# Mini-Bibliography

-   [Achievement Gap](#achievement-gap)

-   [Charter / Alternative Schools](#_Charter_/_Alternative)

-   [Community Education](#community-education)

-   [Gifted / Special Needs](#_Gifted_/_Special)

-   [Government Reports](#government-reports)

-   [Health / Behavioral Issues](#_Health_/_Behavioral)

-   [High School Graduation](#high-school-graduation)

-   [Learning Styles](#learning-styles)

-   [Technology](#technology)

-   [Other](#other)

## Achievement Gap

Barton, P. (2003, October). [*Parsing the Achievement Gap: Baselines for
Tracking
Progress*](http://ets.org/Media/Education_Topics/pdf/parsing.pdf).
Princeton, NJ: Educational Testing Service, Policy Information Center.
Retrieved July 25, 2006 from
<http://ets.org/Media/Education_Topics/pdf/parsing.pdf>.

> The study presents the links between student achievement and core
> factors often related to students\' racial, ethnic, and socioeconomic
> status.

Berends, M., Lucas, S., Sullivan, T., & Briggs, R. (2005). *[Examining
Gaps in Mathematics Achievement among Racial-Ethnic Groups, 1972 -
1992](http://www.rand.org/pubs/monographs/2005/RAND_MG255.pdf).* Santa
Monica, CA: RAND Corporation. Retrieved January 13, 2006 from
<http://www.rand.org/pubs/monographs/2005/RAND_MG255.pdf>.

> This report focuses on the mathematics test score gaps among black,
> Latino, and white students. The authors examine several nationally
> representative senior high school student cohorts between the early
> 1970s and the early 1990s to understand trends in the mathematics
> scores of these different racial-ethic groups. The authors also
> analyze how changes in family, school, and schooling measures help
> explain changes in the test score gaps over time.

Center on Education Policy (2005, August). *[States Try Harder, but Gap
Persists: High School Exit Exams
2005](http://www.cep-dc.org/highschoolexit/reportAug2005/hseeAug2005.pdf).*
Retrieved September 10, 2005 from
www.cep-dc.org/index.cfm?fuseaction=document.showDocumentByID&DocumentID=143&C:\\CFusionMX7\\verity\\Data\\dummy.txt.

This is the fourth annual report on state exit exams produced by the
Center on Education Policy. It is a product of the Center's
comprehensive multi-year study of exit exams and is based on information
they collected from 25 states with current or planned exit exams, on
their own research, and on their review of other major research in this
field. The report aims to be a comprehensive review of the status,
characteristics, and effects of exit exams.

Education Trust, Inc. (2004). [*Education Watch: Achievement
Gap*](http://www2.edtrust.org/edtrust/summaries2004/2004AchievementGapandSummaryTables.pdf).
Retrieved May 20, 2005 from
<http://www2.edtrust.org/edtrust/summaries2004/2004AchievementGapandSummaryTables.PDF>

> This report shows how many points students gained or lost the National
> Assessment of Educational Progress. The report only shows those states
> that participated in both 1996 and 2003 and had enough members of each
> student group in the testing sample.

Lohse, C., & Ockert, S. (2005). *[American Indian Student Achievement in
Montana Public Schools: Features of the Academic Achievement Gap and
Policy
Prescriptions](http://leg.state.mt.us/content/committees/interim/2005_2006/qual_schools/staff_reports/AMERICAN_INDIAN_STUDENT_ACHIEVEMENT_IN_MONTANA_PUBLIC_SCHOOLS.pdf).*
Retrieved June 12, 2006 from
<http://leg.mt.gov/content/committees/interim/2005_2006/qual_schools/staff_reports/AMERICAN_INDIAN_STUDENT_ACHIEVEMENT_IN_MONTANA_PUBLIC_SCHOOLS.pdf>.

> This analysis by the Montana Department of Commerce looks at the
> performance of American Indian students in Montana schools relative to
> their White peers. The results demonstrate a strong achievement gap
> between the two subgroups, with White students demonstrating higher
> levels of proficiency on norm-referenced and criterion referenced
> tests; higher graduation rates and attendance rates; and fewer
> instances of suspension or expulsion from schools. In identifying
> these characteristics, the authors noted strong intra-state
> variability in performance, with American Indian students in urban
> areas and economically and racially integrated schools significantly
> outperforming their peers who attend school in rurally isolated Indian
> County. The authors further noted that despite significant variability
> among a host of socio-economic indicators between urban areas and
> reservations, American Indian students located in urban setting were
> not socio-economically identifiable from American Indian students
> attending school in Indian country. In a companion report,
> intra-school variability in performance was also identified. From
> these findings, a number of policy responses are explored and
> analyzed.

## Charter / Alternative Schools

Bielenberg, B. (2000). [Charter Schools for American
Indians](http://jan.ucc.nau.edu/~jar/LIB/LIB11.html). In J. Reyhner, J.
Martin & L. Lockard (Eds.), *Learn in Beauty: Indigenous Education for a
New Century* (pp. 132-150). Flagstaff, AZ: Northern Arizona University.

> The charter school movement is a reform through which American Indians
> can gain back their sovereignty, a way in which they can step forward
> on their own behalf and on behalf of their children. However, the
> existence of such schools alone is not enough, as is shown in this
> paper through a small-scale ethnographic study of an urban charter
> school serving students from some 30 tribes. This study indicates that
> despite the best of intentions, it is often difficult to change common
> mainstream educational practices. Rather than simply changing what we
> teach, it is necessary to look more deeply at how we teach and how we
> structure the learning environment. Taking such issues into
> consideration can provide American Indian children with the education
> they deserve and the education indigenous people, both urban and
> rural, have been requesting for over a century.

Jeffries, R., Hollowell, M., & Powell, T. (2004). [Urban American Indian
Students in a Nonpunitive Alternative High
School](http://direct.bl.uk/bld/PlaceOrder.do?UIN=148741916&ETOC=RN&from=searchengine).
*American Secondary Education 32*(2), 63-78.

> This article is based on participant observation, review of documents
> such as curriculum materials, and interviews with participants
> associated with Spotted Eagle Alternative High School in Milwaukee,
> Wisconsin. The school was founded to combat the high dropout rate of
> American Indian students from mainstream secondary settings and offers
> a last chance for high school graduation. Approximately half of its
> students are American Indian, while the remaining students are African
> American, White, and Latino. Eighty percent of seniors graduate each
> year. The article highlights values and attitudes that predominate at
> Spotted Eagle. It also demonstrates how the school fulfills criteria
> for a quality nonpunitive education.

## Community Education

Fettes, M. (1999) [Indigenous Education and the Ecology of
Community](http://www.multilingual-matters.com/multi/results.asp?TAG=&CID=&search_text_01=&search_field_01=author&search_text_02=&search_field_02=editor&search_text_03=Indigenous%2BCommunity-Based%2BEducation%2B&search_field_03=title&search_text_04=&search_f).
In. S. May (Ed.), *Indigenous Community-Based Education* (pp. 20-41).
Clevendon, UK: Multilingual Matters.

> This paper begins from the premise that indigenous community-based
> education can usefully learn from attempts to define and implement
> 'community education', even in settings so far removed from the
> indigenous context. The first section shows how 'community education'
> has been developed on the basis of four fundamentally different
> concepts of community, all of which have some relevance to the
> challenges of indigenous education but are ultimately inadequate as a
> guide to practice. The second section shows how these flaws can be
> traced back to an overly simplistic model of community rooted in
> European history. A way of extending this model is proposed which is
> compatible with a more complex and dynamic 'ecology of community'.
> This idea is developed in greater detail in the third section,
> employing a model of 'cultural negotiation' developed by Canadian
> ethnographer Arlene Stairs, and incorporating many insights offered by
> Chickasaw educator Eber Hampton, as a means by which indigenous
> community-based education might proceed.

Hermanson, M., & Hoagland, T. (2002). [*Utilizing Paraeducators as
Liaisons to the Local
Community*](http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED463108).
Charleston, WV: Clearinghouse on Rural and Small Schools. (ERIC Document
Reproduction Service No. ED463108).

> A study examined the role of paraeducators as liaisons to the local
> community. Phase 1 of the study involved interviews with four
> paraeducators and three teachers, each of whom was part of a rural
> teacher/paraeducator team that used the paraeducator\'s background in
> the community to enhance school activities. Phase 2 involved five
> group sessions with 135 paraeducators, teachers, administrators, and
> others from rural Montana schools and with 70 paraeducators, teachers,
> and administrators from Bureau of Indian Affairs (BIA) funded schools
> in four states. Findings indicate that paraeducators interacted with
> parents, suggested school activities based on their knowledge of the
> community, assisted with arranging school activities in the community,
> had other roles in the community that enhanced the school-community
> relationship, brought local culture to school activities, and modeled
> community attributes. Their acquaintance with local families
> contributed to school activities. Obstacles to utilizing paraeducators
> as community links included concerns regarding confidentiality,
> insufficient paraeducator training, uncertain job descriptions and
> parameters of paraeducator duties, insufficient paraeducator knowledge
> of students or school procedures due to inability to attend meetings,
> and working for schools interfering with a paraeducator\'s image in
> the community. These findings were used to develop a series of videos
> to be used in training teacher/paraeducator teams.

Saskatchewan Education (2001). [*Aboriginal Elders and Community Workers
in Schools - A Guide for School Divisions and Their
Partners*](http://www.sasked.gov.sk.ca/curr_inst/iru/bibs/law30/td-ab.html).
Regina, Saskatchewan: Saskatchewan Education.

> This guide has been produced to assist boards of education to develop
> policy and guidelines if they choose to initiate programs involving
> Elders, Aboriginal community workers, or other resource people. It
> will also assist school division administrators and their community
> partners to design and implement local initiatives in schools.

