ERIC Number: EJ794271
Record Type: Journal
Publication Date: 2008
Reference Count: N/A
Mixed Messages: American Indian Achievement before and since the Implementation of No Child Left Behind
Garcia, David L.
Journal of American Indian Education, v47 n1 p136-154 2008
This article uses state-level achievement data to examine the academic progress of Arizona American Indian elementary public school students before and since the implementation of the No Child Left Behind (NCLB) Act. In most subjects and grades, American Indian students are making greater progress since the implementation of NCLB. Generally, American Indian students outpace all other major racial/ethnic groups. Compared to their White counterparts, however, American Indian students are most often either falling further behind or are not making sufficient progress to close the achievement gap. Most of the progress since NCLB coincides with changes to Arizona's state assessments and once data from a one-time test score spike are omitted, the achievement rates of American Indian students drop precipitously. The volatility of these results raises concerns about the integrity of state assessments in high-stakes accountability systems. Finally, recommendations are made to improve the NCLB large-scale assessment and evaluation provisions.
Descriptors: Federal Legislation, American Indians, American Indian Education, Academic Achievement, Integrity, Scores, Accountability, Elementary School Students, State Standards, White Students, Comparative Analysis, High Stakes Tests, Student Evaluation
Center for Indian Education. Arizona State University, College of Education, P.O. Box 871311, Tempe, AZ 95287-1311. Tel: 480-965-6292; Web site: http://jaie.asu.edu/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Arizona
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001