates at ADSS has risen steadily in the past eight years, going from 29 in 2005 to 36 last year, an ADSS graduation transition report noted.
ADSS has also seen an increase in the number of aboriginal students who complete school within six years of starting Grade 8. Approximately 75 per cent graduate within the six-year marker, compared to the 89 per cent completion rate of non-aboriginal students.
“Six years ago, only 23 per cent of aboriginals were graduating within six years, but that gap is closing dramatically fast now,” Ruttan said. “And 97 per cent of students who don’t meet their grad requirements go on to graduate within one year.”
The student population in School District 70 declined by 140 children in the past two to three years, said Superintendent Cam Pinkerton. “But the number of aboriginal students has remained stable and even increased,” he said.
“Ten years ago, aboriginal students were 14 per cent of the population. Now they’re 31 per cent.”
The number of aboriginal graduates was abysmal when he first started as principal at ADSS, Ruttan said. Their challenges begin much earlier, with lower test scores in reading, writing and numeracy identified in Grades 4 to 7.
“It wasn`t acceptable by school district or society’s standards,” he said.
For its part, the high school added supports aimed at increasing students’ sense of belonging, and at meeting basic needs like food and shelter. Those supports included breakfast and lunch programs, learning assistance and tutoring. Students, in turn, are expected to contribute back by volunteering with projects and initiatives.
In the bigger picture, the school district implemented aboriginal education workers, Nuu-chah-nulth curriculum in Grades 5 to 12, and specific measures under Aboriginal Enhancement Education Agreements and achievement contracts, Pinkerton said.
Nuu-chah-nulth Tribal Council President Cliff Atleo was one of seven aboriginal students who graduated from ADSS in 1962.
“And I thought we had a pretty big class,” Atleo said.
The graduates were all from the Alberni Indian Residential School, which subtly influenced what was supposed to be a special night.
“We were excited but there was no real sense of being an aboriginal graduate. My parents were there to witness the occasion, and that was the only time I saw them that year.”
Atleo rattles off the names of some of his fellow graduates: Bobby Daniels, Chemainus; Brody Hunt, Bella Bella; Eric Ryan, Gitxsan, and Ron Gus, Tseshaht.
“Ron Gus had the highest IQ of anyone ever tested in residential school,” Atleo said.
The school system should be acknowledged for its initiatives, its recognition of aboriginal achievement and for working to boost the number of aboriginal graduates, Atleo said.
“Our people are still lagging behind in terms of the graduation rate though, so we have further to go yet,” he said.
“Having said this, these 37 graduates this year are an inspiration to those who are coming behind them."