## Gifted / Special Needs

Ballinger, R. & Noonan, M. (2004). [Transitioning Students with
Disabilities in a Rural Native Hawaiian Community: One Teacher's
Perspective](http://findarticles.com/p/articles/mi_qa4052/is_200410/ai_n9521258).
*Rural and Special Education Quarterly 23*(4), 17-24. Retrieved December
14, 2005 from
findarticles.com/p/articles/mi_qa4052/is_200410/ai_n9521257.

> Special education teachers in rural settings face unique social and
> cultural challenges. Geographic and economic constraints, cultural and
> lifestyle differences, and social boundaries between local residents
> and newcomers may significantly affect the transition process of youth
> with disabilities. This qualitative case study explored the
> experiences and influence of a Caucasian transition and reading
> teaching in her first year in an isolated primarily Native Hawaiian
> community.

Davis, J., Erickson, J., Johnson, S., Marshall, C., Running Wolf, P., &
Santiago, R. (Eds.). (2002). [*Working Group on American Indian Research
and Program Evaluation Methodology, Symposium on Research and Evaluation
Methodology: Lifespan Issues Related to American Indian/Alaska Natives
with Disabilities*](http://wili.org/docs/AIRPEM_Monograph.pdf).
Flagstaff: Northern Arizona University, Institute for Human Development,
Arizona University Center on Disabilities, American Indian
Rehabilitation Research and Training Center. Retrieved July 25, 2006
from <http://wili.org/docs/AIRPEM_Monograph.pdf>.

> This monograph was developed to address alternative and appropriate
> methods of conducting research with the American Indian and Alaska
> Native population. Research with American Indians needs to be
> academically acceptable to the general research community as well as
> appropriate culturally and linguistically. Research and program
> evaluation experiences shared in the monograph are offered as viable
> methods of impacting these multifaceted issues and problems.

Faircloth, S. (2000). *[Issues in the Education of American Indian and
Alaska Native Students with
Disabilities](http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED448009).*
Charleston, WV: Clearinghouse on Rural and Small Schools. (ERIC Document
Reproduction Service No. ED448009).

> Over 10 percent of American Indian and Alaska Native (AI/AN) students
> in public schools and more than 18 percent of AI/AN students in Bureau
> of Indian Affairs and tribal schools are eligible for or placed in
> special education programs. This digest addresses four selected issues
> in the education of AI/AN students with disabilities. First, the 1997
> amendments to the Individuals with Disabilities Education Act (IDEA)
> provide for the awarding of personnel preparation grants to colleges
> and universities; some grants have been awarded specifically for
> training special educators to work with AI/AN students. Grant
> recipients include a program on the Navajo Reservation that trains
> both Indian and non-Indian service providers, programs aimed at AI/AN
> college students, and grants to tribal colleges. Second, IDEA
> guarantees parents certain rights concerning their involvement in
> their child\'s education. Suggestions are offered for facilitating the
> involvement of AI/AN parents. Third, IDEA mandates that all students
> be evaluated using nondiscriminatory evaluations and multiple forms of
> assessment and using their native language. Suggestions for culturally
> and linguistically appropriate assessments are offered. Finally, IDEA
> requires education in the least restrictive environment. The inclusive
> model of education adopted by Kayenta Unified School District
> (Arizona) is briefly described.

National Research Council. (2002). *[Minority Students in Special and
Gifted Education](http://www.nap.edu/books/0309074398/html/).*
Washington, DC: National Academy Press.

Special education and gifted and talented programs were designed for
children whose educational needs are not well met in regular classrooms.
From their inceptions, these programs have had disproportionate
representation of racial and ethnic minority students. This book
considers possible contributors to that disparity, including early
biological and environmental influences and inequities in opportunities
for preschool and K-12 education, as well as the possibilities of bias
in the referral and assessment system that leads to placement in special
programs. It examines the data on early childhood experience, on
differences in educational opportunity, and on referral and placement.
The book also considers whether disproportionate representation should
be considered a problem.

Montgomery, D. (2001). [Increasing Native American Indian Involvement in
Gifted Programs in Rural
Schools](http://www.wiley.com/WileyCDA/WileyTitle/productCd-PITS.html).
*Psychology in the Schools 38*(5), 467-475.

Recent changes in the field of gifted education, including calls for
redefining the gifted education specialist\'s role and the classroom
teacher\'s desire to collaborate, have led to consultative and
collaborative approaches to serving gifted learners. Resource
consultation and collaboration, the pooling of expertise among all
school staff in order to do more for students, is emerging as a popular
service delivery strategy in gifted education programming. This article
reveals much about the nature and context of the processes only recently
applied to gifted learners. Specifically, it contains a description of
the consultation and collaboration processes, management issues for
related programming, delineation of consultation and collaboration
activities, and presents the educational implications for their
implementation.

Sarouphim, K. (2002). [Discover in High School: Identifying Gifted
Hispanic and Native American
Students](http://www.prufrock.com/client/client_pages/prufrock_jm_jsge.cfm).
*Journal of Secondary Gifted Education 14*(1), 30-38.

> Based on Gardner's theory of multiple intelligences, the Discover
> assessment was designed to identify gifted minority students for
> placement into programs for the gifted. In previous studies, the
> reliability and validity of the assessment in elementary grades were
> examined and yielded mostly positive results. In this study, similar
> analyses were carried out to investigate some validity aspects of
> Discover with secondary students. The sample consisted of 303
> predominantly Hispanic and Native American ninth grades. The results
> provided evidence for an alignment of the assessment with the theory
> of multiple intelligences. Also, no overall gender or ethnic
> differences were found in the numbers of students identified. In
> addition, the results suggested that the use of the Discover
> assessment might help in reducing the problem of minority students'
> under-represented in programs for the gifted, as 29.3% of the high
> school students that participated in this study were identified as
> gifted.

Tepper, N., & Tepper, B. (2004). [Linking Special Education with
Multicultural Education for Native American Children with Special
Needs](http://www.findarticles.com/p/articles/mi_qa4052/is_200410/ai_n9521258).
*Rural and Special Education Quarterly 23*(4), 30-33.

Special educators need to be able to work well with Native American
students who have special needs and their families to insure that their
cultural background is used to support, rather than impede their
progress in education. The authors propose a set of questions that can
be used to assist educators in collaborating with families to
incorporate key aspects of the child's cultural background into the
individual education plan.

Western Interstate Commission for Higher Education (2004, April).
*[Serving American Indian Students: Participation in Accelerated
Learning
Opportunities](http://www.wiche.edu/Policy/WCALO/documents/AmericanIndianStudents_000.pdf).*
Boulder, CO: Suzanne Benally. Retrieved December 6, 2005 from
<http://www.wiche.edu/Policy/WCALO/documents/AmericanIndianStudents_000.pdf>.

> This study examines American Indian student participation in
> accelerated learning opportunities. The paper is organized in two
> sections: a report on the findings with policy consideration and a
> discussion of relevant research. The study is designed to develop a
> context for understanding American Indian student access to and
> participation in accelerated learning programs in several Western
> states.

## Government Reports

Bureau of Indian Affairs, Office of Indian Education Programs (2001).
[*2001 Risk Behavior Survey of High School Students Attending Bureau
Funded Schools*](http://www.oiep.bia.edu/docs/hsyrbs_2001.pdf).
Retrieved May 5, 2005 from www.oiep.bia.edu/docs/hsyrbs_2001.pdf

This report summarizes the results of the 2001 Bureau of Indian Affairs
(BIA), Office of Indian Education Programs Youth Risk Behavior Survey
which was completed in the spring of 2001 by 5,654 BIA high school
students. Sixty-six out of a possible 75 Bureau schools with grades 9-12
participated. This represents a 66% student response rate and a 92%
school response rate. A weighting factor was applied to each student
record to adjust for students who did not complete the survey. This
report is designed to stimulate useful data driven discussion among
educators, parents, and youth in BIA funded schools about more effective
ways to focus local programs and activities used to address risk
behaviors.

Bureau of Indian Affairs, U.S. Department of the Interior (2006).
*[Performance and Accountability Report: Fiscal Year
2005](http://www.doi.gov/bia/BIA_PAR_2005_FINAL_02242006_web.pdf).*
Washington, DC: U.S. Government Printing Office. Retrieved October 25,
2006 from <http://www.doi.gov/bia/BIA_PAR_2005_FINAL_02242006_web.pdf>.

The Performance and Accountability report provides performance and
financial information that enables the public to assess the performance
of the Bureau relative to its mission and stewardship of its resources
entrusted to it.

Bureau of Justice Statistics (2004, December). [*A BJS Statistical
Profile, 1992-2002: American Indians and
Crime*](http://www.ojp.usdoj.gov/bjs/pub/pdf/aic02.pdf). Retrieved
August 30, 2005 from <http://www.ojp.usdoj.gov/bjs/pub/pdf/aic02.pdf>.

Summarizes data on American Indians in the criminal justice system and
reports the rates and characteristics of violent crimes experienced by
American Indians. This report updates a previous BJS report, American
Indians and Crime, published in 1999. The findings include the
involvement of alcohol, drugs, and weapons in violence against Indians.
The report describes victim-offender relationships, the race of those
involved in violence against Indians, and the rate of reporting to
police by victims. It discusses the rates of arrest, suspect
investigations and charges filed, and incarceration of Indians for
violent crimes.

Chapman, C., & Hoffman, L. (2007). *[Event Dropout Rates for Public
School Students Grades 9-12: 2002-2003 and
2003-2004](http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007026).*
(NCES 2007-026). U.S. Department of Education. Washington, DC: National
Center for Education Statistics. Retrieved May 18, 2007 from
<http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007026>.

> The report summarizes and compares event dropout rates for public high
> school students, by state, for 2002-03 and 2003-04. Among reporting
> states in 2003-04, the rates ranged from a low of 1.8 percent in
> Connecticut and New Jersey to a high of 7.9 percent in Louisiana. The
> event dropout rate measures the percentage of high school students who
> drop out in a given year. A dropout is a student who was enrolled at
> the beginning of the year, not enrolled at the beginning of the next
> year, and who did not graduate from high school or complete some other
> district- or state-approved educational program.

