ANNUAL REPORT FY 2014
Catching the Dream
8200 Mountain Road, NE, Suite 203
Albuquerque NM 87110
Fax (505) 262-0534
-2-TABLE OF CONTENTS
CTD Students, FY 2014 4
CTD Graduates, FY 2014 10
SAT and ACT Scores 11
Grant Programs 13
Exemplary Programs in Indian Education 14
Board of Directors 16
Reading Award Program Grantees, FY 2014 17
Audited Financial Statements 18
Corporation and Foundation Grants Funded 22
Catching the Dream had a better year in 2014, mainly because we funded more students. We funded 170 students, and had 57 graduates. The list of students is on pages 4-7. The list of graduates is on page 8. The Board approved a motion in January 2012 to pay students 100% of their scholarship award for the spring term, reversing the action of January 2010, when we had to reduce their scholarship amounts by 50%. That was the first time we have ever had to reduce student scholarships. As far as we know, this did not cause any students to drop out.
Our total number of graduates is 848. Our completion rate is 78.6%; we have funded 1,150 students and 228 have dropped out or stopped out. The employment rate of our graduates is close to 100%. About 85% of them work in Indian Country as nurses, doctors, teachers, engineers, accountants, business managers, entrepreneurs, pharmacists, and scientists. Our graduates include 116 people with business degrees, 149 engineers, 123 teachers, 115 scientists, 42 doctors, and 110 scientists.
We also funded 15 grants through the Reading Award Program (RAP), one of seven grant programs we have operated in the past. The RAP was the only program for which we had funding this year. All the other six grant programs had no funds. We are trying to raise funds for all six of these programs now.
We found another Exemplary Program in Indian Education (EPIE) during the year, bringing the total number of EPIEs to 40 (see page 11). EPIE is the only program in the nation that has demonstrably improved Indian schools. The leading Indian education and scholarship organizations have other agendas, such as preserving Native languages, operating tribal colleges, making scholarship grants, and preserving federal programs. CTD is still the only organization serving Indian students and schools with a mission to improve Indian schools, and making grants to bring improvement about.
The recession has caused us to retrench. We made only $1,200 profit on the Exemplary Institute in April 2009, so the board told us to hold off on doing it for the time being. And we lost about $3,000 on our annual report magazine, “The Native Scholar.” We had been partially paying for the report through advertising for 10 years, each year selling a few more ads. But the board said to hold off on it as well. We have been printing 20,000 copies and mailing them to Indian schools, tribes, college professors, and donors. This is the first year we are publishing “The Native Scholar” again.
The best news we received during the year was a bequest from the Francis Gilmore Trust. We will receive 75% of the interest from the bequest in perpetuity; it is managed by a bank. This money means we made our budget this year. But funds are still short. We submitted 244 proposals to foundations and corporations during the year, and received 38 grants for a total of $195,500. Our success rate was 11.5%, our lowest grant rate in years. In the past, we have had success rates of 23% to 26%. But several dozen funders told us they were receiving huge numbers of requests, and had to turn many of them down.
-4-CTD Students, FY 2013
(Total = 170)
Catching the Dream had 170 students on scholarship last year. Potential applicants should think about applying early. Students who apply to CTD must apply to all other sources for which they are eligible. This includes financial aid, loans, work-study, and private scholarships. The area in which our students are weakest over the past 27 years is applying for private scholarships. Most of the private scholarships are merit based, as opposed to financial aid, which is need based.
We require potential students to call or e-mail us in advance for help. We especially want to make sure you are identifying and applying for all the private scholarships for which you are eligible.
We also want make sure you take the ACT or SAT early and often; we will pay for this test for you if you need us to pay for it.
You should contact either Dean Chavers at CTD4DeanChavers@aol.com or Joy Noll, Student Services, at NScholarsh@aol.com.
Tell us what you need to know about applying, what your grades are, what your last ACT or SAT test score was (always put both your raw score and the percentile), and what you are doing to prepare for the next test session. (The best thing you can do is to start reading heavily. The second best thing you can do is to start studying for the exam; see your librarian.)
We also want to make sure that your essay is adequate. We will help you with the essay if you ask, send it to CTD4DeanChavers@aol.com. Go to the CTD website for the article “How to Find and Win Scholarships,” copies of the application form, an essay outline, and other information at www.catchingthedream.org.
