Self-esteem, the ability to control one's environment, pupil's perceived teacher's expectations, and achievement are among variables affecting the academic performance of Indian students from various tribes in elementary and secondary public and private schools. Many studies reveal the almost universally poor achievement of Indian students compared to their white counterparts, and researchers agree that cultural factors are the cause. Existing literature, while often conflicting, supports the hypothesis that Native American students' academic achievement is directly related to their low self-esteem and low ability to control their environment. Indian low self-esteem, directly related to group identity, is almost inevitable because of their treatment throughout history. The ability to control one's environment is directly related to self-esteem; therefore, it, too, is low for Indians. Furthermore, Indian children perceive their teachers' expectations of them as low and they perform accordingly; this poor performance reinforces their negative self-image. Many other factors, including legislative policies, urbanization, and personality as related to culture, are involved in Native American academic achievement. Recommendations include developing training programs for enabling teachers to understand Indian cultures and testing children in their mother-tongue. An annotated bibliography is included. (SB)