Together with California, Massachusetts, and Texas, several other states are having controversy regarding the use of “standard-based curriculum” in a mean set of courses associated with the contented standards geared up by the National Council of Teachers of Mathematics. One principle of this is to restructuring every student ought to have an eminence education. Quality education is one that helps a student gain a profound understanding of and aptitude to use imperative concepts, facts, skills, and habits of intelligence to improve his or her future (NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS, 2000). According to various American educationalists, developing and put into practice standards is a functional and positive progression for improving edification for children. For the expansion of students’ literacy in English, the program is divided into two categories that is one teaches literacy in a community’s home-grown language first, then encourages bilingualism by maintaining with the aim of language while teaching English language and literacy. It also creates cultural congruence for the native students in school. Federal policymakers shore up the responsibility of schools in developing Indigenous language and literacy prior to World War 2. As there was great support for bilingual education for the native students, it makes the first move a retraining program for teachers to be converted into knowledgeable and supplementary cultural and closed some boarding schools and opening up with the day schools. Even though cut short by World. War II, Bureau of Indian Affairs (BIA) human resources in the 1940s worked by means of Native language speakers to build up bilingual programs and interpretation texts in black and white in Indigenous languages for American Indian students (Lomawaima & McCarty, 2002). In the late 1960s, Rough Rock Demonstration School become apparent as a tribally run, community-oriented school in the center of the Navajo Reservation in northeastern Arizona, more than a few hours drive from the nearest towns on the border of the reservation. The bilingual/bicultural agenda at Rough Rock was easier said than done to sustain for a reason that of inconsistent federal financial support and unbalanced and insufficient numbers of bilingual organization and curricula resources. On the lookout for stability in the early 1980s and an augment in apprentice scores on norm-referenced tests, the Rough Rock school board adopted a commercial English basic skills program concerning teacher-directed teaching. Students erudite headed for reading and wrote first in Navajo; in second grade, students commence learning to read and write in English. Subsequently, students read and wrote in collective languages. Two teachers taught a Navajo Language Teacher, and an English Language Teacher worked simultaneously at either end of the primary classroom. Moreover, the pace of growth in English reading achievement for students. The state of affairs indispensable for the successful implementation of an elementary school program with the purpose of teaching Native language and literacy first chain preservation of this language, and teaches the English language in addition to literacy includes a bilingual talent wit