The students on scholarship last year were:
Mr. Julius Aguilar, Navajo, BS Business Management, Arizona State University
Ms. Noel Altaha, Navajo, BA Psychology, Fort Lewis College
Ms. Danielle Antal, Ohkay Owingeh Pueblo, DDS Dentistry, University of Florida
Ms. LaLynn Antell, Lakota, BS Environmental Science
Ms. Jessica R. Antonio, Navajo, BS Business Management, Arizona State University
Ms. Stefanie M. Armstrong, Eskimo, BS Biology, University of Alaska
Ms. Shaela Avery, Navajo, MD Medicine, University of Utah
Ms. Tracey M. Ayze, Navajo, BA English, Fort Lewis College
Ms. Tori A. Bahe, Navajo, BS Earth Systems, Stanford University
Ms. Victoria Baldwin, Navajo, BS Psychology, Arizona State University
Mr. Daniel Barney, Navajo, BS Accounting, Fort Lewis College
Ms. Tusa Beaver, Creek, BS Biology, University of Oklahoma
Ms. Aubree Begay, Navajo, BS Physical Science, University of Arizona
Ms. Deidre Begay, Navajo, Ph. D. Psychology, Western Michigan University
Mr. Joshua Begay, Navajo, BS Electrical Engineering, University of Idaho
Ms. Koavae J. Belt, Zuni Pueblo, BS Chemistry, Brigham Young University
Mr. Julian R. Benavidez, Isleta Pueblo, BA Political Science
Ms. Sheryl Bennett, Navajo, BA American Indian Studies, University of Arizona
Ms. Krissy Jo Bergen, Apache, BA Psychology, Arizona State University
Ms. Brooklyn K. Bernard, Lakota, BS Dental Hygiene
Ms. Cari Bird, Lakota, BS Chemistry, University of Colorado
Ms. Laura L. Bird, Lakota, BS Biology, University of North Carolina
Ms. Fannie Black, Eskimo, BS Engineering, Portland State University
Ms. Mallory Black, Navajo, BA Communication, Utah Valley University
Ms. Karlie A. Brakes, Tlingit, BS Business Management, George Fox University
Mr. Jarrod Bullard, Lumbee, BS Health Administration, University of North Carolina
Mr. Jacob O. Burnette, Lumbee, BA Sports Marketing, Wingate University
Mr. Jordan C. Burnette, Lumbee, BA Public Relations, University of North Carolina
Ms. Amanda C. Campbell, Eskimo, DDS Dentistry, University of Colorado
Ms. Peyton M. Canku, Lakota, BS University of Nebrasksa
Mr. Beau Carter, Sac and Fox, MS Environmental Health, East Central University
Mr. Simeon T. Caskey, Chippewa, BS Geoscience, Colorado State University
Ms. Nora Cata, Okay Owingeh Pueblo, MS Environmental Studies
Ms. Alexandra Charos, Athapaskan, MD Medicine, Temple University
Mr. Justin R. Chavis, Pee Dee, BSN Nursing, University of South Carolina
Ms. Kristina Chee, Navajo, BS Engineering, Pima Community College
Ms. Nichole L. Cody, Navajo, BS Nursing, Northern Arizona University
Mr. Christopher Cordts, Comanche, BS Engineering, Miramar College
Mr. Sheridan W. Cowboy, Navajo, BS Exercise Science, University of New Mexico
Ms. Stephanie Cowherd, Apache, BA Literature, Humboldt State University
Ms. Naibi J. Dann, Shoshone, BA International Relations, MacAlester College
Ms. Rubina A. B. Dann, Shoshone, BA Art History, University of Nevada
Mr. Kevin B. Descheenie, Navajo, BS Civil Engineering, Arizona State University
Ms. Moira K. Dial, Lumbee, BS Pre-Physical Therapy, University of North Carolina
Ms. Karol Dixon, Athapaskan, MPH Public Health, Johns Hopkins Medical School
Ms. Jaime Dry, Cherokee, BA Education, Northeastern State University
Ms. Ashley Sue Duffy, Chippewa, BS Biology, University of Minnesota
Ms. Lena Eagle Road, Choctaw, BS Microbiology, University of Oklahoma
Ms. Amy L. Esplain, Navajo, BS Accounting, University of Rochester
Ms. Kim A. Etsitty, Navajo, BA Elementary Education, Dine’ College
Ms. Autumn N. Folse, Lumbee, BS Animal Science, Berry College
Ms. Geraldine Garrity, Ed. D. Education Leadership, Fielding Graduate Univ-ersity
Ms. Katrina Gill, Lakota, undecided, Minnesota State University
Ms. Lauren Gokey, Chippewa, BS Biology, Stanford University
Mr. Mah-ha-vista Goodblanket, Cheyenne, BS Business, Haskell Indian Nations University
Ms. LaVonne Goslin, Potawatomi, Ed. D. Curriculum, University of Minnesota
Ms. Sandra B. Gover, Navajo, BA Elementary Education, Northeastern University
Ms. Sydni R. Griffin, Navajo, BS Business, New Mexico State University
Ms. Jenna B. Harris, Lumbee, BS Nursing, University of North Carolina
Mr. Luke A. Harwood, Navajo, BS Construction Engineering, University of New Mexico
Ms. Lina Hasdale, Navajo, MS Marriage and Family Therapy, Pacific Oaks College
Ms. Dionne M. Hastings, Navajo, BS Business Administration, Dine’ College
Ms. Bradee J. Hawley, Gros Ventre, BS Biology, Montana State University
Ms. Chalsea D. Holiday, Navajo, BA Indigenous Studies, Northern Arizona University
Ms. Heather Holyan, Navajo, BS Natural Science, Phoenix College
Ms. Shinae S. Hoskie, Navajo, BS Nursing, Arizona State University
Mr. Bryan W. Howington, Lumbee, MD Medicine, East Carolina University
