Search Results: (1-15 of 36 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2022135 | English Language Development Among American Indian English Learner Students in New Mexico
New Mexico’s Every Student Succeeds Act state plan set the goal for all English learner students to attain English proficiency within five years. The Regional Educational Laboratory Southwest English Learners Research Partnership conducted this study to better understand progress toward English proficiency among American Indian English learner students. The study examined two statewide cohorts of American Indian students identified as English learner students at initial kindergarten entry in 2013/14 or 2014/15 in New Mexico public schools. The study found that most American Indian English learner students were not reclassified as English proficient within five years. Similarly, most American Indian English learner students did not meet grade-level standards on New Mexico state assessments in English language arts and math in grades 3 and 4, regardless of whether they attained English proficiency and were reclassified within five years. However, considerably higher percentages of American Indian English learner students who were reclassified as English proficient met grade-level standards in both English language arts and math compared with students who were not reclassified. Finally, students who attended a school with a bilingual multicultural education program (BMEP) for at least four years were reclassified as English proficient and met grade-level standards on state assessments in English language arts and math at higher rates than students who never attended a school with a BMEP. Staff at the New Mexico Public Education Department, district and school leaders, and teachers can use the findings from this study to determine how best to support English language development among American Indian English learner students. |
5/16/2022 |
| NCES 2021018 | The National Indian Education Study 2019
The National Indian Education Study (NIES) utilizes the National Assessment of Educational Progress (NAEP) and contextual questions to describe the condition of education for fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education. This report provides:
Results are reported for three mutually exclusive categories of schools as well as for an overall category:
The survey results presented in this report are focused primarily on the responses of fourth- and eighth-grade AI/AN students to selected survey questions. Approximately 7,000 fourth-graders and 6,300 eighth-graders participated in the NIES 2019 student survey. Teachers and school administrators also completed surveys. Average scores in NAEP reading and mathematics for AI/AN fourth- and eighth- graders from earlier NAEP assessments in 2005, 2007, 2009, 2011, and 2015 are compared to their average reading and mathematics scores in 2019. The NIES survey questions, as well as the report itself, were created in close collaboration with the NIES Technical Review Panel (TRP). The NIES TRP is composed of AI/AN educational stakeholders from across the country. |
5/18/2021 |
| REL 2021088 | Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification
This report examines the population of Alaska Native students who are classified as English learner (EL) students and how EL policies function for these students, focusing on EL identification, classification, service provision, and reclassification as fluent English proficient. Alaska is one of several states where Indigenous students make up a large segment of the EL population. Drawing on Alaska state data from 2011/12 to 2018/19, this study found that roughly a quarter of Alaska Native kindergarten students statewide were classified as EL students. Alaska Native EL students are a diverse group. The Alaska Native EL students in the study spoke 24 different home languages and had varied demographic and education characteristics. Compared with non–Alaska Native EL kindergarten students, Alaska Native EL students had lower English proficiency levels and higher rates of economic disadvantage in a cash-based economy (defined in box 1). The percentage of kindergarten students who were Alaska Native EL students was highest in schools that were rural, schools that had higher rates of economic disadvantage, and schools that employed fewer English as a second language teachers. In interviews, four district leaders shared that identification, classification, service provision, and reclassification practices were the same for Alaska Native EL students as for other Alaska EL students. These interviewees shared that limited financial and human resources compromised the quality and availability of EL supports. However, a review of 26 district EL Plans of Service revealed that less than a third of districts described policies and services directed specifically toward Alaska Native EL students, including heritage language programs, community outreach, and collaboration between Alaska Native education programs and EL programs. Statewide, EL reclassification rates were low for all EL students but especially low among Alaska Native EL students. By the end of grade 7, only 11 percent of Alaska Native EL students had been reclassified compared with 30 percent of non–Alaska Native EL students. This report identifies implications for Alaska, and for other states serving Indigenous EL students, for ensuring that EL education policy, funding, and service provision support Alaska Native and other Indigenous EL students equitably and with excellence. |
5/18/2021 |
| REL 2020032 | Guide to Conducting a Needs Assessment for American Indian Students
