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ERIC Number: EJ794267
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0021-8731
Perspectives on Change: A Continued Struggle for Academic Success and Cultural Relevancy at an American Indian School in the Midst of No Child Left Behind
Patrick, Robert
Journal of American Indian Education, v47 n1 p65-81 2008
Warrior Elementary is a pubic school within the Navajo Nation. District and school reforms fought against school closure or private restructuring due to pressures associated with repeated failure on standardized tests under the 2001 No Child Left Behind (NCLB) Act. Warrior Elementary saw tremendous academic gains on these tests one year after a district-wide standards-based reform. This study documents the perspectives of the school staff on recent academic growth, the factors attributed to the increase in scores, and the implications of NCLB for Navajo students attending Warrior Elementary School. Allegations of fraud and intense test-preparation emerged along with discourses of prejudice against the local Navajo community. Additionally, due to pressures from state agencies acting under NCLB, a new era emerged at Warrior Elementary: achieving standardization.
Center for Indian Education. Arizona State University, College of Education, P.O. Box 871311, Tempe, AZ 95287-1311. Tel: 480-965-6292; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001