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ERIC Number: ED505877
Record Type: Non-Journal
Publication Date: 2009-Jul
Pages: 52
Abstractor: ERIC
Reference Count: 30
ISBN: N/A
ISSN: N/A
Achievement Gap Patterns of Grade 8 American Indian and Alaska Native Students in Reading and Math. Issues & Answers. REL 2009-No. 073
Nelson, Steven; Greenough, Richard; Sage, Nicole
Regional Educational Laboratory Northwest
Focusing on student proficiency in reading and math from 2003-04 to 2006-07, this report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and Alaska Native students. In response to a request by the Council of Chief State School Officers (CCSSO), this study reports on the gap between American Indian and Alaska Native students and all other students on state achievement tests beginning in 2003/04, shortly after implementation of the No Child Left Behind Act (NCLB). It describes achievement patterns for grade 8 American Indian and Alaska Native students and all other grade 8 students between 2003/04 and 2006/07, focusing on student proficiency in reading and math on state assessments in 26 states serving large populations of American Indian and Alaska Native students. Staff at eight regional educational laboratories collected data on statewide assessment results, number of students tested, and annual measurable objectives for states with grade 8 state assessment data for 2003/04 (20 CCSSO network states and 6 other states that served at least 4,000 American Indian and Alaska Native students). Using annual measurable objectives, the researchers analyzed proficiency rates in each subject against NCLB goals by state. Proficiency rates were graphically arrayed for each state and subject across the four years to show patterns in the achievement gaps between American Indian and Alaska Native students and other students. This revealed changes in the performance of these students relative to all other students and to the annual measurable objective. Results indicate that in most states both American Indian and Alaska Native students and all other students experienced achievement gains across the study period. Although achievement gaps were generally found to persist, the American Indian and Alaska Native students were at least keeping pace by increasing in achievement along with all other students. The majority of states with three or four years of continuous data saw an increase in the proficiency rates of American Indian and Alaska Native students in both reading and math, with either a decrease in their performance deficit or, in states where their performance was above that of other groups, an increase in their performance lead over other students. Five appendices are included: (1) Results from the National Indian Education Study and Trend Analyses; (2) Methods and Data Limitations; (3) Table of State Assessment Program Web Addresses; (4) Reading Proficiency Rates by State: 2003/04 to 2006/07; and (5) Math Proficiency Rates by State: 2003/04 to 2006/07. (Contains 2 notes, 52 figures, 2 boxes and 6 tables.) [For the associated summary report, see ED505876.]
Regional Educational Laboratory Northwest. Available from: Northwest Regional Educational Laboratory. 101 SW Main Street Suite 500, Portland, OR 97204-3213. Tel: 503-275-9519; Fax: 503-275-0458; e-mail: products@nwrel.org; Web site: http://ies.ed.gov/ncee/edlabs/reports/
Publication Type: Reports - Descriptive
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory West (ED); Institute of Education Sciences (ED), National Center for Education Evaluation and Regional Assistance
Identifiers - Location: Alabama; Alaska; Arizona; California; Colorado; Florida; Hawaii; Idaho; Iowa; Kansas; Louisiana; Michigan; Montana; Nebraska; Nevada; New Mexico; New York; North Carolina; North Dakota; Oklahoma; Oregon; South Dakota; Texas; Utah; Wisconsin; Wyoming
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Funded: Yes