The DOI matches its Crossref record; 19 of the 21 references it cites were found in a registry or an index, and 2 are not checked yet.
The Insufficiency of High School Completion Rates to Redress Educational Inequities among Indigenous Students
Open accessAbstract
A continued gap exists in student achievement between Indigenous and non- Indigenous students in the British Columbia school system. This article analyzes the balance of success and failure of the Accountability Framework, a provincial program designed to increase graduation rates in the province. In order to understand the successes and failures of this initiative, we draw upon the principles of John Rawls to consider the implications of rising graduation rates of those occupying the lowest standard of living in society. One of the primary findings is the necessity of policy makers and educational leaders to refrain from considering data regarding Indigenous student success in isolation and instead consider the shifts in disparity compared to non-Indigenous learners. Shifting the level of analysis from the school system to the overall well-being of a population unearths serious concerns regarding indicators of success within school systems. We contend that the initiative to solely draw upon high school completion rates as an indicator of success is misleading and further exacerbates existing problems of marginalization of Indigenous people in education.
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Cites
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Research works printed but not linked: 1
- Louie, D. (forthcoming). Embodying nedzi: Practical approaches to decolonizing and indigenizing education. Vancouver: UBC Press.
Cited by
Sorted by citations
Louie, D. W., & Prince, L. (2023) · Canadian Journal of Education / Revue canadienne de l éducation · doi:10.53967/cje-rce.5493 · Cited by 12
Self-citationMichopoulou, K. (2025) · European Journal of Education and Pedagogy · doi:10.24018/ejedu.2025.6.2.940 · Cited by 10
Dinesen, T. A., Blix, B. H., & Gramstad, A. (2023) · International Journal of Circumpolar Health · doi:10.1080/22423982.2023.2198112 · Cited by 6
Reynolds, A., Paige, K. J., Colder, C. R., Mushquash, C. J., Wendt, D. C., Burack, J. A., & O’Connor, R. M. (2024) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-024-01173-1 · Cited by 3
Liu, P., Adeniji, R., & Li, X. (2025) · Studies in educational leadership · doi:10.1007/978-3-031-92064-6_3 · Cited by 1
Metadata
- Authors
- Louie, D. W., & Gereluk, D.
- Affiliations
- University of Calgary (CA)
- ORCID
- Gereluk, Dianne
- Venue
- Philosophical Inquiry in Education
- Publisher
- Consortium Erudit
- Published
- 2021-07-27
- Volume
- 28
- Issue
- 1
- Pages
- 43-58
- ISSN
- 2369-8659 (ISSN-L)
- OpenAlex
- W3186237487
- Cited by
- 11
- References
- 20
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 2 · 2023: 2
- FWCI
- 0.55
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Philosophical Inquiry in Education (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Érudit (Université de Montréal) (submittedVersion)
- Topics
- Social Sciences › Health › Indigenous Health, Education, and Rights
- Social Sciences › Education › Indigenous and Place-Based Education
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- Indigenous students, educational inequity, high school graduation rates, accountability framework, John Rawls, education policy, achievement gap, marginalization, well-being
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