Peggy G. Carr Associate Commissioner National Center for Education Statistics June 2010 Peggy G. Carr Associate Commissioner National Center for Education Statistics June

Background of NIES Conducted in 2005, 2007, and 2009 by the National Center for Education Statistics Funded by the Office of Indian Education (OIE) Reviewed by a technical panel 2

Study describes the condition of education for American Indian/Alaska Native (AI/AN) students Part I – Reading and mathematics performance of fourth- and eighth-graders Part II – Students’ educational experiences 3

Participation in the Study Part I – 9,900 fourth-graders in over 1,400 schools – 8,400 eighth-graders in over 1,200 schools Part II – Grade 4  12,000 students  3,800 teachers  2,300 school administrators – Grade 8  10,000 students  4,600 teachers  1,900 school administrators 4

Results for students in – the nation – regions and selected states – three types of schools  low AI/AN density public schools  high AI/AN density public schools  Bureau of Indian Education schools 5

Regions and Selected States 6 Regions and Selected States 2009

AI/AN students make up about 1 percent of fourth- and eighth-graders – About 90 percent attend public schools – About 7 percent attended BIE schools – About 3 percent attended other schools About 45 percent attend high density schools (including BIE schools) Over 70 percent of AI/AN students attending high density schools are in rural locations Over one-half of AI/AN students are eligible for free or reduced-price school lunch AI/AN Student Demographics 7

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Performance Results in Reading and Mathematics 9 Average scale scores – Separate 0 – 500 scales Achievement levels – Basic – Proficient – Advanced 9

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Scores for AI/AN students increase since 2007 at grade 8 but not at grade 4 * Significantly different ( p <.05) from

No significant change in percentages of AI/AN students at or above Basic and Proficient s ince

No significant difference in performance of AI/AN, Black, or Hispanic fourth-graders AI/AN eighth-graders score higher on average than Black students * Significantly different ( p <.05) from

AI/AN students in low density public schools score higher than those in high density public schools and BIE schools Students in BIE schools score lower than those in high density public schools * Significantly different ( p <.05) from

* Significantly different (p <.05) from students in the nation. NOTE: Score gaps are calculated based on the difference between unrounded average scores. 15 Fourth-grade White – AI/AN score gap ― smaller than the national gap in 2 states ― larger in 4 states

16 * Significantly different (p <.05) from students in the nation. NOTE: Score gaps are calculated based on the difference between unrounded average scores. Eighth-grade White – AI/AN score gap ― smaller than the national gap in 2 states ― larger in 7 states

State percentages of AI/AN fourth-graders at or above Basic range from 27 to 62 percent NOTE: AI/AN = American Indian/Alaska Native. Detail may not sum to totals because of rounding. 17

NOTE: AI/AN = American Indian/Alaska Native. Detail may not sum to totals because of rounding. State percentages of AI/AN eighth-graders at or above Basic range from 38 to 71 percent 18

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No significant change in average scores for AI/AN students since 2007 or

Percentages of eighth-graders at or above Proficient and at Advanced higher than in 2005 * Significantly different ( p <.05) from AI/AN students. 21

AI/AN fourth-graders score higher than Black students and lower than Hispanic students Eighth-grade AI/AN students score higher than Black students and not significantly different from Hispanic students * Significantly different ( p <.05) from AI/AN students. 22

2009 State Gaps Compared to Nation 23

State percentages of AI/AN fourth-graders at or above Basic range from 48 to 79 percent 24 # Rounds to zero. NOTE: AI/AN = American Indian/Alaska Native. Detail may not sum to totals because of rounding.

State percentages of AI/AN eighth-graders at or above Basic range from 41 to 71 percent 25 NOTE: AI/AN = American Indian/Alaska Native. Detail may not sum to totals because of rounding.

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At least one-half of fourth- and eighth-graders have some or a lot of knowledge about their AI/AN history a Significantly different (p <.05) from low density public schools. b Significantly different (p <.05) from high density public schools. 27

More than one-half of AI/AN eighth-graders attending BIE schools plan to go to college full time after high school a Significantly different (p <.05) from low density public schools. b Significantly different (p <.05) from high density public schools. AI/AN eighth-graders’ plans after high school 28

Students in BIE schools are more likely to be exposed to AI/AN cultural themes and activities as part of the reading/language arts curricula 29 a Significantly different (p <.05) from low density public schools. b Significantly different (p <.05) from high density public schools. AI/AN themes integrated into reading/language arts once a month or more

Highest proportions of AI/AN teachers in BIE schools 30 Percentage of AI/AN teachers a Significantly different (p <.05) from low density public schools. b Significantly different (p <.05) from high density public schools.

Community involvement more common in BIE and high density public schools than in low density schools 31 AI/AN community members’ involvement in various school-related activities one or more times during a typical school year a Significantly different (p <.05) from low density public schools. b Significantly different (p <.05) from high density public schools.

For More Information 32 Photo credits: © Michelle Zahgotah, © Kanowan Kayotawape, © Palo Alto Photography/Veer #PHP ,© ERproductions Ltd/Blend Images/Jupiterimages # , © Darla Hallmark/iStockphoto # , 2010 Chris Arend/AlaskaStock.com, © Jeffrey Van Daele/iStockphoto # , © amygdala_imagery/iStockphoto # , © Anton Foltin/iStockphoto # , © Jon Mullen/iStockphoto # ,© Alexey Repka/Dreamstime #