Dye, J., & Johnson, T. (2007). *[A Child's Day: 2003. Selected
Indicators of a Child's
Well-Being](http://www.census.gov/prod/2007pubs/p70-109.pdf).*
Washington, DC: U.S. Census Bureau. Retrieved March 21, 2007 from
<http://www.census.gov/prod/2007pubs/p70-109.pdf>.

This report is the third examination of children's well-being and their
daily activities based on data from the Survey of Income and Program
Participation. It addresses children's living arrangements and their
families characteristics, early child care experiences, daily
interaction with parents, extracurricular activities, academic
experience, and parents' educational expectations.

General Accounting Office (2001). [*BIA and DOD School Student
Achievement and Other Characteristics Often Differ from Public
Schools'*](http://www.gao.gov/new.items/d01934.pdf). Retrieved May 5,
2005 from <http://www.gao.gov/new.items/d01934.pdf>

The federal government has direct responsibility for two school systems
serving elementary and secondary students -- the Bureau of Indian
Affairs and the Department of Defense school systems. This report
provides information on student academic performance, teacher staffing,
access to educational technology, the condition of facilities, and
expenditure levels for each system. This study also provides comparative
data for public schools when these data are available.

Hussar, W.J., & Bailey, T.M. (2006). *[Projection of Education
Statistics to 2015](http://nces.ed.gov/pubs2006/2006084.pdf).* (NCES
2006-084). U.S. Department of Education, National Center for Education
Statistics. Washington, DC: U.S. Government Printing Office. Retrieved
October 25, 2006 from <http://nces.ed.gov/pubs2006/2006084.pdf>.

This publication provides projections for key education statistics. It
includes statistics on enrollment, graduates, teachers, and expenditures
in elementary and secondary schools, and enrollment, earned degrees
conferred, and current-fund expenditures of degree-granting
institutions. For the Nation, the tables, figures, and text contain data
on enrollment, teachers, graduates, and expenditures for the past 14
years and projections to the year 2015. For the 50 States and the
District of Columbia, the tables, figures, and text contain data on
projections of public elementary and secondary enrollment and public
high school graduates to the year 2015. In addition, the report includes
a methodology section describing models and assumptions used to develop
national and state-level projections.

Kutner, M., Greenberg, E., Jin, Y., Boyle, B., Hsu, Y., and Dunleavy, E.
(2007). *[Literacy in Everyday Life: Results from the 2003 National
Assessment of Adult
Literacy](http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007480)*
(NCES 2007-480). U.S. Department of Education. Washington, DC: National
Center for Education Statistics. Retrieved April 12, 2007 from
<http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007480>.

> The 2003 National Assessment of Adult Literacy (NAAL) assessed the
> English literacy skills of a nationally representative sample of more
> than 19,000 U.S. adults (age 16 and older) residing in households and
> prisons. NAAL is the first national assessment of adult literacy since
> the 1992 National Adult Literacy Survey. Three types of literacy were
> measured: Prose, Document, and Quantitative. Results were reported in
> terms of scale scores (on a 500-point scale) and in terms of four
> literacy levels---Below Basic, Basic, Intermediate, and Proficient.
> This report, Literacy in Everyday Life, presents findings from the
> 2003 assessment. It examines changes in literacy levels for the total
> adult population of the United States, as well as for adults with
> different demographic characteristics (gender, race, age, and
> ethnicity). Changes in literacy levels are reported for 2003 as well
> as between 1992 and 2003. In addition, the report describes how
> American adults age 16 and older at varying literacy levels use
> written information in their everyday lives. Specifically, this report
> describes the relationship between literacy and a number of
> self-reported background characteristics including education,
> employment, earnings, job training, family literacy practices, civics
> activities, and computer usage. It examines the relationship between
> educational attainment and literacy and reports changes between 1992
> and 2003. In addition, the relationship between literacy and adult
> education, including basic skills classes, English as a second
> language classes, and information technology certification is
> reported. The findings discuss the relationship between literacy and
> employment status, occupation, weekly wage or salary, job training,
> and participation in public assistance programs. Moreover, the report
> examines how parents, grandparents, and guardians at different
> literacy levels interact with the children living in their homes
> around issues related to literacy and school. Finally, the report
> discusses how adults at different literacy levels participate in
> government and community affairs by voting, staying informed, and
> volunteering.

Meriam, L., Brown, R., Cloud, H., Dale, E., Duke, E., Edwards, H., et
al. (1928). [*The Problem of Indian
Administration*](http://www.alaskool.org/native_ed/research_reports/IndianAdmin/Indian_Admin_Problms.html).
Baltimore, MD: Johns Hopkins Press.

Prepared by a team of social scientists led by Lewis M. Meriam (and
including the Winnebago Henry Roe Cloud) and was published in 1928. It
recounted the conditions for Indian peoples on reservations. The study
found infant mortality rates of 190.7 per 1,000, far higher than the
rate for any other ethnic group. Diseases such as measles, pneumonia,
tuberculosis, and trachoma (an infectious eye disease) were rampant on
the reservations, and material conditions ranging from diet to housing
to health care were deplorable. The report singled out the U.S.
government\'s allotment policy as the greatest contributor to Indian
peoples\' impoverishment and called for a complete overhaul of the
Bureau of Indian Affairs and of national Indian policy.

National Bureau of Economic Research (2006, May). [*The Academic
Achievement Gap in Grades 3 to
8*](http://papers.nber.org/papers/W12207). Washington, DC. Retrieved
June 8, 2006 from <http://papers.nber.org/papers/W12207>.

> Using data for North Carolina public school students in grades 3 to 8,
> the authors examine achievement gaps between white students and
> students from other racial and ethnic groups. They focus on successive
> cohorts of students who stay in the state\'s public schools for all
> six years, and study both differences in means and in quantiles. The
> results on achievement gaps between black and white students are
> consistent with those from other longitudinal studies: the gaps are
> sizable, are robust to controls for measures of socioeconomic status,
> and show no monotonic trend between 3rd and 8th grade. In contrast,
> both Hispanic and Asian students tend to gain on whites as they
> progress through these grades. Looking beyond simple mean differences,
> the authors find that the racial gaps between low-performing students
> have tended to shrink as students progress through school, while
> racial gaps between high-performing students have widened. Racial gaps
> differ widely across geographic areas within the state; very few of
> the districts or groups of districts that were examined have managed
> simultaneously to close the black-white gap and raise the relative
> test scores of black students.

National Center for Education Statistics (2004). [*The Condition of
Education 2004*](http://nces.ed.gov/pubs2004/2004077.pdf). Retrieved
May, 18, 2005, from <http://nces.ed.gov/pubs2004/2004077.pdf>

Recognizing that reliable data are critical in guiding efforts to
improve education in American, *The Condition of Education 2004*
presents indicators of important developments and trends in American
education. Recurrent themes underscored by the indicators include
participation and persistence in education, student performance and
other outcomes, the environment for learning, and societal support for
education. In addition, this year's volume contains a special analysis
that examines changes in undergraduate student financial aid between
1989-90 and 1999-2000.

National Center for Education Statistics (2005). [*National Assessment
of Education Progress: The Nation's Report
Card*](http://nces.ed.gov/nationsreportcard/). Retrieved August 10, 2005
from <http://nces.ed.gov/nationsreportcard/>.

The National Assessment of Educational Progress (NAEP), also known as
\"the Nation\'s Report Card,\" is the only nationally representative and
continuing assessment of what America\'s students know and can do in
various subject areas. Since 1969, assessments have been conducted
periodically in
[reading](http://nces.ed.gov/nationsreportcard/reading/),
[mathematics](http://nces.ed.gov/nationsreportcard/mathematics/),
[science](http://nces.ed.gov/nationsreportcard/science/),
[writing](http://nces.ed.gov/nationsreportcard/writing/), [U.S.
history](http://nces.ed.gov/nationsreportcard/ushistory/),
[civics](http://nces.ed.gov/nationsreportcard/civics/),
[geography](http://nces.ed.gov/nationsreportcard/geography/), and [the
arts](http://nces.ed.gov/nationsreportcard/arts/). NAEP does not provide
scores for individual students or schools; instead, it offers results
regarding subject-matter achievement, instructional experiences, and
school environment for populations of students (*e.g*., fourth-graders)
and groups within those populations (*e.g*., female students, Hispanic
students). NAEP results are based on a
[sample](javascript:openWin('/nationsreportcard/glossary.asp#sample'))
of student populations of interest.

National Center for Education Statistics (2005, December). *[National
Assessment of Adult Literacy: A First Look at the Literacy of America's
Adults in the 21^st^
Century](http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470).*
Washington, DC. Retrieved December 21, 2005 from
<http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470>.

> The 2003 National Assessment of Adult Literacy (NAAL) measures the
> English literacy of America\'s adults (people age 16 and older living
> in households and prisons). NAAL builds on the previous national
> assessment of literacy completed in 1992. The 2003 assessment defines
> literacy as "using printed and written information to function in
> society, to achieve one's goals, and to develop one's knowledge and
> potential." Results are reported in terms of scale score averages and
> literacy levels on three literacy scales: prose, document, and
> quantitative. The literacy levels were described as below basic,
> basic, intermediate, and proficient. Each level corresponded to a
> specific range of scale scores and was described in terms of the
> abilities associated with each level and the types of tasks that
> adults could complete at that level. An additional component
> comprising 5 percent of the adult population was the non-literate in
> English. The non-literate in English included the 2 percent who could
> not be tested because they could not communicate in English or
> Spanish, and the 3 percent who took an alternative assessment because
> they were unable to complete a minimum number of simple literacy
> screening questions. Results showed that the average quantitative
> literacy scores of adults increased 8 points between 1992 and 2003,
> though average prose and document literacy did not differ
> significantly from 1992. Among Blacks, average prose literacy scores
> increased by 6 points and average document literacy scores rose by 8
> points between 1992 and 2003 (figure 1). The average prose scores of
> Asians/Pacific Islanders increased as well, rising 16 points between
> 1992 and 2003.The average prose literacy scores of Hispanics fell 18
> points from 1992 to 2003, while average document literacy scores
> decreased by 14 points. Average prose and document literacy scores
> among Whites did not change significantly.

