Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders.

Abstract

Using the NAEP nationally-representative data collected from eighth-graders, we investigated the relative exposure of American Indian/Alaska Native (AIAN) students to mathematics teachers who are knowledgeable about standards, participate in standards-based professional development, and practice standards-based instruction; American Indian/Alaska Native student reports of standards-based classroom activities; and how student reports of classroom activities and teacher reports of their knowledge, professional development, and practices are associated with mathematics achievement of American Indian/Alaska Native students. We found that AIAN students had among the lowest exposure to teachers who reported they were knowledgeable about standards, who participated in standards-based professional development, and who practiced standards-based instruction. In addition, AIAN students were less likely than African American and Latino students to report that they experienced standards-based classroom activities. Our data showed that teacher reports of standards-based knowledge and practice of standards-based instruction were not significantly associated with mathematics achievement of AIAN students. However, student reports of classroom activities characterizing standards-based instruction was associated with higher mathematics achievement of AIAN students.

When Two Worlds Collide: Shared Experiences of Educating Navajos Living off the Reservation

“…The University of Arizona has published Journal of American Indian Education since 1961, a peer review journal dedicated to improving the conditions of native education throughout the world (Arizona State University School of Social Transformation). Research has both supported a standards approach to Aboriginal education (Akiba, Chiu, & Zhuang, 2008;Fox, 2000;Hankes & Fast, 2002) and deemed standards inappropriate (Lomawaima & McCarty, 2002;Pewewadry, 1998). While there are cases where the Navajo, specifically appear to have succeeded in the standards movement (Patrick, 2008), more often the related literature describes a continuation of the historical conflicts between the Navajo and the American education system (Agbo, 2004;Balter & Grossman, 2009;Zehr, 2007).…”

Toward an Ideal Democracy

“…There may be varying levels of the desirability for bilingual education to exist as the norm in education across the diverse native landscape of the United States. Current AI/ AN research, however, points to the absence of indigenous capital in education, with an emphasis on advocating for its inclusion (Akiba, Ya-Fang, Yue-Lin, & Mueller, 2008;Bergstrom & Peacock, 2005;Brayboy & Castagno, 2009;Demmert, McCardle, & Mele-McCarthy, 2006;Garcia, 2008;Lambe, 2004;McCarty, 2001McCarty, , 2009McInerney, McInerney, Bazeley, & Ardington, 1998;McInerney et al, 1997;McInerney & Swisher, 1995;Suina, 2004;Winstead, Brantmeier, Frey, & Lawrence, 2008). Our analysis is in line with current research, both conceptual and empirical.…”