American Indian communities often bring a deep sense of connection, relationships, and knowledge to their children’s education. However, education research has repeatedly shown that American Indian students trail their peers in achievement, attendance, and postsecondary readiness. Regional Educational Laboratory Central, the North Dakota Department of Public Instruction, and educators across North Dakota collaboratively developed needs assessment surveys for the state. These surveys are a primary focus of this tool which can be adapted for use in other state and local education agencies across the nation. These surveys can be used to identify and monitor the needs and successes of schools serving American Indian students. Survey development involved rigorous processes to ensure that the surveys were technically sound and culturally appropriate. The surveys provide a means to evaluate different characteristics of schools and the resulting data can guide focused supports for American Indian students. For example, state and local education agency staff may use the information from the surveys to identify target areas of need in order to provide additional resources, such as professional development activities, curricular materials, instructional strategies, and research articles, to schools. As education agencies begin to implement strategies and programs, the surveys can be readministered to monitor progress toward goals. The tool also provides guidance on administering the surveys and analyzing and interpreting the resulting data. |
9/17/2020 |
| NCES 2019048 | The National Indian Education Study 2015: A Closer Look
The National Indian Education Study (NIES) is designed to describe the condition of education for fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education. This follow-up report focuses on two major concerns that have been raised throughout the first decade of NIES:
The results presented in this report are focused on the responses of fourth- and eighth-grade AI/AN students to selected survey questions. Approximately 8,500 fourth-graders and 8,200 eighth-graders participated in the NIES 2015 student survey. The survey results displayed are reported as percentages of AI/AN students attending schools that varied in the proportion of AI/AN students within their student population—low AI/AN density public schools (less than 25 percent of students were AI/AN), high AI/AN density public schools (25 percent or more of students were AI/AN), or Bureau of Indian Education (BIE) schools. |
5/7/2019 |
| NCES 2018158 | NAEP 2015 NIES Restricted-Use Data Files (Y46NIES)
This CD-ROM contains data and documentation files for the NAEP 2015 National Indian Education Study (NIES) for use in the analysis of NAEP data by secondary researchers. NIES, which was administered as part of NAEP, is a two-part study designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. The data files include NAEP mathematics and reading assessment data from the samples of American Indian/Alaska Native (AI/AN) students at grades 4 and 8 who participated in the National Assessment of Educational Progress (NAEP) 2015 mathematics or reading assessments, as well as NIES survey response data of sampled AI/AN students in grades 4 and 8, their teachers, and their school principals. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
9/27/2018 |
| NCES 2017161 | The National Indian Education Study: 2015
The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education. The results presented in this report focus primarily on the educational experiences of AI/AN students at grades 4 and 8 based on their responses and the responses of their teachers and school administrators to selected NIES 2015 survey questions. Approximately 8,500 fourth-graders and 8,200 eighth-graders participated in the NIES 2015 student survey. Teachers and school administrators also completed surveys. The survey results displayed are reported as percentages of AI/AN students attending schools that varied in the proportion of AI/AN students within their student population—low AI/AN density public schools (less than 25 percent of students were AI/AN), high AI/AN density public schools (25 percent or more of students were AI/AN), and Bureau of Indian Education (BIE) schools. Also included in this report are performance results for AI/AN students in the 14 states with samples large enough to report separate results for AI/AN students in 2015. State-level average scores in NAEP reading and mathematics for AI/AN fourth- and eighth- graders from earlier NAEP assessments in 2005, 2007, 2009, and 2011 are compared to their average reading and mathematics scores in 2015. |
3/7/2017 |
| REL 2017202 | The characteristics and education outcomes of American Indian students in grades 6–12 in North Carolina
The purpose of this study was to compare American Indian students in grades 6–12 in North Carolina to all other students in the same grades both within the same schools and statewide on student demographics, school characteristics, and education outcomes. The North Carolina State Advisory Council on Indian Education (SACIE) requested this research based on a prior report identifying achievement gaps between American Indian students and White students. The primary source of quantitative data for this study is longitudinal administrative data provided to the Education Policy Initiative at Carolina by the North Carolina Department of Public Instruction (NCDPI). These data include student-level outcomes for all students in grades 6–12 in North Carolina public schools for the school years 2010/11 through 2013/14. Outcomes considered include state test scores, attendance, retention in grade, advanced course taking, graduation rates, and disciplinary referrals. Quantitative analyses include all American Indian students in grades 6–12 in North Carolina public schools for school years 2010/11 through 2013/14. Students of other ethnicities in the same grades and years both within the same schools and statewide serve as comparison groups. Descriptive analyses compare averages for all student characteristics, school characteristics, and education outcomes for American Indian students compared to their within school and statewide peers. Regression analyses using multilevel modeling were used examine the extent to which controlling for student, school, and teacher characteristics accounts for differences in outcomes between American Indian students and their peers. The analyses found that American Indian students are demographically different from non-American Indian students statewide, but similar to other students attending the same schools. Schools attended by American Indian students are more likely to be rural and in the Coastal plain. American Indians also tend to attend schools that serve more economically disadvantaged students and more disadvantaged minority students. Across all middle school and high school standardized tests, American Indian students have lower average scores than other students statewide and within the same schools. American Indian students are absent more often on average than their peers both statewide and within the same school, are less likely to take advanced courses, and graduate at lower rates, but are equally likely to be retained in grade as their peers. When school and student demographics are held constant, the size of the gaps on most outcomes between American Indian students and their peers both within the same schools and statewide are substantially reduced. |
