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ERIC Number: EJ1140054
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0022-0671
Cultural Discontinuity between Home and School and American Indian and Alaska Native Children's Achievement
Torres, D. Diego
Journal of Educational Research, v110 n4 p331-347 2017
An assumption of culture-based education with respect to American Indian and Alaska Native (AI/AN) children is that discontinuity between home and school cultures is responsible for educational underachievement. Using data from the 2009 round of the National Indian Education Study, a subset of the larger National Assessment of Education Progress (NAEP), the author constructed a measure of cultural discontinuity and examined its relationship to AI/AN students' Grade 4 and 8 reading and mathematics achievement. Contrary to the cultural discontinuity hypothesis, there is no statistically significant negative relationship when the culture of the home is discontinued at school. On the Grade 4 NAEP reading assessment, in particular, cultural discontinuity was positively associated with students' achievement, net of both student- and school-level controls. Findings suggest that the assumptions of culture-based education may be overstated, though longitudinal data are still needed to be able to make causal claims.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: 1203410