Ms. Graylynn Hudson, Navajo, Ph. D. Counseling Psychology, Northern Arizona University
Mr. Terrance V. Huskie, Navajo, BA General Studies, Salt Lake Community College
Ms. Sharon Jackson, Navajo, BS Public Administration, University of New Mexico
Ms. Ashlee E. Jallen, Chippewa, BA Psychology, Hamline University
Ms. Kathleen E. Janisch, Tlingit, BA Human Services, Tacoma Community College
Ms. Nicole R. Jim, Navajo, BS Kinesiology, Arizona State University
Ms. Shelby Johnson, Navajo, BS Health Science, Arizona State University
Mr. Zachary J. Johnson, Navajo, BS Electrical Engineering, Arizona State University
Mr. Burrell Jones, Navajo, BA Indigenous Studies, Northern Arizona University
Ms. Tara F. Jones, Eskimo, BS Mathematics, Whitworth University
Mr. Thomas Jones, Aleut, Ph. D. Natural Resources, University of Arizona
Ms. Shian S. Kelly, Tsimshian, BS Nursing, Washington State University
Ms. Allison Keplin, Chippewa, MS Education Leadership, University of North Dakota
Ms. Jennifer Khow, Navajo, JD Law, Seattle University
Ms. Julia R. King, Apache, BS Pre-Medicine, Northern Arizona University
Ms. Shondiin Kinsel, Navajo, BS Biology, Coconino Community College
Ms. Adrienne M. Laducer, Chippewa, BS Secondary Science, Turtle Mountain Community College
Ms. Sanishia K. Largo, Navajo, BS Business Administration, University of New Mexico
Ms. Jennifer M. Lavezzo, Navajo, BA Speech and Language, Loma Linda University
Ms. Joslynn Lee, Laguna Pueblo, Ph. D. Chemistry, Northeastern University
Ms. Samantha M. Leffler, BS Environmental Science, Northern Arizona University
Mr. Christopher Liu, Yupik, BS Cognitive Science, Rice University
Ms. Melissa Locklear, Lumbee, MS in FNP, East Carolina University
Ms. April D. Longhair, Navajo, BS Earth and Planetary Science, University of New Mexico
Ms. Layli Long Soldier, Lakota, MA Creative Writing, Bard College
Ms. Aileen Y. Lovitt, Shoshone, BA Psychology, Saint Martin’s University
Ms. Kyra Lowery, Lumbee, BS Psychology, University of North Carolina
Ms. Kimberly Ludwig, Chippewa, Pre-Pharmacy, University of Wisconsin
Ms. Shawntay M. Lupi, Lakota, BS Biology, South Dakota State University
Mr. Brycee Lyons, Chippewa, BA Graphic Design, University of South Dakota
Ms. Wayva Lyons, Onondaga, BS Psychology, University of Northern Iowa
Ms. Moriah C. McCloud, Chippewa, BS Radiation Technology
Ms. Amanda C. McNeill, BS Exercise and Sports, University of North Carolina
Ms. Anya K. Mancillas, Yaqui, BS Psychology, San Diego State University
Ms. Jonnilynn May, Lakota, BA Psychology, University of South Dakota
Ms. Ashley Miller, Cherokee, undeclared, Oklahoma State University
Mr. Brandon R. Montour, Potawatomi, BS Mechanical Engineering, Northern Arizona University
Ms. Carrie Murphy, Navajo, MBA Business Administration, Arizona State University
Ms. Alexandra O. Myhal, Chippewa, BS Pre-Veterinary Science, University of Minnesota
Mr. Jacob M. Naranjo, Santa Clara Pueblo, BS Wildlife Science, New Mexico State University
Ms. Marissa J. Naranjo, Santa Clara Pueblo, BS Psychology, Reed College
Ms. Carrie Orange, Cheyenne, MA Education Administration, Southwestern Oklahoma State University
Ms. Morek Anne O’Rourke, Yurok, BA English, Humboldt State University
Ms. Lauren P. Oxendine, Lumbee, BS Finance, Brigham Young University
Ms. Lauren A. Parish, Choctaw, BS Physical Therapy, East Central University
Mr. Tyler Parisien, Chippewa, BS Medical/Lab Science, University of North Dakota
Ms. Princella Parker, Omaha, MA Journalism, University of Nebraska
Ms. Amanda L. Passi, Navajo, BS Kinesiology, University of Southern California
Mr. Michael Patterson, Lakota, BS Business, Lower Brule Community College
Mr. John-Richard Peterson, Choctaw, BS Business Law, Oklahoma State University
Ms. Taylor Pevia, Lumbee, BS Biochemistry, North Carolina State University
Ms. Bobbi Jean Phair, Lummi, BS Business Management, Western Governors University
Ms. Alexandra L. Phillips, Mohawk, BS Pre-Physical Therapy, Roberts Wesleyan College
Mr. Cubby M. Pierre, Salish and Kootenai, BS Biology, Gonzaga University
Mr. Lance Queton, Kiowa, BS Computer Science, St. Edwards University
Mr. Rion J. Ramirez, Quinault, BS Chemistry, Stanford University
Ms. Marie E. Rathbun, Athapaskan, BS Engineering, Arizona State University
Ms. Rachel Roa-Shaffer, Shoshone-Paiute, BA Law Enforcement, Great Basin College
Mr. Daniel Romero, Klallam, BS Physical Therapy, Concordia University
Ms. Brandie L. Roy, Navajo, BS Psychology, Arizona State University
Ms. Sadie A. Sago, Zuni Pueblo, BS Biology, University of Colorado
Ms. Erika Salinas, Comanche, BS Nursing, University of San Francisco
Ms. Danielle I. Sanders, Navajo, BS Nursing, San Juan College
Ms. Sara A. Sarmienta, Choctaw, BS Psychology, University of California