National Center for Education Statistics (2005, June). [*The Condition
of Education:
2005*](http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005094).
Washington, DC. Retrieved January 30, 2006 from
<http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005094>.

> The Condition of Education 2005 summarizes important developments and
> trends in education using the latest available data. The report
> presents 40 indicators on the status and condition of education and a
> special analysis of the mobility of elementary and secondary school
> teachers. The indicators represent a consensus of professional
> judgment on the most significant national measures of the condition
> and progress of education for which accurate data are available. The
> 2005 print edition includes 40 indicators in six main areas: (1)
> enrollment trends and student characteristics at all levels of the
> education system from elementary education to adult learning; (2)
> student achievement and the longer term, enduring effects of
> education; (3) student effort and rates of progress through the
> educational system among different population groups; (4) the contexts
> of elementary and secondary education in terms of courses taken,
> teacher characteristics, and other factors; (5) the contexts of
> postsecondary education; and (6) societal support for learning,
> including parental and community support for learning, and public and
> private financial support of education at all levels.

National Center for Education Statistics (2006, January). *[Public
Elementary and Secondary Students, Staff, Schools, and School Districts:
School Year
2003-04](http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006307).*
Washington, DC. Retrieved January 24, 2006 from
<http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006307>.

> This report contains data from the Common Core of Data (CCD)
> non-fiscal 2003-04 state, local education agency, and school surveys.
> The report presents data about the students enrolled in public
> education, including the number of students by grade and the number
> receiving special education, migrant, or English language learner
> services. Some tables disaggregate the student data by racial/ethnic
> group or community characteristics such as rural - urban. The numbers
> and types of teachers, other education staff, schools, and local
> education agencies are also reported.

National Center for Education Statistics (2006, June). [*The Condition
of Education:
2006*](http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006071).
Washington, DC. Retrieved June 8, 2006 from
<http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006071>.

> The Condition of Education 2006 summarizes important developments and
> trends in education using the latest available data. The report
> presents 50 indicators on the status and condition of education and a
> special analysis on international assessments. The indicators
> represent a consensus of professional judgment on the most significant
> national measures of the condition and progress of education for which
> accurate data are available. The 2006 print edition includes 50
> indicators in five main areas: (1) participation in education; (2)
> learner outcomes; (3) student effort and educational progress; (4) the
> contexts of elementary and secondary education; and (5) the contexts
> of postsecondary education.

National Center for Education Statistics (2006, May). *[Degree
completions in Areas of National Need, 1996-97 and
2001-02](http://nces.ed.gov/pubs2006/2006154.pdf).* Washington, DC.
Retrieved June 8, 2006 from <http://nces.ed.gov/pubs2006/2006154.pdf>

> The goal of this paper is to describe degree completions in academic
> programs of national need between the academic years of 1996-1997 and
> 2001-2002, focusing on institutions that grant awards of associate's
> degrees and higher. In particular, it examines the following: the
> change in the number of degrees completed in areas of national need
> over the 5-year period; and degree completions in terms of gender and
> race/ethnicity and how they have changed over the 5-year period.
> Tables presenting the characteristics of students who completed
> degrees in the areas of national need are included, by degree type,
> for reference purposes.

National Clearinghouse for English Language Acquisition and Language
Instruction Educational Programs (2002, May). *[Survey of the States'
Limited English Proficient Students & Available Educational Programs and
Services 1999-2000 Summary
Report](http://www.ncela.gwu.edu/policy/states/reports/seareports/0001/sea0001.pdf).*
Washington, DC: Anneka Kindler. Retrieved December 6, 2005 from
<http://www.ncela.gwu.edu/policy/states/reports/seareports/0001/sea0001.pdf>.

> The report is based on survey data gathering information in three
> areas: enrollment levels of limited English proficient students (LEP),
> educational condition of reported LEP students, and services received
> by LEP students.

National Science Foundation Directorate for Human Education and
Resources (2002). [*Culturally Responsive Education Evaluation as they
pertain to Native
Americans*](http://www.nsf.gov/pubs/2003/nsf03032/intro.pdf). Retrieved
October 26, 2006 from <http://www.nsf.gov/pubs/2003/nsf03032/intro.pdf>.

This document provides a detailed account from a two-day workshop
sponsored by the National Science Foundation Directorate for Education
and Human Resources. The workshop's purpose was to discuss issues of
culturally responsive educational evaluation as they pertain to Native
Americans. The three major themes of the workshop were evaluation issues
relating to the academic achievement of Native American students,
education/training opportunities for Native American evaluators, and
developing, maintaining and expanding a network of Native American
evaluators. The goal of this workshop was to offer direction for future
planning of evaluations and research activities, and to focus on
capacity building within the field of educational evaluation. Appendices
include the workshop agenda, a list of participants and participant
biographies.

Ogunwole, S. (2006, February). *[We the People: American Indian and
Alaska Natives in the United
States](http://www.census.gov/prod/2006pubs/censr-28.pdf).* U.S.
Department of Commerce, Economics and Statistics Administration.
Washington, DC: U.S. Census Bureau. Retrieved July 25, 2006 from
<http://www.census.gov/prod/2006pubs/censr-28.pdf>.

> This report provides a portrait of the American Indian and Alaska
> Native population in the United States and discusses the largest
> specified tribal groupings, reservations, Alaska Native village
> statistical areas, and areas outside reservations and Alaska Native
> village statistical areas at the national level. It is part of the
> census 2000 special reports series that presents demographic, social,
> and economic characteristics collected from Census 2000.

Snyder, T.D., Tan, A.G., and Hoffman, C.M. (2006). [*Digest of Education
Statistics 2005* (NCES
2006-030)](http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006030).
U.S. Department of Education, National Center for Education Statistics.
Washington, DC: U.S. Government Printing Office. Retrieved August 18,
2006 from <http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006030>.

> The 41st in a series of publications initiated in 1962, the Digest's
> primary purpose is to provide a compilation of statistical information
> covering the broad field of American education from prekindergarten
> through graduate school. The Digest contains data on a variety of
> topics, including the number of schools and colleges, teachers,
> enrollments, and graduates, in addition to educational attainment,
> finances, and federal funds for education, libraries, and
> international comparisons. Some examples of highlights from the report
> include the following items. Enrollment in public elementary and
> secondary schools rose 22 percent between 1985 and 2005. The fastest
> public school growth occurred in the elementary grades
> (prekindergarten through grade 8), where enrollment rose 24 percent
> over this period, from 27.0 million to 33.5 million. Public secondary
> school enrollment declined 8 percent from 1985 to 1990, but then rose
> 31 percent from 1990 to 2005, for a net increase of 20 percent. The
> number of public school teachers has risen faster than the number of
> students over the past 10 years, resulting in declines in the
> pupil/teacher ratio. Between 1994 and 2004, the number of full-time
> college students increased by 30 percent compared to an 8 percent
> increase in part-time students. During the same time period, the
> number of men enrolled rose 16 percent, while the number of women
> enrolled increased by 25 percent.

St. Charles, J., & Costantino, M. (2000, June). *[Reading and the Native
American Learner: Research
Report](http://www.evergreen.edu/ecei/docs/RdgNAlrner.pdf).* Olympia,
WA: Office of Superintendent of Public Instruction, Office of Indian
Education.

> This document is intended as a resource for mainstream teachers. It
> provides a summary of current research on effective ways for teachers
> to more fully meet the educational needs of American Indian children
> attending public schools.

United States Census Bureau (2000). [*Census 2000 American Indian and
Alaska Native Summary File: Sample
Data*](http://www.census.gov/Press-Release/www/2004/AIANSF.html).
Retrieved May 18, 2005 from
<http://www.census.gov/Press-Release/www/2004/AIANSF.html>

The American Indian and Alaska Native Summary File (AIANSF) contains
sample data, which is the information compiled from the questions asked
of a sample of all people and housing units.

The sample data are presented in 213 population tables (matrices) and
110 housing tables, identified with \"PCT\" and \"HCT,\" respectively.
The tables are repeated or iterated for the total population, the total
American Indian and Alaska Native population, the total American Indian
population, the total Alaska Native population, and for 1,081 additional
specified American Indian and Alaska Native tribes. For any of these
iterations, tables will be shown only if the specific population
threshold is met. The population for the specific iteration in a
specific geographic area must be at least 100 people (based on a
100-percent count) of the specified population and include at least 50
unweighted sample cases. This threshold is based on respondents who
reported only one tribe.

The AIANSF is released as one file providing data for the United States,
regions, divisions, states (excluding Puerto Rico as a state
equivalent), metropolitan areas, American Indian and Alaska Native
areas, and Hawaiian home lands.

United States Commission on Civil Rights (2003). [*A Quiet Crisis:
Federal Funding and Unmet Need in Indian
Country*](http://www.usccr.gov/pubs/na0703/na0204.pdf). Retrieved May
18. 2005 from <http://www.usccr.gov/pubs/na0703/na0204.pdf>

This report examines federal funding of programs intended to assist
Native Americans at the U.S. Department of Interior, U.S. Department of
Health and Human Services, U.S. Department of Housing and Urban
Development, U.S. Department of Justice, U.S. Department of Education,
and U.S. Department of Agriculture. In this report the Commission
assesses the adequacy of funding provided via programs administered by
these six agencies and the unmet need that persist in Indian Country.

This study reveals that federal funding directed to Native Americans
through programs at these agencies has not been sufficient to address
the basic and very urgent needs of indigenous peoples. Among the myriad
of unmet needs are: health care, education, public safety, housing, and
rural development. The Commission finds that significant disparities in
federal funding exist between Native Americans and other groups in our
nation, as well as the general population.

