This practicum paper uses previously unavailable data from the Chicago Board of Education and the 1990 census to update a 1992 study of Native American dropouts in Chicago public schools. An overview of Chicago's American Indian population focuses on the Uptown area, a low income neighborhood in which one fifth of the city's Native Americans reside. While collection of useable data on American Indian children continues to be a problem, some difficulties were remedied by formally requesting information from the appropriate department of the board of education. The inaccuracy of racial data from individual schools and other deficiencies might be overcome if a Native American community agency approached the board and helped to develop an appropriate instrument. Profiles of the Chicago public school system and general student population are followed by an examination of the Audubon School Project, which clusters American Indian elementary school students. Also examined are existing community-based tutoring programs and the problems of Indian students in Chicago high schools. While the American Indian dropout rate is very high, the lack of individualized statistics makes definitive conclusions impossible. The population of Native American students is so small, mobile, and widely dispersed that tracking of individual progress through the system is necessary. Other recommendations call for a communitywide educational needs assessment, coordination and training for community tutoring programs, and community outreach. Contains 35 references. (SV)