Mr. Donovan Sather, Chippewa, MA Tribal Administration, University of Minnesota
Ms. Teejay J. Secatero, Navajo, BS Nursing, University of New Mexico
Ms. Deanna Shoup, Lakota, MD Medicine, University of Minnesota
Ms. Amanda M. Skenador, Navajo, BS Community Health, University of Colorado
Ms. Memoree M. Skinner, Cheyenne, BA Elementary Education, United Tribes Technical College
Mr. Casey J. Smith, Navajo, BS Psychology, University of New Mexico
Mr. Rodney B. Smith, Lumbee, BS Business, Gardner-Webb University
Ms. Shaniya M. Smith, Navajo, BA English, Northern Arizona University
Ms. Stepanie Smith, Navajo, BS Health and Science, University of New Mexico
Ms. Tana Smith, Lakota, BA Education, University of New Mexico
Ms. Christian K. Smoker, Assiniboine, BS Nursing, Crown College
Ms. Loretta J. Sohappy, Muckleshoot, BS Exercise Science, Eastern Washington University
Mr. Whitney M. Stewart, Navajo, BS Human Environment, University of Arkansas
Ms. Shannon Story-Boden, Colville, JD Native and Family Law, Seattle University Law School
Ms. Monica M. Stretten, Chickahominy, BS Biology, Dartmouth College
Mr. Brad R. Talk, Navajo, BS History and Literature, Harvard University
Mr. Brandon G. Tewksbury, Navajo, BS Civil Engineering, University Texas
Ms. Tiffany S. Treat, Navajo, BS Management, Oklahoma State University
Ms. Kaylee Trottier, Chippewa, Ph. D. Clinical Psychology, University of North Dakota
Ms. Katrina D. Tsinnie, Navajo, BA Elementary Education, University of Maryland
Mr. Jonathan K. Vierra, Shoshone, BS Business Administration, California State University
Ms. Casey L. Violette, Seminole, BA Secondary Education, Oklahoma City Community College
Mr. Alvin Warren, Santa Clara Pueblo, MBA Public Administration, Harvard University
Ms. Elese Washines, Yakama, MIT Mathematics, Central Washington University
Ms. Meagan J. Watkins, Lumbee, BS Biology, Massachusetts Institute of Technology
Mr. Kyron R. White, Navajo, BA Sociology, Colorado State University
Ms. Charla W. White Eagle, Cheyenne, BA American Indian Literature, University of Washington
Mr. Warren Whitegoat, Navajo, BA Education, Lake Forest College
Ms. Jonnie Williams-Reinhold, Navajo, Psy. D. Psychology, Wright Institute
Mr. Johnathan C. Williamson, Lumbee, BS Engineering, Rochester Institute of Technology
Ms. Greta Willie, Navajo, M. Ed. Special Education, Arizona State University
Ms. Hailey Wilson, Nez Perce, MD Medicine, University of Washington
Ms. Melissa N. Windham, Choctaw, MS Micro-Biology, Texas A & M Univ-ersity
Mr. Eric K. Wright, Apache, BA Public Administration, Northern Arizona University
Ms. Alannah M. Yazzie, Navajo, BS Biology, University of Arizona
Mr. Lionel A. Yellowhair, Navajo, BA Business Communication, Arizona State University
MODERN AMERICAN INDIAN LEADERS
Published by Mellen Press, P. O. Box 450, 415 Ridge St., Lewiston, NY 14092-0450, phone (716) 754-8566, fax (716) 854-4056, www.mellenpress.com. Two volumes, 792 pp. Library edition, $159.95. Hard back, long-lasting acid-free paper. Author, Dean Chavers, Ph. D., Director, Catching the Dream
Dr. Chavers is founder, Native American Scholarship Fund (now called Catching the Dream)—former President, Bacone College—former faculty member Native American Studies, Cal State Hayward—Current leader of the Exemplary Programs in Indian Education (EPIE) movement—consultant in Indian Education for 35 years—Former Board Member, National Indian Education Association—Founder, National Coalition for Indian Education—newspaper columnist for 32 years—Mainland Coordinator of the Indian occupation of Alcatraz Island in 1969—decorated war hero, veteran of 138 missions in Viet Nam, Distinguished Flying Cross, eight Air Medals, five other medals, held rank of Captain, Officer of the Quarter at Travis AFB.
RACISM IN INDIAN COUNTRY
By Dean Chavers, Ph. D.
Racism still flourishes in Indian Country. From sterilization of Indian women to refusing to make loans to Indians to buy cars and houses, the practices still keep Indians down. Written for use as a text for high schools and colleges, this book is a MUST for all tribal schools and colleges. 240 pages. Available at www.peterlang.com, $32.95 plus shipping and handling. Peter Lang, 29 Broadway, 18th Floor, New York NY 10006, (800) 770-5264.
READING FOR COLLEGE
By Dr. Dean Chavers
U. S. Literature
Native American Literature
Third World Literature
The English Language
Exploration and Adventure
Plus 30 more chapters. Order from Catching the Dream. $39.95 each.
CTD GRADUATES, FY 2014
Total = 57
CTD had 46 graduates in the past year. This brings our total graduates in the past 26 years to 848. Last year was our second highest, with 51. Eight years ago was our fourth-highest total number of graduates, with 42. One of this year’s graduates earned an MD in Medicine.
