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American Indian Higher Education Consortium & The Institute for Higher Education Policy (2001, April). Building Strong Communities: Tribal Colleges as Engaged Institutions. PDF (971 KB) Retrieved December 6, 2005 from http://www.ihep.org/Pubs/PDF/Communities.pdf.

This policy report explores the expanding role of Tribal Colleges and Universities in serving local communities and examines the challenges and successes in some specific areas of involvement. The five areas of community engagement highlighted are: pre-school and elementary and secondary education, health and nutrition activities, faculty role models, agriculture and natural resource management, and cultural and language preservation and development. This report is the fourth in a series of policy reports produced through the Tribal College Research and Database Initiative.

Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: The Experiences of Year 9 and 10 Maori Students in Mainstream Classrooms. Hamilton, New Zealand: University of Waikato, School of Education, Maori Education research Institute. Retrieved August 18, 2006 from http://www.minedu.govt.nz/goto/tekotahitanga.

This research project sought to investigate, by talking with Maori students (and other participants in their education), what was involved in improving their educational achievement. The project commenced with a short scoping exercise that guided the subsequent longer-term project. The longer term project commenced with the gathering of a number of narratives of students' classroom experience by the process of Collaborative Storying from a range of engaged and non-engaged Maori students in four non-structurally modified mainstream schools. In their narratives the students clearly identified the main influences on their educational achievement and relayed how, in changing the ways that teachers related and interacted with Maori students in their classrooms, they could create a context for learning wherein these students' educational achievement could improve. On the basis of these suggestions from Year 9 and 10 Maori students, the research team developed an Effective Teaching Profile, that when implemented with a group of 11 teachers in four schools, was associated with improved learning, behavior and attendance outcomes.

Cajete, G. (2000). Native Science: Natural Laws of Interdependence. Sante Fe, NM, Clear Light.

This text presents the reader with a handbook for understanding, experiencing, and feeling the natural world. Cajete explores and documents the Indigenous view of reality by looking at art, myth or storytelling, ceremony, symbol, and Native science in the physical world. Throughout the text, he discusses the many levels of meaning in astronomy, cosmology, psychology, agriculture, and healing. He stresses the fundamental relationship of Indigenous people to their environment in this discussion of the philosophy of Native science or ethnoscience. This work includes a chapter about plants, food, medicine, gardening, and the contributions of Native food to the world. This philosophy of Native science covers the worldview of Indigenous peoples and their commitment to maintaining the environment.

The Civil Rights Project (2005, June). Changing NCLB District Accountability Standards: Implications for Racial Equity. PDF (251 KB) Retrieved August 2, 2005 from http://www.civilrightsproject.harvard.edu/research/esea/
NCLB_District_%20Report.pdf.

This study examines the implications of a shift in accountability under the No Child Left Behind Act (NCLB) from the school level to the district level. Most states are identifying school districts for sanctioning for the first time during the 2004-205 school year. Large numbers of districts have been labeled under-performing, and these districts face potentially severe sanctions in the years to come. The heightened importance of district accountability means that it is important to examine both the efficacy of NCLB's method for identifying districts for sanctioning and its effect on low-income and minority students.

College Board (1999). Projected Social Context for Education of Children: 1990-2015. New York, NY. George Vernez & Richard Krop. Retrieved January 11, 2006 from http://www.collegeboard.com/research/abstract/3878.html.

In this report, the authors present an analysis of possible changes of the racial/ethic composition of the student-age population in the United States between 1990 and 2015. The authors present racial/ethnic data disaggregated by social class (as measured by parent education and family income levels), and by native-born/immigrant status.

Comprehensive School Reform Quality Center (2006). Report on Elementary School Comprehensive School Reform Models. Washington, DC: Comprehensive School Reform Quality Center, American Institutes for Research. Retrieved December 13, 2006 from http://www.csrq.org/CSRQreportselementaryschoolreport.asp.

This report provides a review of the effectiveness and quality of 22 widely adopted elementary school comprehensive school reform (CSR) or schoolwide improvement models. Each model is profiled and rated in the following categories: Category 1: Evidence of positive effects on student achievement; Category 2: Evidence of positive effects on additional outcomes; Category 3: Evidence of positive effects on family and community involvement; Category 4: Evidence of a link between research and model design; and Category 5: Evidence of services and support to schools to enable successful implementation. The report provides education stakeholders a decision making tool to help them sort through their options regarding the hundreds of elementary school improvement choices available to meet local needs. The reviews are intended to clarify options, not to point to or endorse “best buys” from among the 22 models reviewed. Together, the reviewed models represent a significant portion of the total number of schools implementing elementary school CSR models. Each model serves at minimum 20 elementary schools in a total of at least 3 states, and is available for adoption in almost all states.

Council of Chief State School Officers (2005). Key State Education Policies on PK-12 Education: 2004. Retrieved August 10, 2005 from http://www.ccsso.org/publications/details.cfm?PublicationID=270.

