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ERIC Number: ED507588
Record Type: Non-Journal
Publication Date: 2009-Aug-30
Pages: 10
Abstractor: ERIC
Reference Count: 17
Engaging Native American Learners with Rigor "and" Cultural Relevance. Issue Brief
Oakes, Abner; Maday, Traci
Center for Comprehensive School Reform and Improvement
Currently, the federal government administers several programs that aim to address the "unique educational and culturally related academic needs" (Title VII, Part A, Elementary and Secondary Education Act, 2002) of Native American students. What does this mean for today's teachers and learners? Unfortunately, the drive to significantly raise student achievement can overshadow or take attention away from efforts to make education more relevant and engaging for Native American students. Fortunately, growing evidence shows that academic rigor and culturally relevant practices are mutually compatible. This Issue Brief identifies strategies that foster Native American student engagement and improved academic achievement. The authors begin by examining the distribution of Native students and then we explore three areas that are identified in the literature as promising strategies for improving educational outcomes for Native students: (1) Instructional practices; (2) Curriculum content; and (3) School climate. (Contains 2 footnotes.)
Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: Center for Comprehensive School Reform and Improvement