Status and Trends in the 

Education of American Indians 

and Alaska Natives: 2008

NCES 2008-084

U.S. department of education 

Status and Trends in the Education of 

American Indians and Alaska Natives: 

2008

Jill Fleury DeVoe

Education Statistics Services Institute – 

American Institutes for Research

Kristen E. Darling-Churchill

Education Statistics Services Institute – 

Child Trends

Thomas D. Snyder

Project Officer

National Center for Education Statistics

september 2008

NCES 2008-084

U.S. DEPARTMENT OF EDUCATION
U.S. Department of Education

Margaret Spellings

Secretary

Institute of Education Sciences

Grover J. Whitehurst

Director

National Center for Education Statistics

Mark Schneider

Commissioner

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September 2008

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Suggested Citation

DeVoe, J.F., and Darling-Churchill, K.E. (2008). Status and Trends in the Education of American Indians and 

Alaska Natives: 2008 (NCES 2008-084). National Center for Education Statistics, Institute of Education 

Sciences, U.S. Department of Education. Washington, DC.

For ordering information on this report, write 

U.S. Department of Education

ED Pubs

P.O. Box 1398

Jessup, MD 20794-1398

or call toll free 1-877-4ED-Pubs or order online at http://www.edpubs.org.

Content Contact:

Thomas Snyder

(202) 502-7452

Tom.Snyder@ed.gov
Status and Trends in the Education of American Indians and Alaska Natives: 2008 examines both the 

educational progress of American Indian/Alaska 

Native children and adults and challenges in their 

education. This report shows that over time more 

American Indian/Alaska Native students have gone 

on to college and that their attainment expectations 

have increased. Despite these gains, progress has been 

uneven and differences persist between American 

Indian/Alaska Native students and students of other 

racial/ethnic groups on key indicators of educational 

performance.

Demographic Overview

` In 2006, there were 4.5 million American 

Indians/Alaska Natives in the United States, 

representing 1.5 percent of the total U.S. population. (Indicator 1.1)

` In 2006, almost half (49 percent) of all American Indians/Alaska Natives alone,1

 including 

those of Hispanic ethnicity, resided in western 

states. (Indicator 1.2)

` In 2003, there were more than 560 federally 

recognized American Indian/Alaska Native 

tribes, with the largest tribes being Cherokee 

and Navajo. (Indicator 1.3)

` Since 1990, the median age of American 

Indians/Alaska Natives, including those of Hispanic ethnicity, increased by 5 years, from 26 

to 31. In 2006, the median age for the general 

population was 36 years. (Indicator 1.4)

` In 2006, 27 percent of American Indian/Alaska 

Native individuals lived in poverty compared 

to 13 percent of the general population. At 

36 percent, the American Indian/Alaska Native poverty rate was higher among families 

on reservations than among families in other 

American Indian/Alaska Native areas in 1999. 

(Indicator 1.6)

` In 2005, the overall fertility rate for American 

Indian/Alaska Native women (ages 15 to 44 

years) was 60 births per 1,000 women, which 

was lower than that for women in general (67 

per 1,000); however, birth rates for young 

American Indian/Alaska Native women (ages 

15 to 24 years) were higher than among young 

women overall (53 per 1,000 compared to 41 

per 1,000 for 15- to 19-year-olds and 109 per 

1,000 compared to 102 per 1,000 for 20- to 24-

year-olds). Infant and child mortality rates for 

American Indians/Alaska Natives were higher 

than those for all infants and children under 

age 20. For example, the child mortality rate 

for 15- to 19-year-olds was higher for American 

Indians/Alaska Natives (94 per 100,000) than 

Highlights

1

 “Alone” refers to respondents who self identified as American Indian/Alaska Native and not any other race category.
iv Status and Trends in the Education of American Indians and Alaska Natives: 2008 Highlights

compared to the general population (65 per 

100,000). (Indicator 1.8)

Preprimary, Elementary, and Secondary 

Education

` During the 2005−06 school year, some 

644,000 public elementary and secondary 

school students, or about 1 percent of all public 

school students, were American Indian/Alaska 

Native. (Indicator 2.1)

` During 2006–07, Bureau of Indian Education 

(BIE) schools served nearly 48,500 American 

Indian/Alaska Native students. (Indicator 

2.2)

` In 2006, some 14 percent of American Indian/

Alaska Native children were served by the Individuals with Disabilities Education Act (IDEA), 

which was a higher percentage than the percentage of children in all racial/ethnic groups. In 

comparison, 9 percent of the general population 

was served under IDEA. (Indicator 2.3)

` A larger percentage (66 percent) of American 

Indian/Alaska Native 8th-grade students 

reported absences from school in the preceding month than 8th-grade students of any 

other race/ethnicity in 2007 (36 to 57 percent). 

(Indicator 3.1)

` In 2004, American Indian/Alaska Native 

students in grades kindergarten through 12 

had a lower suspension rate (7 percent) than 

Black students (15 percent), but a higher rate 

than students of all other racial/ethnic groups. 

(Indicator 3.2)

` In 2006, a smaller percentage of American 

Indian/Alaska Native students (75 percent) 

reported receiving a high school diploma than 

White (91 percent) and Asian/Pacific Islander 

students (93 percent). (Indicator 3.3)

` In 2006, only Hispanic young adults had a 

higher status dropout rate (21 percent) than 

American Indian/Alaska Native young adults 

(15 percent). Status dropout rates represent the 

percentage of 16- to 24-year-olds who are out of 

school and who have not earned a high school 

diploma or General Educational Development 

(GED) credential. (Indicator 3.4)

` A smaller percentage of American Indian/

Alaska Native 2-year-olds than 2-year-olds in 

all other groups demonstrated specific cognitive 

skills in vocabulary, listening comprehension, matching, and counting in 2003–04. 

For example, 74 percent of American Indian/

Alaska Native children demonstrated receptive vocabulary, compared to 84 percent of all 

children. (Indicator 4.1) 

` On the 2007 4th- and 8th-grade National 

Assessment of Educational Progress (NAEP) 

reading and mathematics assessments, American Indian/Alaska Native students generally 

scored lower than White and Asian/Pacific 

Islander students but not measurably different from Hispanic students. (Indicators 4.2 

and 4.3)

` A higher percentage of American Indian/Alaska 

Native high school graduates completed core 

academic high school coursework in 2005 

(36 percent) than in 1982 (3 percent). However, these percentages were smaller than the 

comparable percentages for the total population 

of students (52 percent in 2005 and 10 percent 

in 1982). (Indicator 4.6)

` On the sections measuring critical reading and 

mathematics of the 2007 SAT college entrance 

exam, American Indian/Alaska Native students scored lower than the national average, 

but higher than Black and Hispanic students. 

In critical reading, American Indians/Alaska 

Natives had an average score of 497, which 

was higher than the scores for Black students 

(433) and Mexican American students (455), 

but lower than the overall average (502). 

(Indicator 4.9)

` In 2007, 78 percent of American Indian/Alaska 

Native 8th-graders in public schools reported 

using a computer at home, which was lower 

than the percentage for 8th-graders of any 

other racial/ethnic group (82 to 96 percent).

(Indicator 5.2)

` In 2007, greater than 25 percent of American 

Indian/Alaska Native children in grades 4 

and 8 reported use of a traditional language 

within the family at least half of the time. 

(Indicator 5.4)
Status and Trends in the Education of American Indians and Alaska Natives: 2008 v

` At grade 4, some 31 percent of American 

Highlights

Indian/Alaska Native students attending highdensity schools (in which American Indians/

Alaska Natives made up at least a fourth of the 

enrollment) had administrators who reported 

visits by American Indian/Alaska Native 

community members to share traditions and 

culture three or more times during the school 

year, compared to 9 percent in low density 

schools. (Indicator 5.5)

` Higher percentages of American Indian/Alaska 

Native students in schools in which American 

Indians/Alaska Natives made up at least a 

fourth of the enrollment had administrators 

who reported specific problems in school 

climate than did American Indian/Alaska 

Native students in lower density schools. In 

2007, 4th- and 8th-grade students in these 

high density schools had administrators 

who reported serious problems with student 

absenteeism, student tardiness, lack of 

family involvement, and low expectations. 

(Indicator 5.6)

` In 2006, some 21 percent of American Indian/

Alaska Native children between the ages of 

12 and 17 reported the use of alcohol in the 

past month, compared to 11 percent of Black 

and 8 percent of Asian children who did so. 

(Indicator 5.7)

Postsecondary Education

` The number of American Indian/Alaska Native 

students enrolled in colleges and universities 

has more than doubled in the past 30 years. In 

2006, American Indian/Alaska Native students 

accounted for 1 percent of total enrollment in 

colleges and universities. (Indicator 6.1)

` In 2006, there were 32 tribally controlled colleges and universities, located in 12 different 

states; the majority were scattered across the 

West and Midwest, and one was located in 

Alaska. Total enrollment in tribally controlled 

colleges and universities increased by 23 percent 

between 2001 and 2006. (Indicator 6.2)

` Between the 1976−77 and 2005−06 school 

years, the number of degrees awarded by colleges and universities to American Indians/

Alaska Natives more than doubled for each 

level of degree. For example, 3,300 bachelor’s 

degrees were awarded to American Indians/

Alaska Natives in 1976–77, compared to 10,900 

awarded in 2005–06. (Indicator 6.4)

` While a greater percentage of American 

Indian/Alaska Native students earned 

their bachelor’s degrees in business than in 

other fields in the 2005–06 school year, the 

percentage who earned their degrees in business 

(19 percent) was smaller than that of all students 

(21 percent). (Indicator 6.5)

` In 2005–06, 52 percent of the master’s degrees 

award to American Indians/Alaska Natives 

were in the fields of education or business. 

Forty-eight percent of the doctoral degrees 

awarded to American Indians/Alaska Natives 

were in the fields of education, psychology, and 

social sciences and history. (Indicator 6.6)

` In 2005, American Indians/Alaska Natives 

constituted less than 1 percent of faculty in 

degree-granting institutions. (Indicator 6.7)

Outcomes of Education

` In 2007, some 44 percent of American Indians/

Alaska Natives age 25 or older had attended 

some college or completed an undergraduate 

or graduate degree. Approximately 36 percent 

of American Indians/Alaska Natives had completed high school without continuing on to a 

postsecondary institution, and 20 percent had 

not finished high school. (Indicator 7.1)

` A higher percentage of American Indians/

Alaska Natives, 16 and over, were unemployed in 

2007 (12 percent) compared to the percentages 

of Whites (4 percent), Hispanics (6 percent), 

and Asian/Pacific Islanders (3 percent). 