Mr. Julian R. Benavidez, Pueblo of Isleta, BA Political Science
Mr. Beaux Carter, Sac and Fox, BS Environmental Health
Mr. Simeon T. Caskey, Chippewa, BS Geoscience
Mr. Kevin B. Descheenie, Navajo, BS Engineering
Ms. Lauren Gokey, Chippewa, BS Biology
Mr. Ma-Ha-Vista Goodblanket, Cheyenne, BA Business
Dr. LaVonne Goslin, Powatatomi, Ed. D., Education, Teaching and Learning
Ms. Sydni R. Griffin, Navajo, BA Business
Mr. Luke A. Harwood, Navajo, BS Construction Engineering
Ms. Lina Hasdale, Navajo, MS Marriage and Family Therapy
Ms. Heather Holyan, Navajo, MS Natural Science
Dr. Bryan W. Howington, Lumbee, MD Medicine
Ms. Ashlee E. Jallen, Chippewa, BA Psychology
Ms. Necole R. Jim, Navajo, BS Kinesiology
Ms. Julia R. King, Apache, BS Biomedicine
Ms. Jennifer M. Lavezzo, Tolawa, MA Speech and Language Therapy
Ms. Joslyn Lee, Pueblo of Laguna, Ph. D., Chemistry
Ms. Samantha M. Leffler, Navajo, BS Environmental Science
Mr. Christopher Liu, Eskimo, BA Cognitive Science
Ms. Melissa Locklear, Lumbee, MS Family Nurse Practitioner
Ms. Kyra Lowery, Lumbee, BS Psychology
Ms. Kimberly Ludwig, Chippewa, BS Biology
Ms. Brycee Lyons, Chippewa, BA Graphic Design
Ms. Wayva Lyons, Onondaga, BS Psychology
Ms. Moriah C. McCloud, Chippewa, BS Radiology
Ms. Amanda C. McNeill, Lumbee, BS Exercise & Sports
Ms. Anya K. Mancillas, Yaqui, BS Psychology
Ms. Jonnilynn May, Lakota, BA Psychology
Ms. Carrie Murphy, Navajo, MBA Business Administration
Ms. Amanda Passi, Navajo, BS Kinesiology
Mr. Michael Patterson, Lakota, BS Business
Mr. Cubby M. Pierre, Salish Kootenai, BS Biology
Ms. Rachel Roa-Shaffer, Shoshone, BS Law Enforcement
Ms. Danielle I. Sanders, Navajo, BS Nursing
Ms. Teejay J. Secatero, Navajo, BS Nursing
Ms. Amanda M. Skenadore, Navajo, BS Community Health
Ms. Memoree M. Skinner, Cheyenne, BS Elementary Education
Mr. Casey J. Smith, Navajo, BS Psychology
Ms. Stephanie Smith, Navajo, BS Health Science
Mr. Brad R. Talk, Navajo, BA History and Literature
Ms. Katrina D. Tsinnie, Navajo, BA Elementary Education
Mr. Alvin Warren, Pueblo of Santa Clara, MPA Public Administration
Ms. Jonnie Williams-Reinhold, Navajo, BA Psychology
Ms. Greta Willie, Navajo, BA Special Education
Ms. Melissa N. Windham, Choctaw, MS Microbiology
Mr. Lionel A. Yellowhair, Navajo, BA Business Communication
Catching the Dream will pay for ACT and SAT tests for students who cannot afford them. We urge students to start taking the PACT and the PSAT as high school sophomores. Students who take it and score lower than they expect to can then have two years to improve their scores. We have had students to improve from a 27 on the ACT (83rd percentile) to a 32 (the 99th percentile).
We will be glad to provide you with an application for the ACT/SAT payment, as well as a framework for how to improve your scores. Seniors should take the test as early as possible in the Fall, to give themselves time to take it again before they finish high school.
Students who want to attend Ivy League colleges should realize they need a 25 or 27 or higher to get into any of them. Dartmouth, Stanford, Harvard, Penn, Yale, Cornell, Princeton, MIT, Columbia, Brown, Northwestern, SMU, Duke, USC, and others.
The following scores are the minimum they required for admission in 2009:
ACT Minimum SAT Minimum Percentile
Brown 30 2000 96
Columbia 31 2100 98
Dartmouth 30 2040 96
Harvard 31 2080 98
Penn 31 2060 98
Princeton 31 2100 98
Yale 31 2120 98
Stanford 32 2160 99
Four students received test score payments in FY 2013. We should have funded 100 more, but the schools are very slow to refer students to us.
Almost no one knows what the numbers mean for the ACT and SAT scores. Students should provide both their raw scores and the percentiles to colleges, scholarship organizations, and others who ask for it. Be aware that these scores will follow you for about 50 years!
Be aware that these scores change from year to year, although not by much. Students can easily find the new percentiles online.
SAT AND ACT SCORES, 2009
SAT WITH WRITING ACT COMPOSITE PERCENTILE
2400 36 99
2340 35 99
2280 34 99
2220 33 99
2160 32 99
2100 31 98
2040 30 96
1980 29 94
1920 28 92
1860 27 89
1800 26 85
1740 25 80
1680 24 75
1620 23 69
1560 22 62
1500 21 55
1440 20 47
1380 19 39
1320 18 32
1260 17 25
1200 16 19
1140 15 13
1080 14 9
1020 13 5
960 12 2
900 11 1
CTD GRANT PROGRAMS
Catching the Dream (CTD) plans to make two types of grants to improve Indian schools and related organizations in FY 2008. Applicants must apply on forms provided by CTD. An application form can be obtained from CTD by mail, phone, e-mail, in person, and by fax. The actual proposal must be no more than one page long.
