AERR: First Nations, Métis and Inuit education

academic measures: provincial

The 2023-24 provincial data available from the Alberta Education Assurance (AEA) survey for students within EIPS who self-identify as First Nations, Métis or Inuit include the high school dropout rate, post-secondary transitions, high school completion percentages and provincial examinations. Overall, the results are encouraging, particularly the annual dropout rate for First Nations, Métis or Inuit self-identified students, aged 14-18, which remains low at 2.5%—compared to the provincial average of 5.2%. The dropout rate is also fairly comparable to all other EIPS students, 1.8%—both are good news results.

Also important, the percentage of senior high self-identified Indigenous students who transition to post-secondary, including apprenticeships, within six years of entering Grade 10. It’s down from the year before—falling to 50% from 56% in 2022-23. Conversely, the provincial average for this measure rose to 37% from 36%. Overall, though, 50% for EIPS is an improvement from its three-year average, 47%. So, that, too, is positive. However, it’s lower than EIPS would like and lower than all EIPS students. So, looking ahead, EIPS hopes to improve in this area over the next few years.

In terms of high school completion, the three-year rate for self-identified First Nations, Métis and Inuit students was 70% in 2023-24. The year before, it was 75%. Obviously, the drop is disappointing. It’s also consistent with the drop seen in completion rates of all students within EIPS—likely the result of higher diploma weightings and fewer unallocated credits awarded to Grade 12 students—post-pandemic.

The positive news, though, is that EIPS’ 70% three-year completion rate is significantly higher than the provincial result of 59%. Also, the 2023-24 five-year high school completion rate for self-identified First Nations, Métis and Inuit students was 87%, which is in line with the five-year completion rate for all students, at 92%. Big picture, the Division is seeing the achievement gap narrow in this area. That is something to celebrate.

TABLE 1: EIPS First Nations, Métis and Inuit results—English language arts PATs and diploma examinations

Turning to the 2023-24 academic results. Self-identified students within EIPS did not complete Provincial Achievement Tests (PAT) in Grade 6 for language arts and literacy and mathematics—given the new elementary curriculum roll-out. For the Grade 9 PATs, self-identified First Nations, Métis and Inuit students attending EIPS outperformed the province in all subjects other than French language arts—at both the acceptable standard and the standard of excellence. The lower result in French language arts is likely because of the small sample size.

In English language arts, Grade 9 self-identified students performed significantly above the province in terms of meeting acceptable standards—that’s despite the decline seen from last year. In total, 61% of EIPS students who self-identify as First Nations, Métis or Inuit reached the acceptable standard, compared to 78% in 2022-23—the provincial average was 49.5%. Looking ahead, EIPS will intentionally engage students in texts that are meaningful to them. Part of that includes providing a lending library full of materials from First Nation, Métis, and Inuit authors to bolster engagement and improve results overall.

Meanwhile, 5% of Grade 9 self-identified students met the standard of excellence—compared to 4.7% provincially. Similarly, in mathematics, 52% of EIPS self-identified students in mathematics reached acceptable standards— compared to 29% across the province. Another 5.4% of EIPS Grade 9 self-identified students achieved the standard of excellence, which is on par with the provincial average. And, in social studies, 8.6% of EIPS students who identify as First Nations, Métis or Inuit achieved the standard of excellence—compared to 6.3% provincially.

Moving to the diploma examination results, EIPS students identifying as First Nations, Métis or Inuit outperformed the province in mathematics and English language arts. In fact, 94% of students achieved the acceptable standard in English Language Arts 30-2, which is almost 8% above the province and 11% higher than the previous year. Percentages for the standard of excellence in both English language arts courses increased, which is significant considering the relatively flat values for Alberta students.

For English Language Arts 30-1, self-identified students outperformed the province in the acceptable standard and standard of excellence—a three-year trend. Students attending EIPS were 2.5% ahead of the province for acceptable standard and 3.6% ahead for the province in standard of excellence. That is partly thanks to recent divisional efforts: to access a more comprehensive selection of literary texts and sources; to represent Indigenous experiences; and to avoid negative cultural stereotypes in the classroom setting and common exams.

Diploma examination results for mathematics, both 30-1 and 30-2, were exceptional. The percentage of self-identified First Nations, Métis or Inuit students who met the acceptable standard in Mathematics 30-1 increased to 77%, which is almost 13% above the provincial average. At the standard of excellence, 27% of self-identified met the measure, which continues to climb year after year, far outpacing Alberta. Similarly, for Mathematics 30-2, 79% of students met the acceptable standard—also up from 70% in 2022-23. However, at the standard of excellence, it declined to 7% from 17% in 2022-23.

TABLE 2: EIPS First Nations, Métis and Inuit results—mathematics PATs and diploma examinations

academic measures: internal

In terms of internal achievement screening, throughout 2023-24, EIPS continued using the Star Reading assessment to evaluate student achievement in literacy and the Star Math to assess student achievement in numeracy. Both are assessment tools schools use to gauge student learning and identify any learners requiring intervention support. 