U.S. Department of Education, Institute of Education Sciences, National
Center for Education Statistics (2005, October). [*Rates of Computer and
Internet Use by Children in Nursery School and Students in Kindergarten
through Twelfth Grade:
2003*](http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005111rev).
Washington, DC: Government Printing Office. Retrieved July 25, 2006 from
<http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005111rev>.

This Issue Brief describes the percentage of students in grades 12 or
below who used computers or the Internet in 2003. The Brief highlights
the fact that computer and Internet use is commonplace and begins early.
Even before kindergarten, a majority of children in nursery school use
computers and, and 23 percent use the Internet.

U.S. Department of Education; Office of Planning, Evaluation, and Policy
Development; Policy and Programs Studies Service (2007). *State
Strategies and Practices for Educational Technology: Volume 1 --
Examining the Enhancing Education through Technology Program.*
Washington, DC. Retrieved April 19, 2007 from
<http://www.ed.gov/rschstat/eval/tech/netts/netts-vol1.pdf>.

> This report discusses the role of the Enhancing Education Through
> Technology (EETT) program, the state priorities and programs that EETT
> supports, and the relationship between state educational technology
> program activities and the overarching goals and purposes of the No
> Child Left Behind Act of 2001. Chapter 1 of this report describes
> state educational technology policies and related programs, including
> the role of the EETT program in state efforts. Chapter 2 presents
> individual state profiles that present data summarized in Chapter 1.
>
> This report is part of the U.S. Department of Education\'s National
> Educational Technology Trends Study (NETTS), a multiyear evaluation
> that documents the implementation of the EETT program. The report
> draws primarily on data from NETTS surveys of state educational
> technology directors and district technology coordinators that were
> gathered in 2004 and 2005 and case study data gathered by NETTS in six
> states in 2004. The survey results reported focus on administrators\'
> perceptions of needs and strategies as opposed to providing direct
> evidence of needs or strategies, unless otherwise noted. The state
> survey asked state educational technology directors about state
> priorities for educational technology and administration of the EETT
> grant program. The district survey asked district technology
> coordinators about current and past activities supported by the EETT
> program and other general educational technology activities in their
> districts. State case study data are used to illustrate themes raised
> by state survey data.

U.S. Department of the Interior. (2005). *Strengthening the Circle:
Interior Indian Affairs Highlights 2001-2004.* For ordering information,
<http://www.doi.gov/bureau-indian-affairs.html>.

This publication highlights the U.S. Department of the Interior's
activities and accomplishments in the American Indian and Native Alaskan
communities during the past four years. Programs reviewed include:
Indian Education Programs, Fiduciary Trust Programs, Economic
Development and Tribal Services, Law Enforcement and Security Programs,
and Commissions and Boards.

## Health / Behavioral Issues

Beauvais, F. (1996). [Trends in Drug Use among American Indian Students
and Dropouts, 1975 to
1994](http://www.ajph.org/cgi/content/abstract/86/11/1594?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&author1=Beauvais&searchid=1&FIRSTINDEX=0&sortspec=relevance&resourcetype=HWCIT).
*American Journal of Public Health 86*(11), 1594-1598.

This 20-year surveillance project tracks the trends in substance abuse
among American Indian students and examines the observed patterns to
discover implications for prevention and treatment. The current phase of
this work includes data on drug use among Indian school dropouts.
Anonymous drug use surveys are administered annually to a nationally
representative sample of 7th- to 12th-grade Indian youths residing on or
near reservations. An adjustment for dropouts is made to provide
estimates for the entire age cohort. Indian youth continue to show very
high rates of drug use compared with their non-Indian peers. The trends
in rates during the last 20 years parallel those of non-Indian youth.
While overall drug use may be decreasing, about 20% of Indian
adolescents continue to be heavily involved with drugs, a proportion
that has not changed since 1980. Adjustment for school dropouts
increases the estimate for the entire age cohort.

Bureau of Indian Affairs, Office of Indian Education Programs (2001).
[*2001 Risk Behavior Survey of High School Students Attending Bureau
Funded Schools*](http://www.oiep.bia.edu/docs/hsyrbs_2001.pdf).
Retrieved May 5, 2005 from www.oiep.bia.edu/docs/hsyrbs_2001.pdf

This report summarizes the results of the 2001 Bureau of Indian Affairs
(BIA), Office of Indian Education Programs Youth Risk Behavior Survey
which was completed in the spring of 2001 by 5,654 BIA high school
students. Sixty-six out of a possible 75 Bureau schools with grades 9-12
participated. This represents a 66% student response rate and a 92%
school response rate. A weighting factor was applied to each student
record to adjust for students who did not complete the survey. This
report is designed to stimulate useful data driven discussion among
educators, parents, and youth in BIA funded schools about more effective
ways to focus local programs and activities used to address risk
behaviors.

Bureau of Justice Statistics (2004, December). [*A BJS Statistical
Profile, 1992-2002: American Indians and
Crime*](http://www.ojp.usdoj.gov/bjs/pub/pdf/aic02.pdf). Retrieved
August 30, 2005 from <http://www.ojp.usdoj.gov/bjs/pub/pdf/aic02.pdf>.

Summarizes data on American Indians in the criminal justice system and
reports the rates and characteristics of violent crimes experienced by
American Indians. This report updates a previous BJS report, American
Indians and Crime, published in 1999. The findings include the
involvement of alcohol, drugs, and weapons in violence against Indians.
The report describes victim-offender relationships, the race of those
involved in violence against Indians, and the rate of reporting to
police by victims. It discusses the rates of arrest, suspect
investigations and charges filed, and incarceration of Indians for
violent crimes.

Council of Chief State School Officers (2006). *High School Redesign and
Native American Students: How Can the Nation's High Schools respond to
the Needs of Native American Students?* Retrieved July 25, 2006 from
www.ccsso.org/content/pdfs/3 23 06 IssueReport-Final_BC Edits.pdf.

This Council of Chief State School Officers issue paper discusses a
focus group conducted to address the needs of Native American high
school students. The focus group was help prior to the Strengthening
Partnerships for American Indian, Alaska Native, and Native Hawaiian
Students Education Conference in October, 2005.

Parker, T. (2004). [Factors Associated with American Indian Teens'
Self-Rated
Health](http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ684027).
*American Indian Alaska Native Health Research 11*(3), 1-19.

Factors related to American Indian (AI) high school students\'
self-rated health were examined. Self-rated health was measured as a
single-item with a four-point response option ranging from poor to
excellent health. Of the 574 participants, 19% reported \"fair\" or
\"poor\" health, a percentage more than twice that for U.S. high school
students in general. Gender (related to family finances), school
achievement, social competence, and cannabis use were significantly
associated with the AI teens\' self-rated health. In comparative
examination, factors associated with AI teens\' health ratings were
found to be similar and dissimilar to ratings of other teens in
important ways.

## High School Graduation

ACT (2006). [*National Score
Report*](http://www.act.org/news/data/06/index.html). Retrieved October
26, 2006 from the ACT website:
<http://www.act.org/news/data/06/index.html>.

ACT\'s website features [complete score
information](http://www.act.org/news/data/06/index.html) for each state
in the U.S. Included is an interactive national map showing the
percentage of students in each state who met ACT\'s College Readiness
Benchmarks as well as the percentage who took advanced math and science
coursework in high school.

Cahalan, M. W., Ingels, S.J., Burns, L.J., & Daniel, B. (2006). [*United
States High School Sophomores: A Twenty-Two Year Comparison,
1980-2002*](http://nces.ed.gov/pubs2006/2006327.pdf). (NCES 2006-327).
U.S. Department of Education. Washington, DC: National Center for
Education Statistics. Retrieved October 25, 2006 from
<http://nces.ed.gov/pubs2006/2006327.pdf>.

Using questionnaire and test data collected in 1980, 1992, and 2002,
this report presents time series data on three cohorts of high school
sophomores. The report presents information on the changing context of
cohort demographics, family characteristics, school characteristics, and
school experiences, after school activities, and future plans and
expectations. Tested achievement is also presented with results in math
from 1980 to 1990 and 2002, and results in reading from 1990 to 2002.

Chapman, C., & Hoffman, L. (2007). *[Event Dropout Rates for Public
School Students Grades 9-12: 2002-2003 and
2003-2004](http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007026).*
(NCES 2007-026). U.S. Department of Education. Washington, DC: National
Center for Education Statistics. Retrieved May 18, 2007 from
<http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007026>.

> The report summarizes and compares event dropout rates for public high
> school students, by state, for 2002-03 and 2003-04. Among reporting
> states in 2003-04, the rates ranged from a low of 1.8 percent in
> Connecticut and New Jersey to a high of 7.9 percent in Louisiana. The
> event dropout rate measures the percentage of high school students who
> drop out in a given year. A dropout is a student who was enrolled at
> the beginning of the year, not enrolled at the beginning of the next
> year, and who did not graduate from high school or complete some other
> district- or state-approved educational program.

Educational Testing Services (2005, February). [*One-Third of a Nation:
Rising Dropout Rates and Declining
Opportunities*](http://www.ets.org/Media/Research/pdf/PICONETHIRD.pdf).
Retrieved December 13, 2005 from
<http://www.ets.org/Media/Research/pdf/PICONETHIRD.pdf>.

This Policy Information Report documents high and rising high school
dropout rates, declining investments in second-chance programs, and
deteriorating opportunities for dropouts in the job market.

Seastrom, M., Chapman, C., Stillwell, R., McGrath, D., Peltola, P.,
Dinkes, R., & Xu, Z. (2006). [Users Guide to Computing High School
Graduation Rates, Volume 1: Review of Current and Proposed Graduation
Indicators (NCES 2006-604)](http://nces.ed.gov/pubs2006/2006604.pdf).
U.S. Department of Education, National Center for Education Statistics.
Washington, DC: U.S. Government Printing Office. Retrieved August 31,
2006 from <http://nces.ed.gov/pubs2006/2006604.pdf>.