The due date for grants is on the notice. The winners will be notified within two weeks. No overhead costs are allowed. Funds have to be spent only for the benefit of students. Programs are subject to the availability of funds. The totals at press time for the awards are: RAP $20,000 and MAST $50,000. These are subject to change with additional grants if received.
The Reading Award Program (RAP) makes mini-grants of $1,000 a year to schools to provide incentives to Indian students to read more books. Funds can only be used to motivate students to read heavily, and to reward them for doing so. They cannot be used for the purchase of books, the purchase of computers or reading equipment, and for staff training and travel. Applications for RAP awards must describe the students to be served, the reading habits of those students (including the number of books they read the year before), how the program will work, how the funds from RAP will be used, the background of the person in charge of the project, a description of the school, and a description of project objectives. This program made 15 grants in FY 2012. It has made a total of 165 grants since 1991, with over 80% of the grantees showing measurable improvement in reading levels and test scores. It is currently funded for $20,000 for FYT 2014.
The Dibner/Toyota Math and Science Teaching (MAST) program makes grants of $5,000 each to Indian high schools to improve their math and science teaching. The goal of the program is to enroll more Indian students in math and science courses, and to enroll more Indian students in advanced classes. Applications must describe the present state of math and/or science teaching at the high school, including the numbers of Indian students enrolled in the target classes. They must also describe how the program will operate, give the background of the person in charge of the project, a description of the school, and a description of project objectives. This project is currently funded for $50,000 for FY 2104.
The Native Educator Scholarship (NES) program is intended to produce more Indian teachers. Any school district that is already using its own funds to produce Indian teachers is eligible to apply for an NES grant. This program is currently funded.
The Golden Star Attendance Award (GSA) is intended to improve daily attendance rates at Indian schools. Applications must document by grade level what the current daily attendance rate is. They must also spell out how they are going to increase it, and describe the school, the student body, the project objectives, and the person in charge. This program is currently not funded.
The Supplemental Literacy Grant (SLG) makes grants for basic adult and family literacy to Indian schools, tribes, and nonprofit organizations. This program is currently funded for three grants.
The College Retention Program (CRP) will fund colleges to improve their retention rate for Native students. This program is currently not funded.
The School Improvement Programs (SIP) (nine areas—Southern California, Northern California, Southwest, Northwest, Northeast, Southeast, Great Lakes, Lower Midwest, Upper Midwest) will make grants to schools to improve their programs. This program is currently not funded.
The programs that are not currently funded may be funded sometime later. If you plan to apply for one of the CTD grant awards, DO NOT WAIT until you have received the grant funds to start the project. You should start your project activities at the beginning of the school year.
EXEMPLARY PROGRAMS, 2013
1. The Student Services Project at the University of Alaska has had Native students performing better than the general population on pre-calculus since 1992.
2. The Rural Alaska Honors Institute of the University of Alaska has sent over 60% of its alumni on to college for 15 years and 80% of them have finished college.
3. The American Indian Public Charter School in Oakland, CA raised test scores from the 25th percentile to the 80th and raised its daily attendance rate from 72% to 99%.
4. Arizona State University has improved the freshman-to-sophomore retention rate of Indian students from the lowest on the campus to the highest in 12 years and doubled the Indian student enrollment.
5. Barona Tribal School, CA has educated students to help the tribe. Unemployment has gone from 70% to zero. High school graduation has gone from 10% to 80%.
6. Box Elder Elementary School, MT raised the academic outcomes for students from the bottom quartile to over the national norms in the past six years.
7. The Dropout Prevention Project at Cass Lake MN has reduced the dropout rate from 60% to 10% and maintained the low rate for twelve years.
8. The MESBEC Scholarship Program of Catching the Dream has maintained a completion rate of over 85% for 23 years and has produced 637 Native college graduates.
9. Chugach School District, AK improved reading between 1994 and 2001 from the 28th percentile to the 71st, math from the 53rd to the 78th, and spelling scores from the 22nd to the 65th. It was national Malcolm Baldrige Award winner from the White House in 2002.
10. Fort McDowell Yavapai Indian Community, AZ improved attendance from 67% to 88%, reduced the dropout rate from 44% to 14%, and all juniors and seniors passed their classes.
11. The Galena City School District, AK had 96% of its graduates pass the Alaska state competency test in 2006. The district has 86% Native students.
12. Ganado Intermediate School, AZ raised student reading from a few books to over 130 books per student and improved test scores to above national norms.
13. Ganado Primary School, AZ increased reading levels from a few books to over 190 books per student per year. Test scores rose to the 70th percentile.
14. Heritage University on the Yakama Indian Reservation, WA had a completion rate of 71% in its Indian Teacher Education Program.
15. The Lac Courte Oreilles Ojibwa School, WI has a 95% graduation rate.
16. The Lapwai Elementary School reading program has improved both reading levels and daily attendance rates to above national norms.
