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District reports gap in chronic absence for Native American students; TAPP grant cited
Summary
Pendleton School District's Semester 1 equity report and TAPP attendance update showed American Indian/Alaska Native students had a 33% chronic absence rate vs. 19% for other students. Staff emphasized the data is intended to prompt further inquiry, not judgment.
District staff presented Semester 1 Native American equity data and an update on the Tribal Attendance Promising Practices (TAPP) grant at the Nov. 10 meeting. Matt Yoshioka, director of curriculum, instruction and assessment, reviewed participation figures for AP, dual-credit, honors, CTE and other courses, and stressed that "this is data, not judgment" as a preface to discussion about barriers to access.
Yoshioka also reported findings tied to the TAPP grant, highlighting that 33% of American Indian/Alaska Native students were classified as chronically absent (missing 10% or more of the school year) compared with a 19% chronic absence rate for other students. He outlined attendance strategies connected to the grant and said the district will use the data to ask targeted questions about access and supports rather than to assign blame.
