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Pub Date: |
2010-06-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
American Indians; Alaska Natives; American Indian Education; National Competency Tests; Grade 4; Grade 8; Reading Tests; Mathematics Tests; Reading Achievement; Mathematics Achievement; Racial Differences; Scores; Student Improvement; Achievement Gains; Gender Differences; Low Income Groups; Regional Characteristics; Differences; Suburban Schools; Urban Schools; Rural Schools; Rural Urban Differences; Public Schools; Achievement Gap
Abstract:
The National Indian Education Study (NIES) is administered as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow more in-depth reporting on the achievement and experiences of American Indian/Alaska Native (AI/AN) students. It fulfills a mandate of Executive Order 13336 issued in 2004 calling for closer examination of the educational experiences and progress of AI/AN students as well as the promotion of research opportunities and collaboration with tribal communities. This report, the first in a two-part series in 2009, presents results on the achievement of AI/AN fourth- and eighth-graders in reading and mathematics. Results are reported for AI/AN students in the nation and for 12 states with relatively large populations of AI/AN students. The performance of AI/AN students is compared to that of other race/ethnicity groups as well as among AI/AN students based on gender, eligibility for the National School Lunch Program, region of the country, type of school location, and the proportion of AI/AN students in the schools they attend. Results from the 2009 assessments are also compared to the results from 2007 and 2005. Part II of the NIES, which is reported separately, provides information on the educational experiences of the fourth- and eighth-grade American Indian and Alaska Native students based on a survey administered as part of the NAEP assessments. (Contains 26 tables and 28 figures.) [For "Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8. Statistical Analysis Report. NCES 2010-463" see ED510597.]
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Pub Date: |
2008-06-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
American Indians; Alaska Natives; American Indian Education; Grade 8; Grade 4; Statistical Analysis; American Indian Culture; Student Characteristics; Geographic Distribution; Socioeconomic Status; Family Environment; Educational Experience; Teacher Characteristics; American Indian Languages; Institutional Characteristics; Cultural Awareness; Cultural Education; Culturally Relevant Education; National Surveys
Abstract:
This report presents information about the educational, home, and community experiences of American Indian and Alaska Native (AI/AN) fourth- and eighth-grade students that was collected during the National Indian Education Study (NIES) of 2007. AI/AN students represent about 1 percent of the student population in the United States. Approximately 10,000 AI/AN students in 1,700 schools at grade 4 and 11,000 AI/AN students from 1,800 schools at grade 8 participated in the study. Surveys were completed by students, their teachers, and their school administrators. The three major areas of findings that are described in this report include: (1) characteristics of AI/AN students; (2) characteristics of their teachers and schools; and (3) integration of native language and culture in their homes and schools. (Contains 4 footnotes, 24 figures, and 64 tables.) [The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian and Alaska Native students in the United States. The study is sponsored by the Office of Indian Education and conducted by the National Center for Education Statistics for the U.S. Department of Education. For Part I of this report, see ED501263. For previous report, see ED491693 (Part I) and ED493678 (Part II).]
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Pub Date: |
2008-05-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Rural Schools; Pacific Islanders; American Indians; Alaska Natives; American Indian Education; National Competency Tests; Reading Achievement; Mathematics Achievement; White Students; Asians; Hispanic American Students; African American Students; Scores; Academic Achievement; Ethnicity; Lunch Programs; Low Income Groups
Abstract:
This report presents the results for Part I of the study focusing on the performance of American Indian and Alaska Native (AI/AN) fourth- and eighth-graders on the 2007 National Assessment of Educational Progress in reading and mathematics. A national sample of approximately 10,100 AI/AN students at grades 4 and 8 participated in the 2007 reading assessment and 10,300 in the mathematics assessment. Results from this study are compared to those from the first NIES conducted in 2005. The results for 11 states with relatively large populations of AI/AN students are presented in addition to the national results. In both reading and mathematics, overall scores for AI/AN fourth and eighth-graders showed no significant change since 2005 and were lower than the scores for non-AI/AN students in 2007. In 2007 at both grades, AI/AN students attending schools in which less than 25 percent of the students were AI/AN scored higher than their peers attending schools with higher concentrations of AI/AN students, and those attending public schools scored higher than their peers in Bureau of Indian Education schools. Although overall average scores for AI/AN students were lower than the scores for non-AI/AN students at both grades in 2007, they were not consistently lower than the scores for all racial/ethnic groups. Average scores in both grades for AI/AN students were lower than the scores for White and Asian/Pacific Islander students. Scores for higher-performing AI/AN students were higher than those of their Black peers in both grades. In reading, AI/AN fourth-graders attending city schools scored higher than their Hispanic peers, and AI/AN eighth-graders attending rural schools scored lower than their Hispanic peers. In mathematics, average scores for AI/AN students in both grades were not significantly different from their Hispanic peers. (Contains 39 figures and 30 tables.) [For Part I of the 2005 edition of this study, see ED491693. For Part II of the 2005 edition of this study, see ED493678.]
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