Skip to main content

Breadcrumb

Home arrow_forward_ios Resource Library Search arrow_forward_ios Integrating an American Indian Stud ...
Home arrow_forward_ios ... arrow_forward_ios Integrating an American Indian Stud ...
Resource Library Search
Resource Fact Sheet/Infographic/FAQ

Integrating an American Indian Student Needs Assessment Survey Into Your Current or New Initiatives

REL Central
Author(s):
David Yanoski,
Jeanette Joyce,
Marc Brodersen,
Kara Underwood
Publication date:
January 2021

Summary

There is growing attention to personalizing education to provide students with more flexibility in their education experiences and more time to master academic content (Pane, Steiner, Baird, & Hamilton, 2015). To personalize education, Legacy High School in Bismarck Public Schools, North Dakota, has implemented a schedule that allows students some choice in how they spend a portion of the school day outside of their regularly scheduled classes. Students can choose to use this flexible time, called flex-time, working alone or with classmates on school projects, visiting content-specific learning centers (to receive academic help or engage in enrichment activities), or relaxing with friends. For students who are struggling academically, however, teachers rather than students may determine how these students use some of their flex-time.

Leaders at Legacy High School and Bismarck Public Schools partnered with the Regional Educational Laboratory Central to examine how students use their flex-time. In particular, the study examined whether students with different demographic characteristics and academic achievement levels use their flex-time differently. The study found that, on average over the school year, students had approximately 80 minutes of flex-time a day and chose to use 19 percent of it for academic activities. Female students used a statistically significantly larger percentage of their flex-time (21 percent) for academic activities than male students did (17 percent). The percentage of flex-time used for academic pursuits did not vary by academic achievement level, although students who were struggling academically had a higher percentage of teacher-determined flex-time (9 percent) than did students who were meeting grade expectations (3 percent) and students who were excelling academically (less than 1 percent). Finally, when teachers determined how students used some of their flex-time, students used the largest percentage of that flex-time in school learning centers.

Download, view, and print

Fact Sheet/Infographic/FAQ
REL Central

Integrating an American Indian Student Needs Assessment Survey Into Your Current or New Initiatives

By: David Yanoski, Jeanette Joyce, Marc Brodersen, Kara Underwood
Download and view this document

Share

Icon to link to Facebook social media siteIcon to link to X social media siteIcon to link to LinkedIn social media siteIcon to copy link value

Tags

Data and Assessments

You may also like

Zoomed in IES logo
Workshop/Training

Data Science Methods for Digital Learning Platform...

August 18, 2025
Read More
Zoomed in IES logo
Workshop/Training

Meta-Analysis Training Institute (MATI)

July 28, 2025
Read More
Zoomed in Yellow IES Logo
Workshop/Training

Bayesian Longitudinal Data Modeling in Education S...

July 21, 2025
Read More
icon-dot-govicon-https icon-quote