17. Scores for Indian students at Lincoln Elementary School in Caney, Kansas have gone from the 20th percentile to the 75th in the past decade.
18. The Mashantucket Pequot Tribal Nation, CT improved daily attendance from 80% to 95%, college attendance from 20% to 70%, and college completion from 50% to 70%.
19. The GED Program of the Mississippi Choctaw Tribe, MS has produced 600 high school graduates and helped to make the tribe the largest employer in southeast Mississippi.
20. The Mississippi Choctaw Tribal Schools, MS have produced hundreds of graduates that went to college and earned degrees; it teaches all students in the Choctaw language.
21 Mount Edgecumbe High School, AK, has reduced the dropout rate to near zero, reduced staff turnover to near zero, and sends over 70% of its graduates on to college.2
22 .The Adult Education Program of the NAMES School, Denver CO has produced over 150 Indian graduates in twelve years and has sent many graduates on to college.
23 The Navajo Preparatory School, NM, has sent over 90% of its graduates on to college for twelve straight years, and one year sent 100% on to college.\
24 Nebo School District, UT increased its graduation rate for Native students from 37% to 93% and raised test scores from the bottom to the top quartile in seven years.
25 The Hoop of Learning Program at Phoenix College, AZ has a 98% retention rate of students and 30% are honor students at the college level prior to high school graduation.
26 The Phoenix Indian Center, AZ has improved academic performance and daily attendance to levels exceeding national norms in the past five years.
27 Phoenix Union High School District, AZ increased its graduation rate from below 50% to over 70% in five years.
28 Rock Ledge Elementary School, WI has 100% of its Indian students passing the state reading competency test, 80% gaining one or more years in reading, and 70% gaining one or more years of growth in math.
29 St. Michael High School, AZ, has sent over 90% of its graduates on to college for over ten years.
30 Saint Paul Public Schools, MN lowered the dropout rate of Indian students from 56% to 11% in five years.
31 Salmon River Central Schools, NY reduced the dropout rate of its Indian students from 57% in 1972 to below 10% and has enrolled over 70% of its graduates in college each year for the past 18 years.
32 Southampton Alternative School, NY serving high-risk students, has maintained a 100% graduation rate for five straight years.
33 The Southern Ute Indian Tribe, Utah maintained a high enrollment rate for college students and has maintained a dropout rate of less than 10% for the past five years.
34 The GEAR UP program of the State of South Dakota has sent over 80% of its students on to college for over a decade.
35 Stevens Middle School, Washington increased the percentage of students passing reading from 21% to 68% in two years.
36 Tohatchi Elementary School, NM had 28% of its students proficient in reading in 2006 and increased the percentage to 71% being proficient in 2009. In math, the rise was from 15% proficient to 78% in the same time period.
37 Umon hon Nation Public School, NE increased reading scores from below the 10th percentile to above the 70th percentile for all grades.
38 Wellpinit High School, WA increased daily attendance from below 70% to over 90%, improved ITBS scores for all grades from below the twentieth percentile to the fortieth percentile, and reduced the dropout rate from 60% to near zero.
39 Wyoming Indian Elementary School went from zero students on grade in math in 2004 to 65% on grade in 2007.
40 Menominee Tribal Schools raised their daily attendance rates and greatly improved test scores over a ten-year period.
BOARD OF DIRECTORS
James Lujan, President (M. A., Education)
Retired President, Southwestern Indian Polytechnic Institute, Albuquerque NM. Governor, Taos Pueblo, 2010. Former Agency Superintendent for Education, Northern Pueblos Agency, BIA, Santa Fe NM. M. A., Counseling Psychology and Education, New Mexico State University, 1969. Tribe: Taos Pueblo. Address: P. O. Box 2534, Taos, NM 87571. Phone (575) 758-9593. Cell Phone: (505) 301-5507. E-mail: email@example.com.
Darrell F. Jeanotte, Vice President, (M. A., Education)
Superintendent/Principal, Pierre Indian Learning Center, Pierre, SD, Former Principal, Ojibwa Indian School, Belcourt, ND, Former Assistant Principal/Federal Programs Administrator, Dunseith Public School District, ND, M. A., Educational Administration, Pennsylvania State University, 1978. Tribe: Turtle Mountain Chippewa. Address: 3001 E. Sully, Pierre, SD 57501-4419. Phone: (605) 224-8661, ext. 115 (work), fax (605) 224-8465, firstname.lastname@example.org.
Jodie Palmer, Secretary, (M. A., Education)
Assistant Director, Division of Multicultural Affairs, Western Michigan University, Kalamazoo, MI, Former Director of Education, Pokagon Band of Potawatomi Indians, MI, Former Supervisor of Indian Education, Kalamazoo Public Schools, MI. Tribe: Potawatomi. Address: 6951 Kiltz St., Portage MI 49024-3300. Phone: (269) 808-0773 (cell), (269) 387-1722 (work), (269) 387-2882 (fax). E-mail: Jodie.email@example.com.
Gloria Hale, Treasurer (M. A., Education Administration)
Retired school superintendent, current school accreditation director, committed community activist and leader. Tribe: Navajo. Address: Arizona North Central Association, P. O. Box 6003, Navajo Route 7, Building 136C, Chinle AZ 86503. Phone: (928) 810-2274, cell (928) 245-2392, firstname.lastname@example.org.