The first volume of this report examines the existing measures of high
school completion and the newly proposed proxy measures. This includes a
description of the computational formulas, the data required for each
indicator, the assumptions underlying each formula, the strengths and
weaknesses of each indicator relative to a true cohort on-time
graduation rate, and a consideration of the conditions under which each
indicator does or does not work.

Seastrom, M., Chapman, C., Stillwell, R., McGrath, D., Peltola, P.,
Dinkes, R., & Xu, Z. (2006). [Users Guide to Computing High School
Graduation Rates, Volume 2: Technical Evaluation of Proxy Graduation
Indicators (NCES 2006-605)](http://nces.ed.gov/pubs2006/2006605.pdf).
U.S. Department of Education, National Center for Education Statistics.
Washington, DC: U.S. Government Printing Office. Retrieved August 31,
2006 from <http://nces.ed.gov/pubs2006/2006605.pdf>.

The second volume of this report provides documentation of the technical
work that the Department leadership used to select an interim graduation
rate. The analysis in volume 2 draws upon the student record data from
two states to compute the true cohort on-time graduation rate for each
of those states, to compute the proxy graduation measures for each of
these states, and to compare the performance of each proxy indicator to
that of the true cohort rate. The Averaged Freshman Graduation Rate
(AFGR) indicator is the only measure that is consistently among the best
performing indicators in each analysis.

Swanson, C. (2001). [*Who Graduates? Who Doesn't? A Statistical Portrait
of Public High School Graduation, Class of
2001*](http://www.urban.org/UploadedPDF/410934_WhoGraduates.pdf).
Retrieved May 4, 2005, from Urban Institute, Education Policy Center Web
site: <http://www.urban.org/UploadedPDF/410934_WhoGraduates.pdf>

This study, the latest in a series of investigations conducted by the
Urban Institute, contributes to the growing body of knowledge in this
field of inquiry by providing the most extensive set of systematic
empirical findings on public school graduation rates in the United
States available to date. Detailed descriptive statistics and analytic
results are presented for the nation as a whole, by geographical region,
and for each of the states. This study also offers an exceptionally
detailed perspective on the issue of high school completion by examining
graduation rates for the overall student population, for specific racial
and ethnic groups, and by gender. Also analyzed are graduation rate
patterns for particular types of school districts, with special
attention to the systems in which the nation's most socioeconomically
disadvantaged students are educated.

Swanson, C. (2004). [*Projections of 2003-04 High School Graduates:
Supplemental Analysis based on Findings from Who Graduates? Who
Doesn't?*](http://www.urban.org/UploadedPDF/411019_2003_04_HS_graduates.pdf)
Retrieved May 4, 2005, from Urban Institute, Education Policy Center Web
site:
<http://www.urban.org/UploadedPDF/411019_2003_04_HS_graduates.pdf>.

This report presents a supplemental analysis based on the findings of a
recent Urban Institute study. In that earlier investigation, *Who
Graduates? Who Doesn't*, the Institute published a comprehensive and
systematic analysis of public school graduation rates in the United
States. In this report, the authors make use of their earlier findings
on graduation rates to compute projections of the numbers of students
they expect to graduate from public high schools at the end of the
current school year (2003-04). As was the case in their previous work,
detailed national and state results are presented for students as a
whole and for selected subgroups.

## Learning Styles

Bergstrom, A., Cleary, L, & Peacock, T. (2003). [*The Seventh
Generation: Native Students Speak about Finding the Good
Path*](http://www.edvantia.org/publications/index1.cfm?&section=publications&area=publications&id=628).
Charleston, WV: Edvantia.

> This book is based on interviews with 120 Native youth from across
> North America. Written especially for today\'s Native middle and high
> school students, the authors share students\' stories of life\'s
> challenges and their struggles to find and stay on the Good Path. They
> focus especially on how students developed strong Native identities;
> coped with troubles in their families, communities, and schools;
> reached their breaking points or responded resiliently to
> high-pressure situations; learned to appreciate their own intellectual
> gifts and abilities; and met the academic and social challenges they
> encountered in school. Interspersed throughout the book are short
> fictional \"teaching stories\" meant to illustrate common dilemmas
> faced by Native youth and how the characters responded.

General Accounting Office (2001). [*BIA and DOD School Student
Achievement and Other Characteristics Often Differ from Public
Schools'*](http://www.gao.gov/new.items/d01934.pdf). Retrieved May 5,
2005 from <http://www.gao.gov/new.items/d01934.pdf>

> The federal government has direct responsibility for two school
> systems serving elementary and secondary students -- the Bureau of
> Indian Affairs and the Department of Defense school systems. This
> report provides information on student academic performance, teacher
> staffing, access to educational technology, the condition of
> facilities, and expenditure levels for each system. This study also
> provides comparative data for public schools when these data are
> available.

Klug, B. J. & Whitfield, P. T. (2003). [Widening the Circle: Culturally
Relevant Pedagogy for American Indian
Children](http://search.tandf.co.uk/bookscatalogue.asp?URL=https://ecommerce.tandf.co.uk/catalogue/DirectLink.asp?ResourceCentre=SEARCH&ContinentSelected=0&CountrySelected=0&USSelected=0&ChangeCountry=0&search_text=0415935113&SearchGroup=ISBN&results_order=)[.]{.underline}
New York, NY., RoutledgeFalmer.

Intended for preservice and in-service teachers, this text promotes
successful teaching of American Indian children through cultural
appreciation of indigenous cultures and through the teacher's becoming
culturally competent. Exercises are included at the end of each chapter
to assist the reader in exploring their own culture and values. In
Chapter One, Klug and Whitfield state the goals of the book: to describe
the process of becoming bicultural; to provide a short history of
American Indians that includes educational practices since European
contact; to enlarge the readers' sense of culture; and to provide
examples of culturally responsive pedagogy, curricula, and instructional
tools. Chapter Two provides a brief history of American Indian
education. Chapter Three discusses the colonization of American Indian
communities generally. Chapter Four addresses the development of the
concept of culture. In Chapters Five and Six, the authors explore
culturally responsive educational practices and pedagogies. Additional
chapters introduce four teachers who have taught in schools with large
populations of American Indian students, and discuss how to bring
indigenous communities into the school community.

Nee-Benham, M., & Cooper, J. (Eds.), (2000). [*Indigenous Educational
Models for Contemporary Practice: In Our Mother's
Voice*](http://www.routledge.com/). Mahwah, NJ: Erlbaum.

> What is the philosophy that should drive native education policy and
> practice? In July 1997 a group of native educational leaders from the
> United States (including Alaska and Hawai\'i), Canada, Australia, and
> New Zealand gathered to define a potential solution to this question.
> This book passes on the individual educational philosophies of the
> participants and forwards a collective vision for a native language-
> and culture-based educational philosophy that native educational
> leaders and teachers, policymakers, and curriculum developers can use
> to ground their work.

Pewewardy, C. (2002). [Learning Styles of American Indian/Alaska Native
Students: A Review of the Literature and Implications for
Practice](http://jaie.asu.edu/v41/V41I3A2.pdf). *Journal of American
Indian Education 41*(3), 22-56.

> A review of theories, research, and models of the learning styles of
> American Indian/Alaska Native students reveals that American
> Indian/Alaska Native students generally learn in ways characterized by
> factors of social/affective emphasis, harmony, holistic perspectives,
> expressive creativity, and nonverbal communication. Underlying those
> approaches are assumptions that American Indian/Alaska Native students
> have been strongly influenced by the language, culture, and heritage,
> and that American Indian/Alaska Native children's learning styles are
> different -- but not deficient. Implications for interventions include
> recommendations for instructional practice, curriculum organization,
> assessment, and suggestions for future research.

St. Charles, J., & Costantino, M. (2000, June). *[Reading and the Native
American Learner: Research
Report](http://www.evergreen.edu/ecei/reading.htm).* Olympia, WA: Office
of Superintendent of Public Instruction, Office of Indian Education.

> This document is intended as a resource for mainstream teachers. It
> provides a summary of current research on effective ways for teachers
> to more fully meet the educational needs of American Indian children
> attending public schools.

Strand, J. (2002). *[Nurturing Resilience and School Success in American
Indian and Alaska Native
Students](http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED471488).*
Charleston, WV: Clearinghouse on Rural and Small Schools. (ERIC Document
Reproduction Service No. ED471488).

> This digest examines recent literature on factors related to
> resilience, well-being, and school success for American Indian and
> Alaska Native students. The characteristics of resilient Native youth
> are discussed, including the ability to bounce back from adversity,
> and protective factors that enable high-risk resilient children to
> avoid negative outcomes. Traditional Native ways of fostering
> resilience focused on developmental areas related to spiritual,
> mental, emotional, and physical well-being. The National Longitudinal
> Study of Adolescent Health revealed connections within family,
> community, and school that foster resilience. Although there are
> tribal differences in traditional Native ways, this digest focuses on
> some commonalities that exist in shared core values, beliefs, and
> behaviors. The findings of one recent study are highlighted, revealing
> what Native youth believe parents, teachers, and schools can do to
> foster resilience. Additional studies that make connections between
> resilience and Native spirituality and biculturalism are briefly
> reviewed.

## Technology

Alliance for Equity in Higher Education (2004, February). *[Serving the
Nation: Opportunities and Challenges in the Use of Information
Technology at Minority-Serving Colleges and
Universities](http://www.ihep.org/Pubs/PDF/ServingTheNation.pdf).*
Washington, DC: The Institute for Higher Education Policy. Retrieved
December 6, 2005 from
www.ihep.org/Publications/publications-detail.cfm?id=74.

> This report describes how Historically Black Colleges and
> Universities, Hispanic-Serving Institutions, and Tribal Colleges and
> Universities are in a position to remedy the technological
> disenfranchisement of the nation\'s emerging majority populations but
> remain limited due to lack of financial resources. The report details
> the findings of a national survey of Minority Serving Institutions
> (MSIs) commissioned by the Alliance for Equity in Higher Education to
> assess the overall status of information technology use at MSIs. The
> report also profiles six MSIs that have earned high praise for their
> creative information technology applications. Recommendations focus on
> how to invest in policies and programs that will help take MSIs to the
> next level in technology use.