(Indicator 7.2)

` In 2006, the median annual earnings for 25- 

to 34-year-olds in the general population who 

were employed full-year, full-time was $35,000. 

The median annual earnings for 25- to 34-

year-old American Indians/Alaska Natives was 

$27,000. (Indicator 7.3)
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Status and Trends in the Education of American 

Indians and Alaska Natives: 2008 contains the most 

recent data available on a selection of indicators that 

illustrate the educational achievement and attainment 

of American Indian and Alaska Natives over the past 

20 years. The report identifies current conditions 

and trends in the education of American Indian and 

Alaska Native students. This report was developed 

at the request of the Office of Indian Education 

and compiled by the National Center for Education 

Statistics for the U.S. Department of Education 

in response to Executive Order 13336, American 

Indian and Alaska Native Education. The Executive 

Order was enacted in 2004 to improve education 

efforts for American Indian and Alaska Native 

students nationwide. (See http://www.whitehouse

.gov/news/releases/2004/04/20040430-10.html

for details.) 

Status and Trends will be used to inform the U.S. 

Department of Education, Office of Elementary and 

Secondary Education, Office of Indian Education 

in its support of local educational agencies, Indian 

tribes and organizations, postsecondary institutions, 

and other entities to meet the unique educational 

and culturally related academic needs of American 

Indians and Alaska Natives.

Several people have contributed to the development 

of Status and Trends in the Education of American 

Indians and Alaska Natives: 2008, including Cathie 

Carothers, Donna Sabis-Burns, and Anne Dudro of 

the Department of Education, Office of Indian Education, who provided guidance on the development 

of the report. Selected materials for the report were 

provided by Mary Schifferli of the Office for Civil 

Rights (OCR), and Dalton Henry and Joe Herrin 

of the Bureau of Indian Education.

Foreword
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Contents

Page

Highlights................................................................................................................................................. iii

Foreword.................................................................................................................................................. vii

List of Tables..............................................................................................................................................xi

List of Figures ...........................................................................................................................................xv

Introduction............................................................................................................................................... 1

Chapter I. Demographic Overview.......................................................................................................5

1. Demographic Overview ......................................................................................................................... 7

1.1. Population Composition and Growth ............................................................................................. 8

1.2. Geographic Distribution of the Population................................................................................... 12

1.3. American Indian and Alaska Native Tribes....................................................................................16

1.4. Age Distribution of the Population ................................................................................................18

1.5. Family Structure........................................................................................................................... 20

1.6. Individuals, Families, and Children in Poverty ............................................................................. 22

1.7. Children’s Health Risks................................................................................................................. 28

1.8. Birth Rates and Child Mortality................................................................................................... 30

1.9. Child Care.................................................................................................................................... 36

Chapter II. Preprimary, Elementary, and Secondary Education.....................................................39

2. Enrollment............................................................................................................................................41

2.1. Elementary and Secondary School Enrollment ............................................................................. 42

2.2. Bureau of Indian Education (BIE) Schools................................................................................... 46

2.3. Special Education ......................................................................................................................... 48

3. Persistence and Effort............................................................................................................................51

3.1. Absenteeism ...................................................................................................................................52

3.2. Suspension and Expulsion ............................................................................................................ 54

3.3. Graduation Rates.......................................................................................................................... 56

3.4. Dropout Rates .............................................................................................................................. 58

Highlight: Dropout Rates Including Institutionalized Youth ....................................................... 59

3.5. Attainment Expectations............................................................................................................... 60

4. Academics and Achievements............................................................................................................... 63

4.1. Motor and Cognitive Skill Development....................................................................................... 64

4.2. Student Performance in Reading .................................................................................................. 70

4.3. Student Performance in Mathematics............................................................................................76
x Status and Trends in the Education of American Indians and Alaska Natives: 2008 Contents

Page

4.4. Student Performance in Science.................................................................................................... 82

4.5. Student Performance in U.S. History............................................................................................ 84

4.6. Core Academic Coursework ......................................................................................................... 86

4.7. Advanced Coursetaking in High School ....................................................................................... 88

4.8. Advanced Placement Exams ......................................................................................................... 90

4.9. Student Performance on College Entrance Examinations.............................................................. 92

5. Educational and Social Environments.................................................................................................. 97

5.1. Learning Opportunities at Home.................................................................................................. 98

5.2. Computer Use at Home...............................................................................................................102

5.3. Parental Education...................................................................................................................... 104

5.4. Language and Ceremonies.......................................................................................................... 106

5.5. Traditions and Culture in School ................................................................................................112

5.6. Principal Perceptions of School Climate ......................................................................................116

5.7. Alcohol, Tobacco, and Drug Use..................................................................................................118

5.8. Violence on School Grounds....................................................................................................... 120

Chapter III. Postsecondary Education.............................................................................................123

6. Postsecondary Education ....................................................................................................................125

6.1. Enrollment in Colleges and Universities...................................................................................... 126

6.2. Tribally Controlled Colleges....................................................................................................... 130

6.3. Financial Aid ...............................................................................................................................132

6.4. Degrees Conferred by Degree-Granting Institutions .................................................................. 134

6.5. Bachelor’s Degrees Earned by Field..............................................................................................138

6.6. Master’s and Doctoral Degrees Earned by Field...........................................................................140

6.7. Faculty in Degree-Granting Institutions ......................................................................................142

Chapter IV. Outcomes of Education.................................................................................................145

7. Social and Economic Outcomes..........................................................................................................147

7.1. Educational Attainment ...............................................................................................................148

7.2. Unemployment Rates...................................................................................................................150

7.3. Median Annual Earnings.............................................................................................................152

References...............................................................................................................................................155

Appendix A: Supplemental Tables...........................................................................................................159

Appendix B: Guide to Sources................................................................................................................173
List of Tables

Table Page

Chapter I. Demographic Overview

1.1a. Size of the American Indian/Alaska Native population, by race/ethnicity: 2006 .......................... 9

1.1b. Percentage distribution of American Indians/Alaska Natives alone, by race subcategory 

and tribal affiliation: 2006............................................................................................................ 9

1.1c. Resident population and percentage distribution, by race/ethnicity: Selected years, 1980 to 

2006 and projections to 2050 ......................................................................................................11

1.2a. Number and percentage distribution of the American Indian/Alaska Native population, 

by race and region: 2006............................................................................................................. 12

1.2b. Size of the American Indian/Alaska Native population and percentage distribution of the 

total population, by race and states with the largest American Indian/Alaska Native 

populations: 2006....................................................................................................................... 13

1.2c. Number and percentage distribution of the non-Hispanic American Indian/Alaska Native 

alone population, by designated area: 2000..................................................................................15

1.2d. Number and percentage distribution of population in American Indian/Alaska Native 

areas and Alaska Native regional areas, by race/ethnicity: 2000...................................................15

1.3. Largest American Indian and Alaska Native tribes according to number of self-identified 

members, by race and tribal group: 2000.....................................................................................17

1.4a. Median age of the population, by race/ethnicity: Selected years, 1990 to 2006............................19

1.4b. Percentage of the population under the age of 18, by race/ethnicity: Selected years, 

1990 to 2006 ...............................................................................................................................19

1.5. Number and percentage distribution of families with children, by family status and 

race/ethnicity: 2006.................................................................................................................... 20

1.6a. Percentage of individuals living in poverty, by age group and race/ethnicity: 2006..................... 22

1.6b. Percentage of family households with children under 18 living in poverty, by family status and 

race/ethnicity: 1989, 1999, 2003, and 2006................................................................................ 25

1.6c. Percentage of American Indian/Alaska Native families living in poverty, by American 

Indian/Alaska Native area: 1989 and 1999 ................................................................................. 26

1.7. Percentage of children ages 19 to 35 months vaccinated with the 4:3:1:3 vaccination series, 

by race/ethnicity: 1995, 2000, 2003, and 2006 .......................................................................... 28

1.8a. Fertility rates, by race/ethnicity and age group of mother: Selected years, 1990 to 2005..............31

1.8b. Infant mortality rates, by race/ethnicity of mother: Selected years, 1984 to 2004 ....................... 32

1.8c. Child mortality rates, by age group of child and race/ethnicity of mother: 2005 ........................ 34

1.9. Percentage distribution of primary type of care arrangements at about 9 months, 2 years, 

and 4 years of age, by race/ethnicity: 2001, 2004, and 2006 ...................................................... 37

Chapter II. Preprimary, Elementary, and Secondary Education

2.1a. Percentage distribution of public elementary and secondary school enrollment, 

by race/ethnicity: Selected years, 1986–87 to 2005–06.............................................................. 42

2.1b. Percentage distribution of private elementary and secondary school enrollment, 

by type of private school and race/ethnicity: 2001–02, 2003–04, and 2005–06 ........................ 44

2.2a. Number and percentage distribution of Bureau of Indian Education (BIE) school 

enrollment, by grade level: 2003–04 and 2006–07 ................................................................... 46

2.2b. Percentage distribution of schools and students, by Bureau of Indian Education school 

status, density of American Indian/Alaska Native enrollment in schools, and enrollment 

size: 2005–06 ............................................................................................................................. 47
xii Status and Trends in the Education of American Indians and Alaska Natives: 2008 List of Tables

Table Page

2.3a. Number, percentage, and percentage distribution of children ages 3 to 21 served under the 

Individuals with Disabilities Education Act (IDEA), by race/ethnicity: 2006............................. 48

2.3b. Percentage of children ages 3 to 21 served under the Individuals with Disabilities Education 

Act (IDEA), by race/ethnicity: 1998 to 2006.............................................................................. 48

3.1. Percentage distribution of 8th-grade students, by number of days absent from school in 

the preceding month and race/ethnicity: 2007 ............................................................................52

3.2. Number and percentage of public school students in kindergarten through 12th grade 

who were suspended or expelled, by sex and race/ethnicity: 2004............................................... 54

3.3. Percentage of spring 2002 high school sophomores, by high school completion status and 

race/ethnicity: 2006.................................................................................................................... 56

3.4a. Percentage of noninstitutionalized 16- to 24-year-olds who were high school status dropouts, 

by sex and race/ethnicity: 2006 .................................................................................................. 59