This Council of Chief State School Officers (CCSSO) report informs policymakers and educators about the current status of key education policies across the 50 states that define and shape elementary and secondary education in public schools. The report is part of a continuing biennial series by the Council's education indicators program of the Division of State Services and Technical Assistance. CCSSO reports 50-state information on policies regarding teacher preparation and certification, high school graduation requirements, student assessment programs, school time, and student attendance. The report also includes state-by-state information on content standards and curriculum, teacher assessment, and school leader/administrator licensure.

Council of Chief State School Officers (2005, April). Strengthening Partnerships for American Indian, Alaska Native and Native Hawaiian Student Education: August 2004 Conference Proceedings. PDF (917 KB) Retrieved January 24, 2006 from http://www.ccsso.org/content/pdfs/StrengtheningPartnerships
Proceedings.pdf.

The Council of Chief State School Officers recognizes the importance of focusing attention on the educational needs and strengths of Native students through a concerted effort to improve academic outcomes. Commitment to high standards for Native American youth can successfully be achieved with meaningful partnerships among key stakeholders. The purpose of the initiative is to foster partnerships regionally and within states designed to address the challenges posed by the No Child Left Behind Act for those state leaders.

Deloria, V. (2001). Power and Place: Indian Education in America. Fulcrum Publishing, Golden, CO.

Power and Place examines the issues facing Native American students as they progress through the schools, colleges, and on into professions. This collection of sixteen essays is at once philosophic, practical, and visionary. It is an effort to open discussion about the unique experience of Native Americans and offers a concise reference for administrators, educators, students, and community leaders involved with Indian education.

Education Trust, Inc. (2006, March). Primary Progress, Secondary Challenge: A State-by-State Look at Student Achievement Patterns. PDF (471 KB) Washington, DC: D. Hall & S. Kennedy. Retrieved April 5, 2006 from http://www2.edtrust.org/
NR/rdonlyres/15B22876-20C8-47B8-9AF4-FAB148A225AC/0/
PPSCreport.pdf.

To assess patterns of student achievement since NCLB and in the wake of the governors' call to action, the Education Trust has examined state assessment results from 2003 to 2005. The results show that progress in raising achievement and closing gaps has been strongest in elementary grades. Middle and high school achievement has improved somewhat, especially in mathematics.

Fox, K., Becker-Green, J., Gault, J., & Simmons, D. (2005). Native American Youth in Transition: The Path from Adolescence to Adulthood in Two Native American Communities. PDF (567 KB) Portland, OR: National Indian Child Welfare Association. Retrieved July 25, 2006 from http://www.hewlett.org/NR/rdonlyres/1DB041ED-2816-4184-A589-77BF515CE2B4/0/NativeAmericanYouthinTransition.pdf.

This report examines in depth the barriers faced by Native American youth in making a successful transition to young adulthood. It recommends a number of ways that tribes and other governments can help these youth.

Hudson, M., & Rutherford, J. (2006). Best Practice Studies and Institutes: Findings from 20 States. Retrieved October 26, 2006 from the Just for the Kids website: http://just4kids.org/jftk/twenty_states.cfm

Using the structure of the National Center for Educational Accountability's Best Practice Framework, this report presents the practices of high-performing schools in twenty states. The researchers examined the practices of educators in schools that were consistently outperforming their peers.

Kidwell, C. S., & Velie, A. (2005). Native American Studies. Lincoln, NB: University of Lincoln Press.

This guide to Native American history and culture outlines new ways of understanding American Indian cultures in contemporary contexts. Native American Studies covers key issues such as the intimate relationship of culture to land; the nature of cultural exchange and conflict in the period after European contact; the unique relationship of Native communities with the United States government; the significance of language; the vitality of contemporary cultures; and the variety of Native artistic styles, from literature and poetry to painting and sculpture to performance arts. This thematic approach places history, culture, and intellectual production in the contexts of politics and power. Using specific examples throughout the book, the authors portray the culture of Native Americans from the viewpoints of Native people as well as from those of non-Native Americans.

McCoy, M. (2000). Federal Indian Law and Policy Affecting American Indian and Alaskan Native Education. Indian Education Legal Support Project: “Tribalizing Indian Education”. PDF (1,278 KB)Boulder, CO: Native American Rights Fund. (ERIC Document Reproduction Service No. ED459031). Retrieved May 21, 2007 from http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage
_01/0000000b/80/0d/97/18.pdf.

These materials are an overview of the major legal principles of federal Indian law and the major developments in federal Indian policy. They are intended to show how the legal principles and policy developments have affected the education of American Indians and Alaska Natives.

Mendez, G. (2006). Using Students’ Cultural Heritage to Improve Academic Achievement in Writing. Multicultural Perspectives 8(4), 29-38.

This article discusses an approach to teaching used at a California-Mexican border high school by a group of teachers working to make teaching and learning more relevant to Chicano and Mexican students’ lives and to improve their academic achievement in writing. An offshoot of a training program for English Language Development studies, the project started with four teachers across diverse disciplines in the humanities who integrated their curricula based on Chicano themes history, and literature.

National Center for Children in Poverty (2006). Low Income Children in the United States: National and State Trend Data, 1995-2005. New York, NY: Mailman School of Public Health, Columbia University. Retrieved October 25, 2006 from http://www.nccp.org/publications/pub_681.html

This data book provides national and 50-state trend data on the characteristics of low-income children over the past decade: parental education, parental employment, marital status, family structure, race and ethnicity, age distribution, parental nativity, home ownership, residential mobility, type of residential area, and region of residence.