Haag, M., & Coston, F. (2002). [Early Effects of Technology on the
Oklahoma Choctaw Language Community \[Electronic
Version\]](http://llt.msu.edu/vol6num2/haag/default.html). *Language
Learning & Technology 6*(2), 70-82.

> The Choctaw Nation of Oklahoma has implemented some new technological
> means of teaching the Choctaw language to its dispersed members. After
> an initial year of telecourses, an Internet course was introduced in
> 2000 which has served approximately 1,000 students at varying levels
> of intensity. The design of the course makes direct evaluation of
> language learning difficult; however, the program has served other
> goals, such as cultural solidarity and political prestige for the
> tribal government. The introduction of high technology into the
> Choctaw Language Program has had other strong effects in facilitating
> other ventures into high-level preservation, literacy, and pedagogical
> efforts, the most important of which is putting the Choctaw language
> into all the public schools in southeastern Oklahoma. The ready
> acceptance of technology and deliberateness of its introduction is
> partially attributable to cultural attitudes.

Kroskrity, P., & Reynolds, J. (2001). [On Using Multimedia in Language
Renewal: Observations from Making the CD-ROM
Taitaduhaan](http://www.elsevier.com/wps/find/bookdescription.cws_home/675361/description#description).
In L. Hinton & K. Hale (Eds.), *The Green Book of Language
Revitalization in Practice* (pp. 317 - 329). San Diego, CA: Academic
Press.

This chapter describes how the authors designed and produced the CD-ROM
*Taitaduhaan: Western Mono Ways of Speaking* as a multimedia,
performance-based resource for language revitalization efforts*.* On the
basis of their experience in developing the CD-ROM for members of a
central California tribe, the authors make some suggestions for those
who consider using multimedia in other language renewal projects.

McHenry, T. (2002). [Words as Big as the Screen: Native American
Languages and the Internet \[Electronic
Version\]](http://llt.msu.edu/vol6num2/mchenry/default.html). *Language
Learning & Technology 6*(2), 102-115.

> As linguists working with the revival, maintenance, and survival of
> Native American languages have noted, the forces causing languages to
> become obsolete are not merely linguistic: political, economic, and
> social factors all influence the viability of indigenous languages.
> Thus, researchers addressing Native American issues must pay attention
> to these factors in order to understand more fully the complexity of
> language decisions for Native Americans. However, the majority of
> research done on Native American languages is done by non-Natives.
> This Native subject/non-Native researcher relationship is a
> problematic one, given the longstanding practice of non-Native people
> making decisions for and about Native Americans. To make matters even
> more complex, the dominant North American culture has a long tradition
> of mythologizing Native Americans as pre-literate \"children of
> nature\" \-- an outdated stereotype that does not reflect the
> sophisticated appropriation of computer technology by Native American
> communities during the \"Internet revolution\" of the last 10 years.
> This paper explores the complex history of Native American language
> research before discussing how one Native school is utilizing Web
> technology.

U.S. Department of Education, Institute of Education Sciences, National
Center for Education Statistics (2005, October). *[Rates of Computer and
Internet Use by Children in Nursery School and Students in Kindergarten
through Twelfth Grade:
2003](http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005111rev).*
Washington, DC: Government Printing Office. Retrieved July 25, 2006 from
<http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005111rev>.

> This Issue Brief describes the percentage of students in grades 12 or
> below who used computers or the Internet in 2003. The Brief highlights
> the fact that computer and Internet use is commonplace and begins
> early. Even before kindergarten, a majority of children in nursery
> school use computers and, and 23 percent use the Internet.

U.S. Department of Education; Office of Planning, Evaluation, and Policy
Development; Policy and Programs Studies Service (2007). *[State
Strategies and Practices for Educational Technology: Volume 1 --
Examining the Enhancing Education through Technology
Program](http://www.ed.gov/rschstat/eval/tech/netts/netts-vol1.pdf).*
Washington, DC. Retrieved April 19, 2007 from
<http://www.ed.gov/rschstat/eval/tech/netts/netts-vol1.pdf>.

> This report discusses the role of the Enhancing Education Through
> Technology (EETT) program, the state priorities and programs that EETT
> supports, and the relationship between state educational technology
> program activities and the overarching goals and purposes of the No
> Child Left Behind Act of 2001. Chapter 1 of this report describes
> state educational technology policies and related programs, including
> the role of the EETT program in state efforts. Chapter 2 presents
> individual state profiles that present data summarized in Chapter 1.
>
> This report is part of the U.S. Department of Education\'s National
> Educational Technology Trends Study (NETTS), a multiyear evaluation
> that documents the implementation of the EETT program. The report
> draws primarily on data from NETTS surveys of state educational
> technology directors and district technology coordinators that were
> gathered in 2004 and 2005 and case study data gathered by NETTS in six
> states in 2004. The survey results reported focus on administrators\'
> perceptions of needs and strategies as opposed to providing direct
> evidence of needs or strategies, unless otherwise noted. The state
> survey asked state educational technology directors about state
> priorities for educational technology and administration of the EETT
> grant program. The district survey asked district technology
> coordinators about current and past activities supported by the EETT
> program and other general educational technology activities in their
> districts. State case study data are used to illustrate themes raised
> by state survey data.

Villa, D. (2002). [Integrating Technology into Minority Language
Preservation and Teaching Efforts: An Inside Job \[Electronic
Version\]](http://llt.msu.edu/vol6num2/villa/default.html). *Language
Learning & Technology 6*(2), 92-101.

> The recent explosion in technology, in particular in computer and
> digitizing systems, has many implications for heritage language
> maintenance and learning. In particular, authentic language usage can
> be easily recorded and preserved for those goals. That same explosion,
> however, can lead to a less than appropriate implementation of
> technology for language maintenance and learning. Further, certain
> cultural boundaries can make it difficult to have access to authentic
> language usage, particularly by out-group individuals who work on
> indigenous languages. This paper presents a pilot study that attempts
> to both implement technology in an appropriate manner and surmount the
> problems faced by out-group language researchers by training an
> in-group member, in this case a speaker of Navajo, in the methodology
> and technology necessary for recording and preserving her heritage
> language. The results of this work are discussed, as well as the role
> of computer and digitizing technology in language maintenance and
> teaching.

## Other

American Indian Higher Education Consortium & The Institute for Higher
Education Policy (2001, April). *[Building Strong Communities: Tribal
Colleges as Engaged
Institutions](http://www.ihep.org/Publications/publications-detail.cfm?id=4).*
Retrieved December 6, 2005 from www.ihep.org/Pubs/PDF/Communities.pdf .

> This policy report explores the expanding role of Tribal Colleges and
> Universities in serving local communities and examines the challenges
> and successes in some specific areas of involvement. The five areas of
> community engagement highlighted are: pre-school and elementary and
> secondary education, health and nutrition activities, faculty role
> models, agriculture and natural resource management, and cultural and
> language preservation and development. This report is the fourth in a
> series of policy reports produced through the Tribal College Research
> and Database Initiative.
>
> []{.mark}

Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). [*Te
Kōtahitanga: The Experiences of Year 9 and 10 Māori Students in
Mainstream Classrooms*](http://www.minedu.govt.nz/goto/tekotahitanga).
Hamilton, New Zealand: University of Waikato, School of Education, Māori
Education research Institute. Retrieved August 18, 2006 from
<http://www.minedu.govt.nz/goto/tekotahitanga>.

> This research project sought to investigate, by talking with Māori
> students (and other participants in their education), what was
> involved in improving their educational achievement. The project
> commenced with a short scoping exercise that guided the subsequent
> longer-term project. The longer term project commenced with the
> gathering of a number of narratives of students\' classroom experience
> by the process of Collaborative Storying from a range of engaged and
> non-engaged Māori students in four non-structurally modified
> mainstream schools. In their narratives the students clearly
> identified the main influences on their educational achievement and
> relayed how, in changing the ways that teachers related and interacted
> with Māori students in their classrooms, they could create a context
> for learning wherein these students\' educational achievement could
> improve. On the basis of these suggestions from Year 9 and 10 Māori
> students, the research team developed an Effective Teaching Profile,
> that when implemented with a group of 11 teachers in four schools, was
> associated with improved learning, behavior and attendance outcomes.

Cajete, G. (2000). [Native Science: Natural Laws of
Interdependence](http://www.clearlightbooks.com/detail.asp?PRODUCT_ID=1574160419).
Sante Fe, NM, Clear Light.

This text presents the reader with a handbook for understanding,
experiencing, and feeling the natural world. Cajete explores and
documents the Indigenous view of reality by looking at art, myth or
storytelling, ceremony, symbol, and Native science in the physical
world. Throughout the text, he discusses the many levels of meaning in
astronomy, cosmology, psychology, agriculture, and healing. He stresses
the fundamental relationship of Indigenous people to their environment
in this discussion of the philosophy of Native science or ethnoscience.
This work includes a chapter about plants, food, medicine, gardening,
and the contributions of Native food to the world. This philosophy of
Native science covers the worldview of Indigenous peoples and their
commitment to maintaining the environment.

The Civil Rights Project (2005, June). *[Changing NCLB District
Accountability Standards: Implications for Racial
Equity](http://www.civilrightsproject.harvard.edu/research/esea/NCLB_District_ Report.pdf).*
Retrieved August 2, 2005 from
<http://www.civilrightsproject.harvard.edu/research/esea/NCLB_District_Report.pdf>.

This study examines the implications of a shift in accountability under
the No Child Left Behind Act (NCLB) from the school level to the
district level. Most states are identifying school districts for
sanctioning for the first time during the 2004-205 school year. Large
numbers of districts have been labeled under-performing, and these
districts face potentially severe sanctions in the years to come. The
heightened importance of district accountability means that it is
important to examine both the efficacy of NCLB's method for identifying
districts for sanctioning and its effect on low-income and minority
students.