3.4b. Percentage of all (institutionalized and noninstitutionalized) 16- to 24-year-olds who were 

high school status dropouts, by sex and race/ethnicity: 2006...................................................... 59

3.5. Percentage of 2003–04 high school seniors, by the highest expected level of educational 

attainment and race/ethnicity: 2004........................................................................................... 60

4.2a. Average reading scale scores, by race/ethnicity and grade: 2000, 2002, 2005, and 2007............. 70

4.2b. Percentage distribution of students across reading achievement levels, by race/ethnicity and 

grade: 2007................................................................................................................................. 73

4.2c. Average reading scale scores and achievement levels for American Indians/Alaska Natives 

attending Bureau of Indian Education (BIE) schools and other public schools, by grade 

and selected states: 2005 and 2007 ..............................................................................................74

4.3a. Average mathematics scale scores, by race/ethnicity and grade: 1996, 2000, 2005, and 2007......76

4.3b. Percentage distribution of students across mathematics achievement levels, by race/ethnicity 

and grade: 2007.......................................................................................................................... 78

4.3c. Average mathematics scale scores and achievement levels for American Indians/Alaska Natives 

attending Bureau of Indian Education (BIE) schools and other public schools, by grade 

and selected states: 2005 and 2007 ............................................................................................. 80

4.4a. Average science scale scores, by race/ethnicity and grade: 2000 and 2005................................... 82

4.4b. Percentage distribution of students across science achievement levels, by race/ethnicity and 

grade: 2005................................................................................................................................. 83

4.5a. Average U.S. history scale scores, by race/ethnicity and grade: Selected years, 1994, 2001, 

and 2006 .................................................................................................................................... 84

4.5b. Percentage distribution of students across U.S. history achievement levels, by race/ethnicity 

and grade: 2001 and 2006 .......................................................................................................... 85

4.6. Percentage of public high school graduates who had completed a core academic track, 

by race/ethnicity: Selected years, 1982 to 2005........................................................................... 86

4.7. Percentage of high school graduates who completed advanced academic courses, 

by school subject and race/ethnicity: 2004.................................................................................. 88

4.8a. Number and percent change of 12th-grade students taking Advanced Placement (AP) 

examinations, by race/ethnicity: 1999 through 2007.................................................................. 90

4.8b. Average scores of 12th-grade students on Advanced Placement (AP) examinations, 

by subject and race/ethnicity: 2007 .............................................................................................91

4.9a. Average SAT scores for college-bound seniors, by race/ethnicity and section: 1996–97 

through 2006–07 ....................................................................................................................... 92

4.9b. Average ACT scores by race/ethnicity and subject: 1996–97 through 2006–07 ......................... 95

5.1a. Percentage of 8th-grade students in public schools with selected literacy resources at home, 

by race/ethnicity: 2007............................................................................................................... 98

5.1b. Percentage distribution of 8th-grade students in public schools according to frequency of 

reading for fun, by race/ethnicity: 2007.................................................................................... 100
Status and Trends in the Education of American Indians and Alaska Natives: 2008 xiii List of Tables

Table Page

5.2. Percentage of 8th-grade students in public schools who use a computer at home, 

by race/ethnicity: 2007..............................................................................................................102

5.3. Percentage of children ages 6–18 whose parents had completed high school, 

by parent and race/ethnicity: 2007 ........................................................................................... 104

5.4a. Number and percentage of children ages 5–17 who spoke a language other than English 

at home and who spoke English with difficulty, by race/ethnicity: 2006 .................................. 106

5.4b. Percentage of students who qualify for limited-English-proficient (LEP) services, 

by LEP enrollment status and race/ethnicity: 2006 ...................................................................108

5.4c. Percentage distribution of 4th- and 8th-grade American Indian/Alaska Native students 

reporting use of traditional languages within families, by school density: 2007 ........................108

5.4d. Percentage distribution of 4th- and 8th-grade American Indian/Alaska Native students 

reporting attendance at American Indian/Alaska Native ceremonies and gatherings, by 

school density: 2007 ..................................................................................................................110

5.5a. Percentage of American Indian/Alaska Native students whose teachers integrated American 

Indian/Alaska Native culture and history into their curriculum, by school density, grade, 

curriculum, and frequency: 2007...............................................................................................112

5.5b. Percentage of American Indian/Alaska Native school administrators reporting annual 

American Indian/Alaska Native community representative involvement in their school, 

by school density, grade, and frequency: 2007............................................................................115

5.6. Percentage of American Indian/Alaska Native students, by the severity of problems reported 

by school administrators, density of the American Indian/Alaska Native schools, grade, 

and types of problems in school: 2007 .......................................................................................116

5.7. Percentage of children ages 12–17 who used alcohol, smoked cigarettes, or used marijuana, 

by selected time period and race/ethnicity: 2006 .......................................................................118

5.8. Percentage of students in grades 9–12 who reported that they were threatened or injured 

with a weapon on school property, engaged in a physical fight on school property, or carried 

a weapon to school, by race/ethnicity: 2005.............................................................................. 120

Chapter III. Postsecondary Education

6.1a. Percentage distribution of students enrolled in public and private degree-granting 

institutions, by type of institution and race/ethnicity: Selected years, 1976 through 2006........ 126

6.1b. Percentage of 18- to 24-year-olds enrolled in colleges or universities, by race/ethnicity: 

Selected years, October 1996 to 2006 ....................................................................................... 127

6.2. Enrollment in tribally controlled colleges and number and percentage of students who are 

American Indians/Alaska Natives: Fall 2006.............................................................................131

6.3a. Percentage of full-time, full-year undergraduates receiving financial aid from any source, 

by race/ethnicity: 2003–04........................................................................................................132

6.3b. Average amount of financial aid awarded from any source per full-time, full-year 

undergraduate student, by type of aid and race/ethnicity: 2003–04 ..........................................133

6.4. Number and percentage distribution of degrees conferred by degree-granting institutions, 

by level of degree, race/ethnicity, and sex: 2005–06 ..................................................................135

6.5. Percentage of bachelor’s degrees conferred in total and to American Indians/Alaska Natives 

by degree-granting institutions, by the 10 most popular fields of study: 2005–06 .....................138

6.6. Percentage of master’s and doctoral degrees conferred in total and to American Indians/ 

Alaska Natives by degree-granting institutions, by the most popular fields of study: 2005–06 ..140

6.7. Percentage distribution of full-time instructional faculty in degree-granting institutions, 

by race/ethnicity and academic rank: 2005................................................................................142
xiv Status and Trends in the Education of American Indians and Alaska Natives: 2008 List of Tables

Chapter IV. Outcomes of Education

7.1. Percentage distribution of adults ages 25 and over, by highest level of educational attainment 

and race/ethnicity: 2007............................................................................................................148

7.2. Unemployment rates of persons 16 years old and over, by educational attainment and 

race/ethnicity: 2007...................................................................................................................151

7.3. Median annual earnings of full-time, full-year wage and salary workers ages 25–34, 

by highest level of educational attainment and race/ethnicity: 2006 ........................................152

Appendix A: Supplemental Tables

A-2.1a. Enrollment, American Indians/Alaska Natives as a percentage of total enrollment, and 

percentage distribution of American Indians/Alaska Natives enrolled in public elementary 

and secondary schools, by region and state: 2005–06 ................................................................160

A-2.1b. Number and percentage distribution of public elementary and secondary students, by 

race/ethnicity and locale: 2005–06............................................................................................161

A-2.1c. Number and percentage distribution of American Indians/Alaska Natives enrolled in public 

elementary and secondary schools, by percent of American Indian/Alaska Native enrollment: 

2005–06....................................................................................................................................162

A-2.2. Number of Bureau of Indian Education(BIE)-funded school programs, by operational 

structure: Selected years, 1996–97 to 2006–07 .........................................................................162

A-2.3. Number of children ages 3 to 21 and number of children served under the Individuals with 

Disabilities Education Act (IDEA) ages 3 to 21, in thousands, by race/ethnicity: 

1998 to 2006 .............................................................................................................................163

A-4.1a. Percentage of children demonstrating specific cognitive and motor skills at about 

9 months of age, by race/ethnicity: 2000–01............................................................................ 164

A-4.1b. Percentage of children demonstrating specific cognitive and motor skills at about 

2 years of age, by race/ethnicity: 2003–04.................................................................................165

A-4.1c. Children demonstrating specific language, literacy, mathematics, color knowledge 

and fine motor skills at about 4 years of age, by race/ethnicity: 2005–06 ..................................166

A-6.1a. American Indian/Alaska Native enrollment (in thousands) in public and private 

degree-granting institutions, by type of institution and sex: Selected years, 

1976 through 2006 ....................................................................................................................167

A-6.1b. Percentage of total public and private degree-granting institution enrollment that is male, 

percentage that is female, and difference between male and female percentages, 

by race/ethnicity: Selected years, 1976 through 2006 ................................................................168

A-6.2. Enrollment in tribally controlled colleges: Fall 1997 through fall 2006 .....................................169

A-6.4. Number and percentage of degrees awarded to American Indian/Alaska Native students, 

by level of degree and sex: 1976–77 through 2005–06 ..............................................................170

A-7.2. Unemployment rates for persons ages 16 and over, by race/ethnicity: 1997 through 2007 .........172

Table Page
List of Figures

Figure Page

Chapter I. Demographic Overview

1.1. Percentage of the resident population by selected race/ethnicity: Selected years, 

1980 to 2006 and projections to 2050..........................................................................................10

1.3. American Indian/Alaska Native tribes according to number of self-identified members, 

by tribal group: 2000...................................................................................................................16

1.5. Percentage distribution of families with children, by race/ethnicity and family status: 2006 .......21

1.6a. Percentage of individuals living in poverty, by age group and race/ethnicity: 2006..................... 23

1.6b. Percentage of family households with children under 18 living in poverty, 

by race/ethnicity: 1989, 1999, 2003, and 2006 ........................................................................... 24

1.6c. Percentage of American Indian/Alaska Native families living in poverty, by 

American Indian/Alaska Native area: 1989 and 1999 ................................................................. 27

1.7. Percentage of children ages 19 to 35 months vaccinated with the 4:3:1:3 vaccination series, 

by race/ethnicity: 1995, 2000, 2003, and 2006 .......................................................................... 29

1.8a. Fertility rates, by race/ethnicity and age group of mother: 2005 ................................................. 30

1.8b. Infant mortality rates, by race/ethnicity of mother: Various years, 1984 to 2004........................ 33