National Indian Education Association (2005). Federal Indian Education Funding for FY 2006: The President's Budget Request. PDF (41 KB) Retrieved May 5, 2005 from http://www.niea.org/sa/uploads/policyissues/
19.42.BudgetPaper_final.pdf

Federal funding for Indian education programs is provided for by Congress in two separate annual appropriations bills: the Department of Labor, Health and Human Services and Education and Related Agencies Appropriations Bill, and the Department of the Interior and Related Agencies Appropriations Bill. The President submitted his budget request for fiscal year 2006 to Congress on February 7, 2005. The budget calls for a reduction in overall funding for the Department of Education of about 2.9%, and a reduction in funding for the Bureau of Indian Affairs of about 5.9%. The overall budget request for all federal discretionary spending is increased by about 2.1%. The following is a detailed outline of the Indian education provisions in the President's request and some historical data on the funding levels for each program or account.

Railsback, J. (2004, June). Increasing Student Attendance: Strategies from Research and Practice. PDF (250 KB) Portland, OR: Northwest Regional Educational Laboratory. Retrieved July 25, 2006 from http://www.nwrel.org/request/2004june/Attendance.pdf.

This report presents some research-based ideas as a starting place for those who want to develop better policies and practices for attendance and to understand the factors that contribute to increased attendance, engagement, and a lower dropout rate.

Reyhner, J. & Eder, J. (2004). American Indian Education: A History. Norman, OK: University of Oklahoma.

In this comprehensive history of American Indian education in the United States from colonial times to the present, historians and educators Jon Reyhner and Jeanne Eder explore the broad spectrum of Native experiences in missionary, government, and tribal boarding and day schools. This up-to-date survey is the first one-volume source for those interested in educational reform policies and missionary and government efforts to Christianize and "civilize" American Indian children. American Indian Education considers and analyzes shifting educational policies and philosophies, paying special attention to the passage of the Native American Languages Act and current efforts to revitalize Native American cultures.

Reyhner, J. & Eder, J. (2006). American Indian/Alaska Native Education: An Overview. Retrieved October 26, 2006 from Northern Arizona University website: http://jan.ucc.nau.edu/~jar/AIE/Ind_Ed.html.

This article examines the current issues in American Indian and Alaska Native education, the status of Indian education today, and the work that Native leaders and others are doing to improve Native education.

Sable, J., and Hill, J. (2006). Overview of Public Elementary and Secondary Students, Staff, Schools, and School Districts, Revenues, and Expenditures: School Year 2004-05 and Fiscal Year 2004 (NCES 2007-309). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved December 13, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007309.

This report contains information from the 5 Common Core of Data (CCD) surveys: the 2004-05 state, local education agency, and school nonfiscal surveys for 2004-05 and the state and local education agency school finance surveys for fiscal year 2004. The report presents data about the students enrolled in public education, including the number of students by grade and the number receiving special education, migrant, or English language learner services. Some tables disaggregate the student data by racial/ethnic group or community characteristics such as rural - urban. The numbers and types of teachers, other education staff, schools, and local education agencies are also reported. Finance data include revenues by source (local, state, and federal) and total and per-pupil expenditures by function.

Vernez, G., Karam, R., Mariano, L., and DeMartini, C. (2006). Evaluating Comprehensive School Reform Models at Scale: Focus on Implementation. Santa Monica, CA: Rand Corporation. Retrieved December 13, 2006 from http://www.rand.org/pubs/monographs/MG546/.

Despite increasing pressure for improving student achievement, most studies of comprehensive school reforms show only a modest effect — or sometimes no effect at all. But if reform has not been implemented, or has been implemented only in part, changes in student achievement cannot be expected. To fill the “implementation measurement” gap, the authors developed a unique methodology to quantitatively measure the level of school reform implementation. They applied this methodology to measure actual implementation of four different models in a large number of schools, along with a corresponding set of non-model schools. They found that very few schools have fully implemented their reform model. Practices in model and non-model schools are similar, although some practices are implemented more thoroughly or frequently when prescribed by a model. At the current level of implementation, comprehensive school reform is likely to have little effect on student achievement.

Disclaimer and Terms of Use

Disclaimer: The papers on this web page are provided for your convenience. We believe these papers provide information that is relevant and useful to efforts to improve teaching and learning for Native American students. The opinions expressed in these papers, however, do not necessarily reflect the positions or policies of the Office of Indian Education or the U.S. Department of Education. Also, the inclusion of papers here does not represent, nor should it be construed or interpreted as, an endorsement by the U.S. Department of Education of any private organization or business.

Terms of Use: The conference papers and full-text articles contained on the OIE web site at http://www.ed.gov/rschstat/research/pubs/oieresearch/ must only be used for personal, non-commercial purposes. The reproduction, duplication, distribution (including by way of email, facsimile or other electronic means), publication, modification, copying or transmission of conference papers and full-text articles from this web site is strictly prohibited.