College Board (1999). *[Projected Social Context for Education of
Children:
1990-2015](http://www.collegeboard.com/research/pdf/projecteded_3951.pdf).*
New York, NY. George Vernez & Richard Krop. Retrieved January 11, 2006
from <http://www.collegeboard.com/research/pdf/projecteded_3951.pdf>.

In this report, the authors present an analysis of possible changes of
the racial/ethic composition of the student-age population in the United
States between 1990 and 2015. The authors present racial/ethnic data
disaggregated by social class (as measured by parent education and
family income levels), and by native-born/immigrant status.

Council of Chief State School Officers (2005). [*Key State Education
Policies on PK-12 Education:
2004*](http://www.ccsso.org/publications/details.cfm?PublicationID=270).
Retrieved August 10, 2005 from
<http://www.ccsso.org/publications/details.cfm?PublicationID=270>.

This Council of Chief State School Officers (CCSSO) report informs
policymakers and educators about the current status of key education
policies across the 50 states that define and shape elementary and
secondary education in public schools. The report is part of a
continuing biennial series by the Council's education indicators program
of the Division of State Services and Technical Assistance. CCSSO
reports 50-state information on policies regarding teacher preparation
and certification, high school graduation requirements, student
assessment programs, school time, and student attendance. The report
also includes state-by-state information on content standards and
curriculum, teacher assessment, and school leader/administrator
licensure.

Council of Chief State School Officers (2005, April). *[Strengthening
Partnerships for American Indian, Alaska Native and Native Hawaiian
Student Education: August 2004 Conference
Proceedings](http://www.ccsso.org/content/pdfs/StrengtheningPartnershipsProceedings.pdf).*
Washington, DC.

The Council of Chief State School Officers recognizes the importance of
focusing attention on the educational needs and strengths of Native
students through a concerted effort to improve academic outcomes.
Commitment to high standards for Native American youth can successfully
be achieved with meaningful partnerships among key stakeholders. The
purpose of the initiative is to foster partnerships regionally and
within states designed to address the challenges posed by the No Child
Left Behind Act for those state leaders.

Deloria, V. (2001). *[Power and Place: Indian Education in
America](http://www.fulcrum-books.com/productdetails.cfm?PC=5434).*
Fulcrum Publishing, Golden, CO.

> *Power and Place* examines the issues facing Native American students
> as they progress through the schools, colleges, and on into
> professions. This collection of sixteen essays is at once philosophic,
> practical, and visionary. It is an effort to open discussion about the
> unique experience of Native Americans and offers a concise reference
> for administrators, educators, students, and community leaders
> involved with Indian education.

Education Trust, Inc. (2006, March). *[Primary Progress, Secondary
Challenge: A State-by-State Look at Student Achievement
Patterns](http://www2.edtrust.org/NR/rdonlyres/15B22876-20C8-47B8-9AF4-FAB148A225AC/0/PPSCreport.pdf).*
Washington, DC: D. Hall & S. Kennedy. Retrieved April 5, 2006 from
<http://www2.edtrust.org/NR/rdonlyres/15B22876-20C8-47B8-9AF4-FAB148A225AC/0/PPSCreport.pdf>.

> To assess patterns of student achievement since NCLB and in the wake
> of the governors' call to action, the Education Trust has examined
> state assessment results from 2003 to 2005. The results show that
> progress in raising achievement and closing gaps has been strongest in
> elementary grades. Middle and high school achievement has improved
> somewhat, especially in mathematics.

Fox, K., Becker-Green, J., Gault, J., & Simmons, D. (2005). [*Native
American Youth in Transition: The Path from Adolescence to Adulthood in
Two Native American
Communities*](http://www.hewlett.org/NR/rdonlyres/1DB041ED-2816-4184-A589-77BF515CE2B4/0/NativeAmericanYouthinTransition.pdf).
Portland, OR: National Indian Child Welfare Association. Retrieved July
25, 2006 from
<http://www.hewlett.org/NR/rdonlyres/1DB041ED-2816-4184-A589-77BF515CE2B4/0/NativeAmericanYouthinTransition.pdf>.

> This report examines in depth the barriers faced by Native American
> youth in making a successful transition to young adulthood. It
> recommends a number of ways that tribes and other governments can help
> these youth.

Hudson, M., & Rutherford, J. (2006). [*Best Practice Studies and
Institutes: Findings from 20
States*](http://just4kids.org/jftk/twenty_states.cfm). Retrieved October
26, 2006 from the Just for the Kids website:
<http://just4kids.org/jftk/twenty_states.cfm>.

Using the structure of the National Center for Educational
Accountability\'s Best Practice Framework, this report presents the
practices of high-performing schools in twenty states. The researchers
examined the practices of educators in schools that were consistently
outperforming their peers.

Kidwell, C. S., & Velie, A. (2005). [Native American
Studies](http://www.nebraskapress.unl.edu/bookinfo/4980.html). Lincoln,
NB: University of Lincoln Press.

> This guide to Native American history and culture outlines new ways of
> understanding American Indian cultures in contemporary contexts.
> *Native American Studies* covers key issues such as the intimate
> relationship of culture to land; the nature of cultural exchange and
> conflict in the period after European contact; the unique relationship
> of Native communities with the United States government; the
> significance of language; the vitality of contemporary cultures; and
> the variety of Native artistic styles, from literature and poetry to
> painting and sculpture to performance arts. This thematic approach
> places history, culture, and intellectual production in the contexts
> of politics and power. Using specific examples throughout the book,
> the authors portray the culture of Native Americans from the
> viewpoints of Native people as well as from those of non-Native
> Americans.

McCoy, M. (2000). *Federal Indian Law and Policy Affecting American
Indian and Alaskan Native Education. Indian Education Legal Support
Project: "Tribalizing Indian Education".* Boulder, CO: Native American
Rights Fund. (ERIC Document Reproduction Service No. ED459031).
Retrieved May 21, 2007 from
<http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/0d/97/18.pdf>.

These materials are an overview of the major legal principles of federal
Indian law and the major developments in federal Indian policy. They are
intended to show how the legal principles and policy developments have
affected the education of American Indians and Alaska Natives.

Mendez, G. (2006). Using Students' Cultural Heritage to Improve Academic
Achievement in Writing. *Multicultural Perspectives 8*(4), 29-38.

> This article discusses an approach to teaching used at a
> California-Mexican border high school by a group of teachers working
> to make teaching and learning more relevant to Chicano and Mexican
> students' lives and to improve their academic achievement in writing.
> An offshoot of a training program for English Language Development
> studies, the project started with four teachers across diverse
> disciplines in the humanities who integrated their curricula based on
> Chicano themes history, and literature.

National Center for Children in Poverty (2006). [*Low Income Children in
the United States: National and State Trend Data,
1995-2005*](http://www.nccp.org/). New York, NY: Mailman School of
Public Health, Columbia University. Retrieved October 25, 2006 from
<http://www.nccp.org/publications/pub_681.html>.

This data book provides national and 50-state trend data on the
characteristics of low-income children over the past decade: parental
education, parental employment, marital status, family structure, race
and ethnicity, age distribution, parental nativity, home ownership,
residential mobility, type of residential area, and region of residence.

National Indian Education Association (2005). [*Federal Indian Education
Funding for FY 2006: The President's Budget
Request*](http://www.niea.org/sa/uploads/policyissues/19.42.BudgetPaper_final.pdf).
Retrieved May 5, 2005 from
<http://www.niea.org/sa/uploads/policyissues/19.42.BudgetPaper_final.pdf>

Federal funding for Indian education programs is provided for by
Congress in two separate annual appropriations bills: the Department of
Labor, Health and Human Services and Education and Related Agencies
Appropriations Bill, and the Department of the Interior and Related
Agencies Appropriations Bill. The President submitted his budget request
for fiscal year 2006 to Congress on February 7, 2005. The budget calls
for a reduction in overall funding for the Department of Education of
about 2.9%, and a reduction in funding for the Bureau of Indian Affairs
of about 5.9%. The overall budget request for all federal discretionary
spending is increased by about 2.1%. The following is a detailed outline
of the Indian education provisions in the President's request and some
historical data on the funding levels for each program or account.

Railsback, J. (2004, June). [*Increasing Student Attendance: Strategies
from Research and
Practice*](http://www.nwrel.org/request/2004june/Attendance.pdf).
Portland, OR: Northwest Regional Educational Laboratory. Retrieved July
25, 2006 from <http://www.nwrel.org/request/2004june/Attendance.pdf>.

This report presents some research-based ideas as a starting place for
those who want to develop better policies and practices for attendance
and to understand the factors that contribute to increased attendance,
engagement, and a lower dropout rate.

Reyhner, J. & Eder, J. (2004). [American Indian Education: A
History](http://www.oupress.com/bookdetail.asp?isbn=978-0-8061-3783-4).
Norman, OK: University of Oklahoma.

In this comprehensive history of American Indian education in the United
States from colonial times to the present, historians and educators Jon
Reyhner and Jeanne Eder explore the broad spectrum of Native experiences
in missionary, government, and tribal boarding and day schools. This
up-to-date survey is the first one-volume source for those interested in
educational reform policies and missionary and government efforts to
Christianize and \"civilize\" American Indian children. *American Indian
Education* considers and analyzes shifting educational policies and
philosophies, paying special attention to the passage of the Native
American Languages Act and current efforts to revitalize Native American
cultures.

Reyhner, J. (2006). [*American Indian/Alaska Native Education: An
Overview*](http://jan.ucc.nau.edu/~jar/AIE/Ind_Ed.html). Retrieved
October 26, 2006 from Northern Arizona University website:
<http://jan.ucc.nau.edu/~jar/AIE/Ind_Ed.html>.

This article examines the current issues in American Indian and Alaska
Native education, the status of Indian education today, and the work
that Native leaders and others are doing to improve Native education.

## Disclaimer and Terms of Use

*Disclaimer*: The papers on this web page are provided for your
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however, do not necessarily reflect the positions or policies of the
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the inclusion of papers here does not represent, nor should it be
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