1.8c. Child mortality rates, by age group and race/ethnicity of mother: 2005 ......................................35

1.9. Percentage distribution of primary type of care arrangements at about 9 months, 2 years, 

and 4 years of age, by selected race/ethnicity: 2001, 2004, and 2006.......................................... 38

Chapter II. Preprimary, Elementary, and Secondary Education

2.1. Percentage distribution of public elementary and secondary students, 

by race/ethnicity and locale: 2005–06........................................................................................ 43

2.2. Number of Bureau of Indian Education (BIE)-funded school programs, 

by operational structure: Selected years, 1996–97 to 2006–07 ................................................... 47

2.3a. Percentage of children ages 3 to 21 served under the Individuals 

with Disabilities Education Act (IDEA), by race/ethnicity: 2006 .............................................. 49

2.3b. Percentage of children ages 3 to 21 served under the Individuals with Disabilities 

Education Act (IDEA), by race/ethnicity: 1998 to 2006............................................................. 49

3.1. Percentage distribution of 8th-grade students, by number of days absent from school 

in the preceding month and race/ethnicity: 2007 ........................................................................53

3.2. Percentage of public school students in kindergarten through 12th grade who were 

suspended, by sex and race/ethnicity: 2004 .................................................................................55

3.3. Percentage of spring 2002 high school sophomores, by high school completion status 

and race/ethnicity: 2006............................................................................................................. 57

3.4. Percentage of noninstitutionalized 16- to 24-year-olds who were high school status 

dropouts, by sex and race/ethnicity: 2006................................................................................... 58

3.5. Percentage of 2003–04 high school seniors, by the highest expected level of educational 

attainment and race/ethnicity: 2004............................................................................................61

4.1a. Percentage of American Indian/Alaska Native children and all children demonstrating 

specific cognitive and motor skills at about 9 months of age: 2000–01........................................65

4.1b. Percentage of American Indian/Alaska Native children and all children demonstrating 

specific cognitive and motor skills at about 2 years of age: 2003–04............................................67

4.1c. Average overall literacy and mathematics scores for children at about 4 years of age, 

by selected race/ethnicity: 2005–06............................................................................................ 69
xvi Status and Trends in the Education of American Indians and Alaska Natives: 2008 List of Figures

Figure Page

4.2a. Average reading scale scores for American Indian/Alaska Native students and for all 

students, by grade: 2000, 2002, 2005, and 2007 ........................................................................ 71

4.2b. Average 4th- and 8th-grade reading scores for American Indian/Alaska Native students 

attending Bureau of Indian Education (BIE) and other public schools, 

by selected states: 2007 ............................................................................................................... 75

4.3a. Average mathematics scale scores for American Indian/Alaska Native students and for 

all students, by grade: 1996, 2000, 2005, and 2007.................................................................... 77

4.3b. Percentage of students at given mathematics achievement levels, by grade and selected 

race/ethnicity: 2007.................................................................................................................... 79

4.3c. Average 4th- and 8th-grade mathematics scores for American Indian/Alaska Native 

students attending Bureau of Indian Education (BIE) and other public schools, 

by selected states: 2007 ................................................................................................................81

4.4. Average science scale scores for American Indian/Alaska Native students and for all 

students, by grade: 2000 and 2005 ............................................................................................. 83

4.5. Average U.S. history scale scores for American Indian/Alaska Native students and 

for all students, by grade: 1994, 2001, and 2006......................................................................... 85

4.6. Percentage of public high school graduates who had completed a core academic track, 

by race/ethnicity: Selected years, 1982 to 2005........................................................................... 87

4.7. Percentage of high school graduates who completed advanced academic courses, 

by school subject and race/ethnicity: 2004.................................................................................. 89

4.8. Average scores of 12th-grade students on Advanced Placement (AP) examinations, 

by subject and race/ethnicity: 2007 .............................................................................................91

4.9. Average SAT scores for college-bound seniors, by race/ethnicity: 2007....................................... 93

5.1a. Percentage of 8th-grade students in public schools with more than 25 books at home, 

by race/ethnicity: 2007............................................................................................................... 99

5.1b. Percentage distribution of 8th-grade students in public schools according to frequency 

of reading for fun, by race/ethnicity: 2007.................................................................................101

5.2. Percentage of 8th-grade students in public schools who use a computer at home, 

by race/ethnicity: 2007..............................................................................................................103

5.3. Percentage of children ages 6–18 whose parents had completed high school, by 

race/ethnicity and parent: 2007 .................................................................................................105

5.4a. Percentage of children ages 5–17 who spoke a language other than English at home 

and who spoke English with difficulty, by race/ethnicity: 2006.................................................107

5.4b. Percentage distribution of 4th- and 8th-grade American Indian/Alaska Native students 

reporting use of traditional languages within families, by grade: 2007 ......................................109

5.4c. Percentage distribution of 4th- and 8th-grade American Indian/Alaska Native students 

reporting attendance at American Indian/Alaska Native ceremonies and gatherings: 2007 .......111

5.5. Percentage of American Indian/Alaska Native students whose teachers integrated American 

Indian/Alaska Native culture and history into their curriculum, by grade, curriculum, and 

frequency: 2007 .........................................................................................................................113

5.6. Percentage of American Indian/Alaska Native 4th- and 8th-grade students whose school 

administrators indicated specific issues were serious problems, by grade and density of 

American Indian/Alaska Native schools: 2007...........................................................................117

5.7. Percentage of children ages 12–17 who used alcohol, smoked cigarettes, or used marijuana 

in the past month, by race/ethnicity: 2006 ................................................................................119

5.8. Percentage of students in grades 9–12 who reported that they engaged in a physical fight 

on school property, were threatened or injured with a weapon on school property, or carried 

a weapon to school, by race/ethnicity: 2005...............................................................................121
Status and Trends in the Education of American Indians and Alaska Natives: 2008 xvii List of Figures

Figure Page

Chapter III. Postsecondary Education

6.1. American Indian/Alaska Native enrollment in public and private degree-granting 

institutions, by type of institution and sex: Selected years, 1976 through 2006..........................129

6.2. Enrollment in tribally controlled colleges: Fall 1997 through fall 2006 .................................... 130

6.3. Average amount of financial aid awarded from any source per full-time, full-year 

undergraduate student, by race/ethnicity: 2003–04...................................................................133

6.4. Number of degrees awarded to American Indian/Alaska Native students, by level 

of degree: 1976–77 to 2005–06................................................................................................ 136

6.5. Percentage of bachelor’s degrees conferred in total and to American Indians/Alaska 

Natives by degree-granting institutions in the 10 most popular fields of study: 2005–06 ..........139

6.6. Percentage of master’s and doctoral degrees conferred in total and to American Indians/ 

Alaska Natives by degree-granting institutions in the most popular fields of study: 2005–06....141

6.7. Percentage distribution of full-time instructional faculty in degree-granting institutions, 

by race/ethnicity and academic rank: 2005................................................................................143

Chapter IV. Outcomes of Education

7.1. Percentage of adults ages 25 and over, by highest level of educational attainment and 

race/ethnicity: 2007...................................................................................................................149

7.2a. Unemployment rates for persons ages 16 and over, by race/ethnicity: 1997 through 2007 .........150

7.2b. Unemployment rates of persons 16 years old and over, by educational attainment and 

race/ethnicity: 2007...................................................................................................................151

7.3. Median annual earnings of full-time, full-year wage and salary workers ages 25–34, 

by race/ethnicity and educational attainment: 2006 ..................................................................153
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Introduction

This report examines current conditions and recent 

trends in the education of American Indians/

Alaska Natives using statistical measures. It 

presents a selection of indicators that illustrate the 

educational achievement and attainment of American 

Indians/Alaska Natives. Over the past few decades, 

American Indians/Alaska Natives have made gains 

in key education areas, such as increased educational 

attainment. However, gaps in academic performance 

between American Indian/Alaska Native and other 

students remain.

Organization of the Report and Data 

Sources

This report is organized into the following four chapters containing a total of seven indicators: Chapter 

I: Demographic Overview; Chapter II: Preprimary, 

Elementary, and Secondary Education; Chapter III: 

Postsecondary Education; and Chapter IV: Outcomes 

of Education. References of works cited appear at the 

end of the report.

The indicators in this report present data from a 

variety of sources. These sources are described in 

appendix B. Most of these sources are federal surveys 

and many are conducted by the National Center for 

Education Statistics (NCES). The majority of the 

sources are sample surveys. The standard errors for 

the estimates from sample surveys are provided on 

the NCES website http://nces.ed.gov. Some sources 

provide universe data, meaning that they collect 

information on the entire population of interest, and 

therefore no standard errors are reported. 

Sample Surveys

` Early Childhood Longitudinal Study 

` Education Longitudinal Study of 2002

` High School and Beyond Longitudinal Study 

of 1980 Sophomores 

` National Assessment of Educational Progress 

` National Education Longitudinal Study of 

1988 

` National Postsecondary Student Aid Study 

Universe Surveys

` Common Core of Data, Public Elementary/

Secondary School Universe Survey

` Higher Education General Information 

Survey 

` Integrated Postsecondary Education Data 

System

` Private School Universe Survey

In addition to data from the National Center for Edu-
2 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Introduction

cation Statistics, this report draws from other federal 

agencies and other organizations, including: 

` American College Testing Program (ACT): 

ACT—universe survey

` College Board. Advanced Placement Program 

and SAT—universe surveys

` U.S. Department of Commerce, Census 

Bureau: Census 1990 and 2000—universe 

surveys; American Community Survey (ACS) 

and Current Population Surveys (CPS)—

sample surveys

` U.S. Department of Education: Office for 

Civil Rights, Elementary and Secondary School 

Survey—sample survey; and Office of Special 

Education Programs (OSEP)—universe survey

` U.S. Department of Health and Human 

Services, Centers for Disease Control and 

Prevention (CDC): National Vital Statistics 

System—universe survey; National Immunization Program and Youth Risk Behavior 

Surveillance System—sample survey

` U.S. Department of Health and Human Services, Substance Abuse and Mental Health 

Services Administration: Office of Applied 

Studies, National Survey on Drug Use and 

Health—sample survey

` U.S. Department of the Interior, Bureau of 

Indian Education (BIE)2—universe survey

Definitions of Race and Ethnicity

The Office of Management and Budget (OMB) is responsible for the standards that govern the categories 

used to collect and present federal data on race and 

ethnicity. The OMB revised the guidelines on racial/

ethnic categories used by the federal government in 

October 1997 (Office of Management and Budget 

1997). Racial/ethnic categories are self-identified. 