11/17/2016 |
| REL 2016113 | Where American Indian Students Go to School: Enrollment in Seven Central Region States
This report provides descriptive information about the location and native language use of schools in the REL Central Region with high enrollment of American Indian students, whether Bureau of Indian Education schools or non–Bureau of Indian Education high-density American Indian schools (schools with 25 percent or more American Indian student enrollment). Of the 208 schools with high American Indian student enrollment (33 BIE and 173 HDAI schools), 83% are located in the region’s rural areas. The schools located in counties with the highest concentration of Native North American language speakers are in South Dakota, Wyoming, and Colorado. |
1/6/2016 |
| REL 2012137 | Partnerships Between Tribal Education Departments and Local Education Agencies
This study examines nine voluntary working relationships or partnerships between tribal education departments and local education agencies supporting American Indian students. Individual profiles describe how each partnership works, focusing primarily on collaborative activities intended to improve education outcomes for American Indian students. |
2/28/2012 |
| NCES 2011486 | 2009 National Indian Education Study, Parts I and II Restricted-Use Data Files
This CD-ROM contains data and documentation files for the 2009 National Indian Education Study (NIES) for use in the analysis of data by secondary researchers. NIES Part I data files include the performance data from the samples of American Indian/Alaska Native (AI/AN) students at grades 4 and 8 who participated in the National Assessment of Educational Progress (NAEP) 2009 mathematics or reading assessments. The NIES Part II data files include the survey responses of sampled AI/AN students in grades 4 and 8, their teachers, and their school principals. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the study design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
8/4/2011 |
| NCES 2011487 | 2009 National Indian Education Study, Parts I and II Restricted-Use Data Files (Data Companion)
This CD-ROM contains data and documentation files for the 2009 National Indian Education Study (NIES) for use in the analysis of data by secondary researchers. NIES Part I data files include the performance data from the samples of American Indian/Alaska Native (AI/AN) students at grades 4 and 8 who participated in the National Assessment of Educational Progress (NAEP) 2009 mathematics or reading assessments. The NIES Part II data files include the survey responses of sampled AI/AN students in grades 4 and 8, their teachers, and their school principals. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the study design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
8/4/2011 |
| NCES 2010469 | National Indian Education Study NIES 2011
The National Center for Education Statistics conducts the National Indian Education Study (NIES) on behalf of the Office of Indian Education, U.S. Department of Education. This two-page brochure describes the National Indian Education Study (NIES). The NIES is designed to describe the performance of American Indian and Alaska native students in mathematics and reading assessed by the National Assessment of Educational Progress, as well as the students' exposure to their culture and traditions. This brochure provides information for selected schools and for field staff involved in data collection in 2011. The NIES was also conducted in 2005, 2007, and 2009. |
9/9/2010 |
| NCES 2010015 | Status and Trends in the Education of Racial and Ethnic Groups
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that illustrate the educational achievement and attainment of White, Black, Hispanic, American Indian/Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander students. This report presents 29 indicators that provide information and examine (1) demographics, (2) patterns of preprimary, elementary, and secondary school enrollment; (3) student achievement, (4)persistence; (5) student behaviors that can affect their education; (6) participation in postsecondary education; and (7) outcomes of education. |
7/14/2010 |
| NCES 2010462 | National Indian Education Study - Part I:
Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2009 Reading and Mathematics Assessments
The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education. This report presents the results for Part I of the study focusing on the performance of AI/AN fourth- and eighth-graders on the 2009 National Assessment of Educational Progress in reading and mathematics. A national sample of approximately 9,300 AI/AN students at grades 4 and 8 participated in the 2009 reading assessment, and 8,900 participated in the mathematics assessment. Results from this study are compared to those from earlier studies in 2005 and 2007. The results for 12 states with relatively large populations of AI/AN students are presented in addition to the national results. The average reading score for AI/AN fourth-graders in 2009 was not significantly different from the scores in either 2007 or 2005. The average score for AI/AN students at grade 8 was higher in 2009 than in 2007 but was not significantly different from the score in 2005. Average mathematics scores in 2009 were not significantly different from earlier assessments at either grade. Fourth- and eighth-grade AI/AN students attending BIE schools scored lower on average in reading and mathematics than students attending public schools. Among the 11 states with samples large enough to report results for AI/AN students in both 2009 and 2007, Alaska had a decrease in the reading score at grade 4, and Arizona had an increase in the reading score at grade 8. None of the participating states had a significant change in average mathematics scores since 2007 at grade 4, and South Dakota had an increase at grade 8. |
6/30/2010 |
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