Ed Harris, Board Member (BFA, Fine Arts)
Actor and director, “Radio,” “Apollo 13,” “Alamo Bay,” “The Hours,” “Pollock.” Human and civil rights activist, Address: 22031 Carbon Mesa, Malibu, CA 90265, (310) 456-1048 (home), (310) 758-8626 x 119 (work).
Dean Chavers, Board Member (Ph. D., Communication Research)
Director, Catching the Dream, Albuquerque NM (1986-Present), Board Member, two terms, National Indian Education, 1983-86, 1987-90 (elected position), Former President, Bacone College, Muskogee OK, 1978-81, Member, Advisory Panel on Minority Concerns, The College Board, 1979-85, Recipient of Human Rights Award, City of Albuquerque, 1996. Tribe: Lumbee. Address: 9710 Camino del Sol, NE, Albuquerque NM 87111. Phone: (505) 823-2914 (home), (505) 262-2351 (work), (505) 553-8435 (cell) work e-mail: email@example.com, home e-mail: DeanToniChavers@msn.com.
Lindsay Wagner, Board Member
Actor and activist, model, spokesperson, Television star, “The Bionic Woman.” Address: 78365 Highway 111, #116, La Quinta, CA 92253. Phone: (310) 968-1090. E-mail: firstname.lastname@example.org.
John Tohtsoni, Jr., Board Member (M. A., Administration)
Title III Director, San Juan College. BA, Purdue University, Catching the Dream Scholar. Tribe: Navajo. Address: 3212 Crestridge Drive, Farmington NM 87401, cell (505) 566-3982, fax (505) 566-3153. E-mail: email@example.com.
Mr. Kelvin Sampson, Board Member (MA, Health and Political Science)
Assistant Basketball Coach, Houston Rockets. MA Graduate, Michigan State University. Tribe: Lumbee. Address: 1510 Polk St., Houston TX 77002. Phone: (877) 428-2825. Ksampson@rocketball.com.
Ms. Lynn Okon Scholnick, Board Member (MSW, Social Work)
Psychiatric Social Worker, Artist and Sculptor. MSW in Social Work, University of Southern California. Address: 210 Grand Avenue, #303, Long Beach CA 90803, (562) 438-8009. Loscholnick@charter.net.
Dr. Lester Sandoval, Apache, Board Member (Ed. D., Higher Education)
Director of Research, Jicarilla Apache Nation, P. O. Box 507, Dulce NM 87528, (505) 486-6996. firstname.lastname@example.org
READING AWARD PROGRAM GRANTS
The winners for 2014 were:
Bay City School District, MI
Circle of Nations School, SD
Crow Creek Tribal School, SD
First Nations Studies, WI
Ganado High School, AZ
Grand Canyon School, AZ
Lac du Flambeau Public School, WI
Malcolm High School, MI
New Lima High School, OK
Nixyaawii Community School, OR
Polson Middle School, MT
Rock Creek Grant School, ND
Standing Rock Middle School, SD
Sunnyside Unified School District, AZ
Taholah School District, WA
We thank the McLeod Charitable Trust, the Oakmead Foundation, and the AMB Foundation for supporting this program.
HOW TO WRITE WINNING PROPOSALS
By Dr. Dean Chavers
Author of the books “How to Write Winning Proposals,” “Exemplary Programs in Indian Education,” “Modern American Indian Leaders,” and 20+ other books
The most highly successful grant writer in the U. S. since 1970, with over 60% of his grants funded.
Director of Catching the Dream (formerly Native American Scholarship Fund), which has produced 827 graduates between 1986 and 2013, with a 79% completion rate.
A book of 220 pages, 18 exercises
Satisfaction guaranteed or your money back
MY NAME IS: ORGANIZATION:
PHONE: ( ) FAX ( ) E-MAIL:
METHOD OF PAYMENT: CHECK P. O. CREDIT CARD (Visa or MC)
Credit Card Number: Exp. Date:
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Order the book “How to Write Winning Proposals, $69.95, plus $3.50 s/h
Order multiple copies of the book, $64.95 each, no s/h for over three books
Send orders to: Catching the Dream, 8200 Mountain Road, NE, Suite 203, Albuquerque NM 87110
The following 12 corporations provided grants to CTD during the fiscal year 2013. We thank them very much.
Fort McDowell Yavapai Nation
Kickapoo Traditional Tribe of Texas
Morongo Band of Mission Indians
Pala Band of Mission Indians
Poarch Band of Creek Indians
San Manuel Band of Mission Indians
Seneca Gaming Corporation
Shakopee Mdwewakanton Sioux Tribe
Soboba Band of Luiseno Indians
Yocha Dehe Indian Community
The following 26 foundations provided grants to CTD during the fiscal year 2013. We thank them very much.
Milton and Sally Avery Arts Foundation
Bohle Scholarship Foundation
The Gladys Krieble Delmas Foundation
Carolyn W. Ferriday Fund
Yip Harburg Foundation
Clarence E. Heller Foundation
Miriam Jencks Fund
Morris J. and Betty Kaplun Foundation
The E. P. and Roberta L. Kirschner Trust
Loewy Family Foundation
The McLeod Charitable Lead Trust
The Riverside Church
Adelaide A. Roy Foundation
Peter B. and Adeline Ruffin Foundation
C & M Schnurmacher Foundation
Special People in Need