Common questions about the Department's Hawaiian studies program
The state constitution requires that the public school system provide a Hawaiian studies component in all schools. How is that being carried out — school by school or system curriculum, etc.?
The State Constitution states: “The State shall provide for a Hawaiian education program consisting of language, culture and history in the public schools. The use of community expertise shall be encouraged as a suitable and essential means in furtherance of the Hawaiian education program.” The Constitution defines a Hawaiian Education Program as one that consists of "language, culture, and history." Two BOE policies (2104 and 2105) provide the Department of Education guidance and direction for implementing Hawaiian Education programs.
In 1980, the Department created the Hawaiian Studies Program. Six years later, the Hawaiian Language Immersion Program (HLIP) was established. The Hawaiian Studies Program (HSP) is a K-12 program, which consists of two components: The Kupuna Component and the Hawaiian Studies secondary component. Program descriptions:
- The Kupuna Component is a K-6 program for all elementary schools and middle schools with 6th grade). Cultural Personnel Resources (CPR) provide Hawaiian Studies enrichment to DOE K-6 students. (Professional Development/training is provided to CPR.)
- The secondary component provides support to these required courses: 4th grade, Ancient Hawaiian Civilization; 7th grade, Hawaiian Monarchy; and 9th/11th grade, Modern Hawaiian History.
- The Hawaiian Language Immersion Program is a K-12 program. Students in the program are instructed in the DOE content/curriculum and standards-based system through the medium of the Hawaiian language and culture-based curriculum and perspectives. Students in grades 3 and 4 are given the Hawaii State Assessment in the Hawaiian Language.
Additionally, the Department offers elective courses to students in the secondary level (grades 7-12). These are: Hawaiian Dance (dance, chant, history, culture, language), Hawaiian Language (four levels), Hawaiian Studies (modern Hawaii and the impact of the past in terms of economic, cultural, political, and historic development) and Ethnic Studies courses.
Projects and resources, such as Kahea Loko, whose purpose is founded on Hawaiian concepts and perspectives is an example of supplemental content/curriculum. Other projects, such as, Pihana Na Mamo, (federally funded) target academic success for native-Hawaiian students.
Partnerships with Hawaiian organizations are a critical factor in implementing Hawaiian culture-based projects. Here are two examples:
- The DOE Kahua Teacher Induction Program which provides an awareness and process for orientation for new teachers (especially from the mainland) to the Hawaiian and Local/Communities (Zone areas) that they are servicing through culture-based activities and experiences with assistance from community mentors.
- The Running Start program (with the UH system) allows qualified junior and senior students to take college level courses as part of their high school course work. Students have taken Hawaiian content courses through the Running Start program to fulfill their high school graduation requirements (earning both high school and college credits)
And how is that measured? By hours spent on it, percentage of curriculum?
The success rate is measured at the school/district level through student grades. The Department also performs surveys/evaluations among teachers. At the elementary level, the recommended time spent is a minimum of one hour a day for each student.
Are there any intriguing trends in terms of educating native Hawaiian students? More going on to college out of high school, for example?
In Hawaiian Immersion Schools, family outreach and support is a critical component to the success of a child’s learning. This is true for all students, but the value of community learning is most prevalent in immersion schools.
Is it challenging to administer Hawaiian education programs in different types of systems?
Charter Schools fall under the oversight of the Charter School Commission.
As for the Department schools, the Department and the Board of Education are committed to ensuring student success at all schools. We are in the process of reviewing BOE policies to forge a clear direction that allows for increased resources to ensure school and student success. We value the input of ‘Aha Kauleo and other stakeholders in our efforts.
When you are speaking with parents and the community, what do you hear about the local needs and interests of the native Hawaiian population when it comes to education?
It is clear that there are concerns over assessments and resources. Under the leadership of Superintendent Matayoshi, the department is deeply committed to ensuring that these concerns are addressed appropriately.