Generally, between fall 2022 and fall 2023, the grade equivalence (GE) gains for self-identified First Nations, Métis or Inuit students were positive. The Star Reading results reveal minimal literacy learning gaps between First Nations, Métis and Inuit students and all students in EIPS. Elementary and junior high First Nations, Métis and Inuit students saw similar growth in reading levels as all other students. That, in turn, is an improvement from last year, where EIPS saw a discrepancy in growth compared to the junior high and senior high levels. Results also show continued GE gains. Also positive, self-identified secondary students had a higher GE growth rate than all other students, meaning they showed more growth than other students throughout the year.

Overall, 64% of all self-identified First Nations, Métis and Inuit students showed one year’s growth in reading. That’s the same percentage as the year before and on par with the percentage for all EIPS students demonstrating one year’s growth. So, again, big picture, the results are positive and indicate the Division’s work to address First Nations, Métis and Inuit learner needs is making a difference in reading.

Turning to numeracy, the Division’s Star Math results indicate the percentage of First Nations, Métis and Inuit students demonstrating growth was 58%, which is up by 1% from the year previous, and on par with the Division. Overall, self-identified students are demonstrating growth and at pretty much the same GE as all other students, except in Grade 4 and Grade 10. For these grades, the GE was lower for self-identified students than for all other students by 0.2 and 0.5, respectively.

Similar to literacy, between fall 2022 and fall 2023, the GE gains for self-identified students were positive. Students saw growth between their fall scores in one grade and their fall scores in the subsequent grade. That said, two grade groups, Grade 6 and Grade 8, did start the school year with lower scores than students entering the same grade the year before.

new elementary curriculum

Finally, to support the continued roll-out of the new elementary curriculum, the First Nations, Métis and Inuit Education team was instrumental in ensuring all Division-developed resources, in all subjects, were culturally relevant and included an appropriate, authentic Indigenous voice. The team worked closely with EIPS’ New Curriculum lead teachers in planning lessons, vetting resources and providing constructive feedback. They also worked closely with the Partners for Science project to ensure the kits reflect the new science programs of study— with the same focus on co-creating learning experiences that are authentic, appropriate and relevant. The team also worked to embed Indigenous ways of knowing, learning and being directly into the science lessons—supplemented by purchasing additional resources. The goal: To create science kits for learners, kindergarten to Grade 6, with an authentic Indigenous worldview infused within both lessons and activities.

being in relation

To create deep understanding and tell powerful truths about First Nations, Métis and Inuit histories, traditions and perspectives requires being in relation with Indigenous communities. As such, EIPS has maintained its relationship with Elder Wilson Bearhead, a member of the Wabamun Lake Indian Band who has served in many key leadership roles, including Chief in his community, Grand Chief of the Confederacy of Treaty 6 First Nation and the Alberta Regional Chief for the Assembly of First Nations. Throughout 2023-24, Elder Wilson offered wisdom and guidance to the EIPS First Nations, Métis and Inuit Education team. He also helped guide the Division through its second annual round dance.

The First Nations, Métis and Inuit Education team also worked to strengthen relationships with other Elders, Knowledge Holders and local Indigenous community members. In so doing, Indigenous Elders and Knowledge Holders were available to support student and staff learn- ing and bring authentic Indigenous knowledge, pedagogies and perspectives into each EIPS school. What's resulted: high-quality learning experiences for Indigenous students and staff, and all students and staff within EIPS.

To further build on being in relation, EIPS continued to host its Indigenous family gatherings. Three gatherings were hosted in 2023-24. Each was facilitated by the EIPS First Nations, Métis and Inuit Education team. The gatherings provided space, supper and cultural activities for participants, such as beading and art. It also gave attendees a chance to connect with other families, build community, share hopes and discuss truth-telling and reconciliation within EIPS. By their very nature, the gatherings also helped inform next steps for the First Nations, Métis and Inuit Education team.

An Indigenous Cultural Camp for lead teachers was also organized in spring 2024—hosted by the Division’s First Nations, Métis and Inuit Education team. All attending lead teachers took part in a series of land-based activities, traditions and teachings—led by community-based Elders and Knowledge Holders. Overall, feedback from the camp was positive, with many excited to share what they learned with students. EIPS hopes to host a similar camp for students in 2024-25.

Community partnerships in 2023-24 included the Rupertsland Institute for Métis Education, which provides academic and cultural supports for Métis students to boost their successful transition from senior high to post-secondary studies. Other community partnerships included Elk Island National Park, Beaver Hills Biosphere and Strathcona Wilderness Centre. All three assisted the Division with providing land-based learning experiences for Indigenous and non-Indigenous students.

Finally, because being in relation to the land also includes the land EIPS resides on, school communities divisionwide added outdoor rock circles to enhance school-based sharing circles. Lesson plans included Indigenous perspectives, knowledge and plant teachings. The Division also installed interactive signage for visitors to learn more about native plants growing in various land-based learning spaces throughout the Division—at six schools and EIPS Central Services. Each sign, shaped in a wood slice, highlights a specific plant species with a QR code for students, staff and community members to learn and hear teachings about—narrated by an Elder in Nakota, Michif, Cree, French and English.

Thanks to these efforts, more students and staff are exploring land-based learning methods, are being in relation, honing knowledge and developing their understanding of First Nations, Métis and Inuit culture and history.

building capacity