The revised standards require a minimum of these 

five categories for data on race: American Indian or 

Alaska Native, Asian, Black or African American, 

Native Hawaiian or Other Pacific Islander, and 

White. In addition, the category “more than one race” 

(respondents could select one or more race categories) 

was introduced in the 2000 Census and was used in 

the Current Population Surveys (CPS) (beginning in 

2003) collected by the Census Bureau. 

It should be noted that White, Black, Asian, Native 

Hawaiian or Other Pacific Islander, and American 

Indian or Alaska Native are considered races. This report presents a few indicators using data in which the 

category “more than one race” was available. In these 

indicators, the term “alone” (e.g., American Indian/

Alaska Native alone) represents data for respondents 

who selected a single race category, and the term “in 

combination with one or more other races” represents 

data for respondents who selected more than one race 

category. Where possible, indicators present data on 

the “more than one race” category; however, in some 

cases this category may not be separately shown, 

due to various data issues. For indicators where the 

“more than one race” option was not available, the 

race category represents respondents who selected 

one race category. 

The standards also require the collection of data 

on the ethnicity categories Hispanic or Latino and 

Not Hispanic or Latino. It is important to note that 

Hispanic origin is an ethnicity rather than a race, 

and therefore persons of Hispanic ethnicity may be 

of any race. Ethnicity can be viewed as the heritage, 

nationality group, lineage, or country of birth of the 

person or the person’s parents or ancestors before their 

arrival in the United States.

Race categories presented in this report exclude those 

persons of Hispanic ethnicity (who are presented as 

a separate category), unless otherwise noted. Tables 

and figures in indicators with race categories that 

include those identifying themselves as Hispanic are 

noted explicitly. In these instances, the race/ethnicity 

categories are not mutually exclusive, meaning that 

data shown by race include persons of Hispanic and 

non-Hispanic origin, and data for Hispanic origin 

include persons of any race. These indicators include 

selected tables and figures for Indicator 1.1, Indicator 

1.2, Indicator 1.3, Indicator 1.4, Indicator 1.5, Indicator 1.6, and Indicator 1.8.

Within this report, some of the category names have 

been shortened. American Indian or Alaska Native is 

denoted as American Indian/Alaska Native; Black or 

African American is shortened to Black; and Hispanic 

or Latino is shortened to Hispanic. When discussed 

separately, Native Hawaiian or Other Pacific Islander 

is not shortened in the text, but is shortened in tables 

and figures to Native Hawaiian/Pacific Islander. 

2

 In 2006, the Office of the Assistant Secretary for the Department of the Interior established the Bureau of Indian Education (BIE). This organization is responsible for prekindergarten, elementary, secondary and postsecondary schools and educational activities of the Bureau of Indian 

Affairs (BIA). Prior to 2006, these schools were referred to as BIA schools.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 3

Asians and Native Hawaiians or Other Pacific IslandIntroduction

ers are combined into one category (Asians/Pacific 

Islanders) in indicators for which the data were not 

collected separately or in indicators where it was 

necessary to increase the sample size required for 

reporting the two groups.

Most of the data presented in this report were 

collected in surveys that allowed respondents to selfidentify their race and ethnicity. This report uses the 

term American Indian/Alaska Native in accordance 

with the definition used by the agency that gathered 

the data. The definitions used by different agencies 

are described below:

` Department of Commerce, Census Bureau: 

Prior to 2000—anyone having origins in any of 

the original peoples of North America (including Central America) and who maintains tribal 

affiliation or community attachment.

Decennial Census of 2000 and thereafter—

includes the above definition and anyone 

having origins in any of the original peoples of 

South America.

` Department of Education: 

For programs—anyone having origins in 

any of the original peoples of North America 

(including Central America) and maintaining 

cultural identification through tribal affiliation 

or community recognition, including federally 

and state recognized tribes. 

For survey data collection—anyone having 

origins in any of the original peoples of North 

America (including Central America). The 

definition includes American Indians from 

South America in recent collection years of 

sample survey data. 

` Department of the Interior, Bureau of Indian 

Education (BIE): 

Anyone who is an enrolled member of a federally recognized tribe. Through the BIE’s 

acknowledgment process, tribal groups may be 

given federal recognition as Indian tribes, making their members eligible to receive services 

provided to Indians (U.S. Department of the 

Interior 1999). Members of federally recognized 

tribes, therefore, do not include all persons who 

may self-identify themselves as an American 

Indian or Alaska Native.

Limitations of the Data

The relatively small size of the American Indian 

and Alaska Native population poses many measurement difficulties when using statistical data. Even in 

larger surveys, the number of American Indians and 

Alaska Natives included in a sample population is 

often small. Researchers studying data on American 

Indians and Alaska Natives often face small sample 

sizes that reduce the reliability of results. Survey 

data for American Indians and Alaska Natives often 

have somewhat higher standard errors than data for 

other racial/ethnic groups (Cahalan et al. 1998). Due 

to large standard errors, differences that may seem 

substantial are often not statistically significant and, 

therefore, not cited in the text.

Data on American Indians and Alaska Natives are 

often subject to inaccuracies that can result when 

respondents self-identify their race/ethnicity. Indeed, 

research on the collection of race/ethnicity data suggests that the categorization of American Indian and 

Alaska Native is the least stable self-identification 

(U.S. Department of Labor, Bureau of Labor Statistics [BLS] 1995). The racial/ethnic categories 

presented to a respondent, and the way in which 

the question is asked, can influence the response, 

especially for individuals who consider themselves of 

mixed race or ethnicity. These data limitations should 

be kept in mind when reading this report.

The indicators presented in this report are intended 

to provide an overview of the education data available on American Indians/Alaska Natives from many 

federal surveys. Readers are cautioned not to draw 

causal inferences based on the univariate and bivariate results presented in this report. It is important 

to note that many of the variables examined in this 

report may be related to one another, and complex 

interactions and relationships among the variables 

have not been explored. The variables presented here 

are also just a sample of the thousands that can be 

examined using the surveys included in this report. 

The indicators were selected to provide a range of 

data that are relevant to a variety of policy issues, 

rather than emphasize comprehensive information 

on any particular issue.
4 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Introduction

Technical Notes

This report includes data from both universe and 

sample surveys. In the case of universe data, all relevant units are included in the data collection. Thus, 

there is no sampling error, and observed differences 

are reported as actual differences. In the case of 

sample surveys, a nationally representative sample of 

respondents is selected and asked to participate in the 

data collection. Since the sample represents just one 

of many possible samples that could be selected, there 

is probability of error associated with the sample. To 

avoid reaching false conclusions about differences 

between groups or differences over time measured 

by sample survey data, sampling error is taken into 

account in statistical tests that are conducted to 

support statements about differences. Thus, all statements about differences in this report are supported 

by the data, either directly in the case of universe 

surveys or with statistical significance testing in the 

case of sample survey data. All significance tests of 

differences in sample survey data are tested at the 

.05 level of significance. Several test procedures were 

used, depending on the type of data interpreted. 

The most commonly used test procedures were 

t tests, linear trend tests, and equivalency tests. The 

t tests were not adjusted to compensate for multiple 

comparisons being made simultaneously. Trend tests 

were conducted by evaluating the significance of the 

slope of a simple regression of the annual data points, 

and a t test comparing the end points. Equivalence 

tests at the 0.15 level were used to determine whether 

two statistics were substantively equivalent by using a 

hypothesis test to determine whether the confidence 

interval of the difference between sample estimates 

was significantly greater or less than a preset substantively important difference. The appearance of 

a “!” symbol in a table or figure indicates a data cell 

with a high ratio of standard error to estimate (0.30 

or greater); therefore, the estimate may be unstable 

and the reader should use caution when interpreting 

the data. These unstable estimates are discussed, 

however, when statistically significant differences are 

found despite large standard errors.

Although percentages reported in the tables are 

generally rounded to one decimal place (e.g., 76.5 

percent), percentages reported in the text and figures 

are generally rounded from the original number to 

whole numbers (with any value of 0.50 or above 

rounded to the next highest whole number). While 

the data labels on the figures have been rounded to 

whole numbers, the graphical presentation of these 

data are based on the unrounded estimates shown in 

the corresponding table. Due to rounding, cumulative percentages may sometimes equal 99 or 101 

percent, rather than 100. In addition, sometimes a 

whole number in the text may seem rounded incorrectly based on its value when rounded to one decimal 

place. For example, the percentage 14.479 rounds to 

14.5 at one decimal place, but rounds to 14 when 

reported as a whole number. 
Chapter I

Demographic Overview
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This section provides a demographic overview of 

the American Indian/Alaska Native population as 

a context for the education indicators appearing in 

the other sections of this publication. Demographic 

changes may have a direct or indirect impact on 

education statistics. For example, increases in the 

population of young children of any specific group 

have a direct impact on enrollment since nearly all 

young children are enrolled in school. In addition, 

changes in the number of children living in poverty 

are important since children living in poverty tend 

to have lower educational achievement than children 

who are not living in poverty (Maruyama 2003). 

Data in this section provide information that is 

useful for understanding the general environment 

of American Indian/Alaska Native children. These 

data are included to help frame the education data 

in a broader context of social conditions. 

Information on children’s health risks and child care 

situations is important in understanding the general 

social environment of American Indian/Alaska 

Native children. Information on family structure 

provides additional context. These social condition 

variables are related to the socioeconomic status of 

children, which is an important factor associated with 

student achievement (Chaikind and Corman 1991; 

McLanahan 1997).

1Demographic 

Overview
8 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.1 — 

Population Composition and Growth

In 2006, the U.S. Census Bureau estimated there 

were 4.5 million persons living in the United States 

who identified themselves as American Indian/

Alaska Native alone or in combination with one or 

more other races.1

 Of these persons, 2.9 million were 

American Indian/Alaska Native alone and 1.6 million 

were American Indian/Alaska Native in combination 

with one or more other races. Of the American 

Indian/Alaska Native alone population, 2.3 million 

were non-Hispanic and 0.6 million were Hispanic. Of 

the American Indian/Alaska Native in combination 

with one or more other races population, 1.4 million 

were non-Hispanic and 0.2 million were Hispanic. 

