Abstract
Lacking access to wage and educational opportunities in the larger society, the Navajo community of Rough Rock in northeastern Arizona was until recently characterized by isolation and poverty. Through events initiated outside Rough Rock a new educational and economic enterprise, the Rough Rock Demonstration School, was established there in 1966. Its purpose was to enhance self-leadership and draw local residents into the school. This was achieved by the election of a Navajo school board and the incorporation of Navajo language and culture into the curriculum. Through these means the school served to alter both the local sociocultural system and federal policy. This study details the development of the Rough Rock community and school, and the external and internal forces shaping that development. The processes affecting educational outcomes and student achievement at the Rough Rock School are then analyzed as they relate to the issue of evaluation.
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