A review of 15 case histories and 3 general studies reveals major deficiencies in research efforts to determine the quality of education for Native Indian students in Canada. Studies lack definition of the key term "quality of education," overuse provincial standards to indicate quality, and fail to establish the relationship between community goals and quality of education. Studies reviewed also failed to include existing long-term successful schools, focused on narrow issues, and neglected community involvement after the planning stage. Reliable studies will evaluate the quality of education according to preparation for total living, facilitation of free life and work choices, and enabling of individual advancement. They will include promotion of identity and self-worth, completion of high school, school achievement, and Indian self-determination as product variables and Indian philosophy and cultural relevance, quality of curriculum and instruction, facilities, and teacher preparation and inservice training as process variables. Improving the currently poor quality of Indian education is contingent on research which establishes concrete standards, follows through with high-quality study implementation, distinguishes between education and schooling, develops specific recommendations based on study outcomes, and relinquishes heavy reliance on community surveys. (MM)