Data from the 2006 American Community Survey 

(ACS) provide additional information on the 

American Indian/Alaska Native population. In the 

2006 ACS, respondents who selected American 

Indian/Alaska Native as their only race were then 

asked to provide the name of their tribe or village. 

Respondents who provided the name of a tribe or 

village were classified as American Indian or Alaska 

Native based on the origin of the tribe(s) and/or 

village(s). Respondents who did not provide a tribe 

or village were categorized as “tribe not specified.. 

In 2006, the American Indian/Alaska Native 

alone population, including those who identified 

themselves as of Hispanic ethnicity, was about 81 

percent American Indian and 4 percent Alaska 

Native, with 15 percent of American Indians/Alaska 

Natives not specifying their background beyond 

American Indian/Alaska Native.

1.1. Population Composition and Growth

In 2006, there were 4.5 million American Indians/Alaska Natives estimated in the United States, representing 1.5 percent of the total U.S. population.

1

 “Alone” refers to respondents who selected American Indian/Alaska Native and not any other race category. “In combination with one or more 

other races” refers to respondents who selected American Indian/Alaska Native and one or more other race categories. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 9

Table 1.1a. Size of the American Indian/Alaska Native population, by race/ethnicity: 2006

Chapter I — Demographic Overview

Race/ethnicity

Number

(in thousands)

Percent of 

U.S. population

Total 4,498 1.5

American Indian/Alaska Native alone 2,903 1.0

Non-Hispanic 2,259 0.8

Hispanic 644 0.2

American Indian/Alaska Native in combination with one or 

more other races 1,595 0.5

Non-Hispanic 1,370 0.5

Hispanic 225 0.1

NOTE: “Alone” refers to respondents who selected American Indian/Alaska Native and not any other race category. “In 

combination with one or more other races” refers to respondents who selected American Indian/Alaska Native and one or 

more other race categories. Both “alone” and “in combination” include persons of Hispanic ethnicity. In 2006, the Census 

Bureau estimated there were 299,398,484 persons living in the United States. Counts of American Indians/Alaska Natives 

reported through the American Community Survey (Tables 1.1b, 1.2a, and 1.2b) are lower than those reported in the Population Estimates data series (Tables 1.1a and 1.1c). Data for Population Estimates are based on aggregations of racial/ethnic 

groups compiled from various Census Bureau sources. Racial/ethnic data reported through the American Community Survey 

are based on responses of individuals to a detailed question on race/ethnicity, which include more racial/ethnic groups, plus a 

category of “some other race”. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Commerce, Census Bureau, Annual Estimates of the Population by Sex, Race and Hispanic 

or Latino Origin for the United States: April 1, 2000 to July 1, 2006 (NC-EST2006-03), retrieved from http://www.census.gov/

popest/national/asrh/NC-EST2006-srh.html on January 17, 2008.

Table 1.1b. Percentage distribution of American Indians/Alaska Natives alone, by race subcategory and 

tribal affiliation: 2006

Race subcategory and tribal affiliation

Percent of 

American Indian/ 

Alaska Native 

alone population

Total 100.0

American Indian (with tribal affiliation)1 80.8

Alaska Native (with tribal affiliation)2 4.0

American Indian or Alaska Native (no affiliation specified)3 15.2

1 Refers to respondents who specified a tribe or tribes that are American Indian.

2 Refers to respondents who specified a tribe/village or tribes/villages that are Alaska Native.

3 Refers to respondents who did not specify a tribal/village affiliation.

NOTE: “Alone” refers to respondents who selected American Indian/Alaska Native and not any other race category and 

includes American Indians/Alaska Natives who identified themselves as Hispanic. Counts of American Indians/Alaska Natives 

reported through the American Community Survey (Tables 1.1b, 1.2a, and 1.2b) are lower than those reported in the Population Estimates data series (Tables 1.1a and 1.1c). Data for Population Estimates are based on aggregations of racial/ethnic 

groups compiled from various Census Bureau sources. Racial/ethnic data reported through the American Community Survey 

are based on responses of individuals to a detailed question on race/ethnicity, which include more racial/ethnic groups, plus a 

category of “some other race”. 

SOURCE: U.S. Department of Commerce, Census Bureau, American Fact Finder, American Community Survey, 2006.
10 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.1 — 

Population Composition and Growth

Figure 1.1. Percentage of the resident population by selected race/ethnicity: Selected years, 1980 to 

2006 and projections to 2050

NOTE: Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, Statistical Abstract of the United States: 2000, Population 

Estimates Program, 1980 to 2000; Population Projections Program, 2001 to 2050; and Annual Estimates of the Population 

by Sex, Race and Hispanic or Latino Origin for the United States: April 1, 2000, to July 1, 2006 (NC-EST2006-03), released 

May 17, 2007.

Percent

Year

� White � Black � Hispanic Asian/Pacific Islander � American Indian/Alaska Native

1980 1985 1990 1995 2000 2005 2010

Projected

2015 2020 2030 2040 2050

0

20

40

60

80

100

�

� �� � � �� �� � � � � � � � � �� �� � � � � � � � � � � �� �� � � � � � �

� � � �

�� �� � � �

�

� �

� � � � �� �� � � � � � �

�

�

�

�

�

�

�

�

�

�

The Census Bureau projects that the non-Hispanic 

American Indian/Alaska Native alone population 

will grow from 2.1 million in 2000 to 3.2 million 

in 2050. The projected rate of increase between 

the years 2000 and 2050 for the American Indian/

Alaska Native population (54 percent) will exceed 

that for the White population (9 percent), but will 

be slower than the expected rate of increase for 

Hispanics (175 percent) and Asian/Pacific Islanders 

(230 percent) and slightly slower than the rate for 

Blacks (56 percent). The differences in the projected 

rates of increase indicate that the distribution of 

the population will change. According to these 

projections, the percentage of the population that is 

White will decrease from 69 to 53 percent between 

2000 and 2050. The percentages of the population 

that are of other races/ethnicities, however, will 

increase during this period: Blacks, from 12 to 13 

percent; Hispanics, from 13 to 24 percent, Asians/

Pacific Islanders, from 4 to 9 percent; and American 

Indians/Alaska Natives, from 0.7 to 0.8 percent. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 11

Table 1.1c. Resident population and percentage distribution, by race/ethnicity: Selected years, 1980 to 

Chapter I — Demographic Overview

2006 and projections to 2050

Year Total White Black Hispanic

Asian/

Pacific 

Islander

American

 Indian/ 

Alaska Native

Number (in thousands)

1980 227,225 181,140 26,215 14,869 3,665 1,336

1985 237,924 184,945 27,738 18,368 5,315 1,558

1990 249,623 188,725 29,439 22,573 7,092 1,793

1995 266,278 194,389 32,500 28,158 9,188 2,044

20001 282,217 195,774 34,415 35,660 10,832 2,104

20011 285,226 196,344 34,822 37,122 11,270 2,130

20021 288,126 196,824 35,203 38,598 11,704 2,155

20031 290,796 197,219 35,538 40,006 12,108 2,179

20041 293,638 197,749 35,922 41,411 12,492 2,205

20051 296,507 198,235 36,302 42,872 12,892 2,232

20061 299,398 198,744 36,690 44,321 13,294 2,259

20101,2 299,862 201,956 37,483 43,688 14,436 2,300

20151,2 312,268 204,590 39,551 49,255 16,444 2,428

20201,2 324,927 207,145 41,549 55,156 18,527 2,550

20301,2 351,070 210,984 45,567 68,168 23,564 2,787

20401,2 377,350 212,475 49,618 82,692 29,543 3,023

20501,2 403,687 212,991 53,466 98,229 35,760 3,241

Percentage distribution

1980 100.0 79.7 11.5 6.5 1.6 0.6

1985 100.0 77.7 11.7 7.7 2.2 0.7

1990 100.0 75.6 11.8 9.0 2.8 0.7

1995 100.0 73.0 12.2 10.6 3.5 0.8

20001 100.0 69.4 12.2 12.6 3.8 0.7

20011 100.0 68.8 12.2 13.0 4.0 0.7

20021 100.0 68.3 12.2 13.4 4.1 0.7

20031 100.0 67.8 12.2 13.8 4.2 0.7

20041 100.0 67.3 12.2 14.1 4.3 0.8

20051 100.0 66.9 12.2 14.5 4.3 0.8

20061 100.0 66.4 12.3 14.8 4.4 0.8

20101,2 100.0 67.3 12.5 14.6 4.8 0.8

20151,2 100.0 65.5 12.7 15.8 5.3 0.8

20201,2 100.0 63.8 12.8 17.0 5.7 0.8

20301,2 100.0 60.1 13.0 19.4 6.7 0.8

20401,2 100.0 56.3 13.1 21.9 7.8 0.8

20501,2 100.0 52.8 13.2 24.3 8.9 0.8

1 Total includes “more than one race” group not shown separately.

2 Projected.

NOTE: Figures for the year 2000 are from the Census table “Annual Estimates of the Population,” released in 2004, and may 

differ from other published tabulations. Figures for the year 2010 are from “U.S. Interim Projections by Age, Sex, Race, and 

Hispanic Origin,” http://www.census.gov/ipc/www/usinterimproj/, Population Projections Program, 2001 to 2050, and may 

differ from other published tabulations. Counts of American Indians/Alaska Natives reported through the American Community Survey (Tables 1.1b, 1.2a, and 1.2b) are lower than those reported in the Population Estimates data series (Tables 1.1a 

and 1.1c). Data for Population Estimates are based on aggregations of racial/ethnic groups compiled from various Census 

Bureau sources. Racial/ethnic data reported through the American Community Survey are based on responses of individuals 

to a detailed question on race/ethnicity, which include more racial/ethnic groups, plus a category of “some other race”. Race 

categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Commerce, Census Bureau, Statistical Abstract of the United States: 2000, Population 

Estimates Program, 1980 to 2000; “U.S. Interim Projections by Age, Sex, Race, and Hispanic Origin,” http://www.census

.gov/ipc/www/usinterimproj/, Population Projections Program, 2001 to 2050; and U.S. Department of Commerce, Census 

Bureau, National Population Estimates for the 2000s, retrieved January 17, 2008, from http://www.census.gov/popest/national/

asrh/2006_nat_res.html. 
12 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.2 — Geographic Distribution of the 

Population

In 2006, almost half (49 percent) of all American 

Indians/Alaska Natives alone,2

 including those of 

Hispanic ethnicity, resided in western states. Six 

percent lived in northeastern states, 29 percent in midwestern states, and 16 percent in southern states.

