Enhancing Student Achievement: The Importance of Second Level Educational Services in First Nation Schools in One Tribal Council in Saskatchewan
Keywords:second level services, governance, student achievement, First Nations educational authority, Yorkton Tribal Council
The primary purpose of this paper is an exploration of issues related to the provision of second level (central office) services available to schools within the Yorkton Tribal Council (YTC), a First Nations educational authority located in southeastern Saskatchewan. Research results supported the role of second level services in improving student learning and identified a shortfall in second level funding for the Yorkton Tribal Council. Key stakeholder focus groups from within the Yorkton Tribal Council agreed with these conclusions and identified a number of additional issues such as relevant curriculum, instruction, teacher recruitment and retention, and improved leadership and governance.
Keywords: second level services; governance; student achievement; First Nations educational authority; Yorkton Tribal Council
LicenseAuthors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).