 The percentage of American Indians/Alaska Natives 

alone, including those of Hispanic ethnicity, was 

greater than the national average (0.8 percent) in 16 

states—most of them western. In terms of numbers of 

American Indians/Alaska Natives alone, Arizona had 

the largest American Indian/Alaska Native population with about 278,000. California, Oklahoma, and 

New Mexico also had large American Indian/Alaska 

Native populations, estimated at 266,000, 244,000, 

and 189,000, respectively. 

Alaska had 88,000 American Indians/Alaska Natives alone, which constituted the largest percentage 

of a state population identified: around 13 percent. 

Although some states, such as Texas and New York, 

had relatively large American Indian/Alaska Native 

alone populations (111,500 and 60,400, respectively), 

these populations constituted less than 1 percent of 

the total populations of their states.

1.2. Geographic Distribution of the Population

A greater percentage of American Indians/Alaska Natives live in western states than northeastern, midwestern, and southern states.

Table 1.2a. Number and percentage distribution of the American Indian/Alaska Native population, by 

race and region: 2006

Region

American Indian/Alaska Native alone

American Indian/Alaska Native alone or 

in combination with one or more other 

races

Number Percent Number Percent

Total 2,369,000 100.0 4,330,000 100.0

West 1,173,000 49.5 1,862,000 43.0

South 376,000 15.9 767,000 17.7

Midwest 685,000 28.9 1,353,000 31.3

Northeast 135,000 5.7 347,000 8.0

NOTE: “Alone” refers to respondents who selected American Indian/Alaska Native and not any other race category. “In combination with one or more other races” refers to respondents who selected American Indian/Alaska Native and one or more 

other race categories. Both “alone” and “in combination” include persons of Hispanic ethnicity. Western states are AK, AZ, CA, 

CO, HI, ID, MT, NV, NM, OR, UT, WA, and WY. Northeastern states are CT, ME, MA, NH, NJ, NY, PA, RI, and VT. Midwestern 

states are IL, IN, IA, KS, MI, MN, MO, NE, ND, OH, SD, and WI. Southern states are AL, AR, DE, FL, GA, KY, LA, MD, MS, 

NC, OK, SC, TN, TX, VA, WV, and DC. Counts of American Indians/Alaska Natives reported through the American Community 

Survey (Tables 1.1b, 1.2a, and 1.2b) are lower than those reported in the Population Estimates data series (Tables 1.1a and 

1.1c). Data for Population Estimates are based on aggregations of racial/ethnic groups compiled from various Census Bureau 

sources. Racial/ethnic data reported through the American Community Survey are based on responses of individuals to a 

detailed question on race/ethnicity, which include more racial/ethnic groups, plus a category of “some other race”. Detail may 

not sum to totals because of rounding.

SOURCE: U.S. Department of Commerce, Census Bureau, American Fact Finder, American Community Survey, 2006.

2

 “Alone” refers to respondents who selected American Indian/Alaska Native and not any other race category.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 13

Table 1.2b. Size of the American Indian/Alaska Native population and percentage distribution of 

Chapter I — Demographic Overview

the total population, by race and states with the largest American Indian/Alaska Native 

populations: 2006

State

American Indian/Alaska Native alone

American Indian/Alaska Native 

alone or in combination 

with one or more other races

Number

Percent of 

state 

population

Percent of 

American 

Indian/

Alaska 

Native alone 

population Number

Percent of 

state 

population

Percent of 

American 

Indian/

Alaska 

Native alone 

population

United States 2,369,000 0.8 100.0 4,330,000 1.4 100.0

California 266,000 0.7 11.2 577,000 1.6 13.3

Oklahoma 244,000 6.8 10.3 419,000 11.7 9.7

Arizona 278,000 4.5 11.7 328,000 5.3 7.6

Texas 112,000 0.5 4.7 232,000 1.0 5.4

New Mexico 189,000 9.7 8.0 214,000 10.9 4.9

New York 60,000 0.3 2.5 142,000 0.7 3.3

Washington 93,000 1.5 3.9 170,000 2.7 3.9

North Carolina 100,000 1.1 4.2 147,000 1.7 3.4

Alaska 88,000 13.1 3.7 123,000 18.4 2.8

Oregon 67,000 1.8 2.8 119,000 3.2 2.7

Minnesota 52,000 1.0 2.2 81,000 1.6 1.9

Colorado 41,000 0.9 1.7 84,000 1.8 2.0

South Dakota 68,000 8.6 2.9 76,000 9.8 1.8

Montana 60,000 6.3 2.5 74,000 7.9 1.7

Nevada 30,000 1.2 1.3 51,000 2.0 1.2

Utah 29,000 1.1 1.2 40,000 1.6 0.9

North Dakota 33,000 5.2 1.4 38,000 6.0 0.9

Idaho 16,000 1.1 0.7 33,000 2.3 0.8

Wyoming 12,000 2.2 0.5 18,000 3.5 0.4

All other states 532,000 0.3 22.5 1,361,000 0.8 31.4

NOTE: “Alone” refers to respondents who selected American Indian/Alaska Native and not any other race category. “In combination with one or more other races” refers to respondents who selected American Indian/Alaska Native and one or more other 

race categories. Both “alone” and “in combination” include persons of Hispanic ethnicity. Counts of American Indians/Alaska 

Natives reported through the American Community Survey (Tables 1.1b, 1.2a, and 1.2b) are lower than those reported in the 

Population Estimates data series (Tables 1.1a and 1.1c). Data for Population Estimates are based on aggregations of racial/

ethnic groups compiled from various Census Bureau sources. Racial/ethnic data reported through the American Community 

Survey are based on responses of individuals to a detailed question on race/ethnicity, which include more racial/ethnic groups, 

plus a category of “some other race”. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Commerce, Census Bureau, American Fact Finder, American Community Survey, 2006.
14 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.2 — Geographic Distribution of the 

Population

In 2000, some 47 percent of American Indians/

Alaska Natives, not including those of Hispanic 

ethnicity, lived in American Indian/Alaska Native 

areas, including reservations and off-reservation 

trust lands, Oklahoma tribal statistical areas, tribal 

designated statistical areas, state designated American Indian statistical areas, Alaska Native village 

statistical areas, or Alaska Native Regional Corporations.3

 In 2000, some 24 percent of American 

Indians/Alaska Natives lived on federal reservations 

and off-reservation trust lands, 11 percent lived on 

Oklahoma tribal statistical areas, 4 percent lived on 

state designated American Indian statistical areas, 

and less than 1 percent lived in tribal designated statistical areas and state reservation and off-reservation 

trust lands. Alaska Native village statistical areas 

were home to 3 percent of American Indians/Alaska 

Natives, while 5 percent lived on Alaska Native 

Regional Corporation lands.

It should be noted that most residents of reservation 

or trust lands, tribal areas, statistical areas, or Alaska 

Native Regional Corporation lands are not American Indian/Alaska Native. In 2000, people of other 

racial/ethnic backgrounds represented 84 percent of 

the population in these areas.

3

 According to the Census Bureau, these are the federally recognized legal entities for which census data are gathered. Federal American Indian 

reservations are areas that have been set aside by the United States for the use of tribes, the exterior boundaries of which are more particularly 

defined in the final tribal treaties, agreements, executive orders, federal statutes, secretarial orders, or judicial determinations. State reservations 

are areas established by individual states for tribes recognized by the state. Off-reservation trust lands (both federal and state) are areas for which 

the United States holds title in trust for the benefit of a tribe or for an individual Indian. The U.S. Census Bureau recognizes and tabulates data 

for reservations and off-reservation trust lands because American Indian tribes have primary governmental authority over these lands. Oklahoma 

tribal statistical areas are statistical entities identified and delineated by the U.S. Census Bureau in consultation with federally recognized American Indian tribes in Oklahoma that do not currently have a reservation, but once had a reservation in that state. Tribal designated statistical areas 

are statistical entities identified and delineated for the U.S. Census Bureau by federally recognized American Indian tribes that do not currently 

have a federally recognized land base (reservation or off-reservation trust land). State designated American Indian statistical areas are entities for 

state recognized American Indian tribes that do not have a state recognized land base. Alaska Native village statistical areas are statistical entities 

that represent the densely settled portion of Alaska Native villages, which include associations, bands, clans, communities, groups, tribes or 

villages, recognized pursuant to the Alaska Native Claims Settlement Act of 1972. Alaska Native Regional Corporations are corporate entities organized to conduct both business and nonprofit affairs of Alaska Natives pursuant to the Alaska Native Claims Settlement Act (U.S. Department 

of Commerce 2000).
Status and Trends in the Education of American Indians and Alaska Natives: 2008 15

Table 1.2c. Number and percentage distribution of the non-Hispanic American Indian/Alaska Native 

Chapter I — Demographic Overview

alone population, by designated area: 2000

Residential location Number Percent

Total 2,068,883 100.0

American Indian/Alaska Native areas and Alaska Native regional areas 969,625 46.9

American Indian reservation and off-reservation trust land—federal 505,904 24.5

American Indian reservation and off-reservation trust land—state 908 #

Oklahoma tribal statistical area 226,900 11.0

Tribal designated statistical area 2,207 0.1

State designated American Indian statistical area 80,783 3.9

Alaska Native village statistical area 57,574 2.8

Alaska Native Regional Corporation 95,349 4.6

Other areas 1,099,258 53.1

# Rounds to zero.

NOTE: “Alone” refers to respondents who selected American Indian/Alaska Native and not any other race category. Detail may 

not sum to totals because of rounding.

SOURCE: U.S. Department of Commerce, Census Bureau, Summary Population and Housing Characteristics, tables 2 and 

34, based on Decennial Census, 2000.

Table 1.2d. Number and percentage distribution of population in American Indian/Alaska Native 

areas and Alaska Native regional areas, by race/ethnicity: 2000

Residential location Total

Percentage distribution

White Black Hispanic

Asian/

Pacific 

Islander

American 

Indian/

Alaska 

Native

Total 6,108,620 63.7 10.8 5.0 1.5 15.9

American Indian reservation and 

off-reservation trust land—

federal 944,317 33.7 1.0 8.7 0.8 53.6

American Indian reservation and 

off-reservation trust land—state 1,121 9.3 4.2 3.6 0.1 81.0

Oklahoma tribal statistical area 2,345,611 74.5 6.2 4.3 0.8 9.7

Tribal designated statistical area 162,709 86.7 6.6 2.7 0.9 1.4

State designated American Indian 

statistical area 1,857,172 62.4 25.3 4.7 1.6 4.3

Alaska Native village statistical area 172,205 57.3 0.5 2.3 2.2 33.4

Alaska Native Regional Corporation 625,485 67.7 3.4 4.1 4.5 15.2

NOTE: Totals include other race/ethnicity categories not separately shown. Race categories exclude persons of Hispanic 

ethnicity. On American Indian federal reservation and off-reservation trust land, 0.1 percent of non-Hispanic residents reported 

being of “some other race” and 2.1 percent reported being of two or more races.

SOURCE: U.S. Department of Commerce, Census Bureau, Summary Population and Housing Characteristics, table 34, 

based on Decennial Census, 2000.
16 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.3 — American Indian and Alaska Native Tribes

In 2003, the federal government recognized 562 

American Indian/Alaska Native tribes (U.S. Department of the Interior 2004a). These federally 

recognized entities are eligible for funding and services from the Bureau of Indian Education (BIE). 

Furthermore, these tribes have “domestic dependent 

nation status,” defined as the power of self-government, including the powers to form governments, 

make and enforce laws, tax, establish membership, 

license and regulate activities, zone, and exclude 

people from tribal territories (U.S. Department of 

the Interior 1999). As such, they maintain diplomatic 

relations with the federal government (U.S. Department of the Interior 2000).

In 2000, the largest American Indian tribes were 

Cherokee and Navajo, with 730,000 and 298,000 

individuals reporting affiliation (including those of 

Hispanic ethnicity), respectively. Eskimo was the 

largest Alaska Native tribe, with a reported affiliation 

of 54,800 (including those of Hispanic ethnicity). 

In 2008, there were about 64 state-recognized tribes 

in 16 states (500 Nations 2008).

1.3. American Indian and Alaska Native Tribes

In 2003, there were more than 560 federally recognized American Indian and Alaska Native tribes.

Figure 1.3. American Indian/Alaska Native tribes according to number of self-identified members, by 

tribal group: 2000

1 Latin American Indian refers to respondents listing any one of a number of Latin American tribes (e.g., Maya or Yanomamo). 

2 Iroquois is a language group which includes six federally recognized tribes in its confederacy.

NOTE: “Alone” refers to respondents who selected American Indian/Alaska Native and not any other race category. “In 

combination with one or more other races” refers to respondents who selected American Indian/Alaska Native and one or 

more other race categories. Both “alone” and “in combination” include persons of Hispanic ethnicity. Tribal groupings compiled 

by the Census Bureau do not necessarily correspond with federally recognized tribes. Self-identified membership does not 

necessarily correspond with official membership in a federally recognized tribe.

SOURCE. U.S. Department of Commerce, Census Bureau, Census 2000 Brief: The American Indian and Alaska Native Population, 2000, 2002.

� American Indian/Alaska Native 

 in combination with one or more other races

� American Indian/Alaska Native alone

0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750

Number (in thousands)

Tribal group

Aleut

Alaska 

Athabascan

Tlingit-Haida

Eskimo

Alaska

Native tribes

Pueblo

Iroquois2

Blackfeet

Apache

Chippewa

Sioux

Choctaw

Latin American 

 Indian1

Navajo

Cherokee

American

Indian tribes

429,671

47,337

299,862

275,991

106,204

96,901

113,066

108,637

64,977

47,530 33,292

63,060 11,025

54,288 31,462

31,856

41,032

40,294

61,873

74,736

22,206

7,424

3,503

4,205 12,773

15,335

6,481 15,884
Status and Trends in the Education of American Indians and Alaska Natives: 2008 17

Table 1.3. Largest American Indian and Alaska Native tribes according to number of self-identified 

Chapter I — Demographic Overview

members, by race and tribal group: 2000

Tribal group Total

American Indian/ 

Alaska Native alone

American Indian/ 

Alaska Native in 

combination with one or 

more other races

Total 4,119,301 2,475,956 1,643,345

American Indian tribes

Cherokee 729,533 299,862 429,671

Navajo 298,197 275,991 22,206

Latin American Indian1 180,940 106,204 74,736

Choctaw 158,774 96,901 61,873

Sioux 153,360 113,066 40,294

Chippewa 149,669 108,637 41,032

Apache 96,833 64,977 31,856

Blackfeet 85,750 31,462 54,288

Iroquois2 80,822 47,530 33,292

Pueblo 74,085 63,060 11,025

Alaska Native tribes

Eskimo 54,761 47,337 7,424

Tlingit-Haida 22,365 15,884 6,481

Alaska Athabascan 18,838 15,335 3,503

Aleut 16,978 12,773 4,205

1 Latin American Indian refers to respondents listing any one of a number of Latin American tribes (e.g., the Maya or Yanomamo). 

2 Iroquois is a language group which includes 6 federally recognized tribes in its confederacy.

NOTE: “Alone” refers to respondents who selected American Indian/Alaska Native and not any other race category. “In combination with one or more other races” refers to respondents who selected American Indian/Alaska Native and one or more other 

race categories. Both “alone” and “in combination” include persons of Hispanic ethnicity. Tribal groupings compiled by the 

Census Bureau do not necessarily correspond with federally recognized tribes. Self-identified membership does not necessarily correspond with official membership in a federally recognized tribe. Tribal populations do not sum to totals because totals 

include American Indian/Alaska Native populations from many additional tribes. In addition, the numbers by American Indian 

and Alaska Native tribal groupings do not sum to the total population because tribal groupings are tallies of the number of 

American Indian and Alaska Native responses rather than the number of American Indian and Alaska Native respondents. Respondents reporting several American Indian and Alaska Native tribes are counted several times. For example, a respondent 

reporting “Apache and Blackfeet” would be included in the Apache as well as Blackfeet numbers.

SOURCE: U.S. Department of Commerce, Census Bureau, Census 2000 Brief: The American Indian and Alaska Native Population, 2000, 2002.
18 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.4 — Age Distribution of the 

Population

In 2006, the median age for American Indians/

Alaska Natives, including those of Hispanic ethnicity, was 31 years, compared to 36 years for the 

general population. The median age of American 

Indians/Alaska Natives has increased by 5 years since 

1990, from 26 to 31. Similarly, the median age of the 

general population has increased from 33 in 1990 to 

36 in 2006.

An additional measure of the relative youth of the 

American Indian/Alaska Native population is the 

percentage of individuals under 18. In 2006, 29 

percent of American Indians/Alaska Natives were 

children under the age of 18, compared to 25 percent 

of the total population. 

The percentage of American Indians/Alaska Natives 

under the age of 18 has declined by almost 7 percentage points, from 36 percent in 1990 to 29 percent 

in 2006. The percentage of the total population 

under 18 also decreased from 1990 to 2006 (from 26 

percent to 25 percent) but the overall decrease was 

smaller (1 percentage point). 

1.4. Age Distribution of the Population

In 2006, the American Indian/Alaska Native population was younger, on average, than the general 

population.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 19

Table 1.4a. Median age of the population, by race/ethnicity: Selected years, 1990 to 2006

Chapter I — Demographic Overview

Race/ethnicity 1990 1995 2000 2002 2004 2006

Total 32.8 34.3 35.3 35.7 38.5 36.4

White 33.7 35.4 36.6 37.1 38.4 39.0

Black 27.9 29.2 30.0 30.5 31.9 31.4

Hispanic 25.3 26.1 25.8 26.8 26.9 27.3

Asian — — 32.5 33.4 34.8 35.2

Native Hawaiian/Pacific Islander — — 26.8 28.2 27.7 29.9

American Indian/Alaska Native 26.0 26.8 27.7 28.6 31.9 31.2

—Not available.

NOTE: Race categories include persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, Statistical Abstract of the United States: 2001 and 2003, based on 

Population Projections Program, 1990 to 2002 and American Fact Finder, American Community Survey, 2004 and 2006.

Table 1.4b. Percentage of the population under the age of 18, by race/ethnicity: Selected years, 1990 to 

2006

Race/ethnicity 1990 1995 2000 2002 2004 2006

Total 25.7 26.1 25.7 25.3 25.5 24.6

White 24.5 24.9 24.4 24.0 23.5 22.6

Black 32.3 32.2 31.6 30.9 31.3 29.5

Hispanic 35.0 35.7 35.0 33.9 34.4 33.8

Asian — — — — 23.0 22.2

Native Hawaiian/Pacific Islander — — — — 29.3 27.3

American Indian/Alaska Native 35.8 35.2 34.1 32.2 29.7 28.6

— Not available.

NOTE: Race categories include persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, Statistical Abstract of the United States: 2001 and 2003, based on 

Population Projections Program, 1990 to 2002 and American Fact Finder, American Community Survey, 2004 and 2006.
20 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.5 — Family Structure

In 2006, about 51 percent of American Indian/

Alaska Native families with children,4 including 

those of Hispanic ethnicity, were headed by married 

couples, 38 percent were headed by females with no 

spouse present, and 11 percent were headed by males 

with no spouse present. The percentage of American 

Indian/Alaska Native families living in marriedcouple households was greater than the percentage of 

Black families doing so (37 percent), but less than the 

percentages of White, Hispanic, and Asian/Pacific 

Islander families doing so (73 percent, 63 percent, 

and 82 percent, respectively).

The percentage of American Indian/Alaska Native 

families headed by females with no spouse present 

(38 percent) was three times as high as the percentage of Asian/Pacific Islander families arranged this 

way (12 percent). A lower percentage of American 

Indian/Alaska Native families than Black families, 

however, were living in this situation (38 vs. 54 

percent). Higher percentages of American Indian/

Alaska Native families were headed by males with no 

spouse present than White, Black, or Asian/Pacific 

Islander families (11 percent vs. 7, 8, and 5 percent, 

respectively).

1.5. Family Structure

About 51 percent of American Indian/Alaska Native families with children were headed by married couples 

in 2006. This percentage was smaller than those of White, Hispanic, and Asian/Pacific Islander families 

having this arrangement but larger than the percentage of Black families.

Table 1.5. Number and percentage distribution of families with children, by family status and race/

ethnicity: 2006

Race/ethnicity Total families

Married 

couple families

Female

householder, 

no spouse 

present

Male 

householder, 

no spouse 

present

Number

Total1 38,064,000 25,532,000 9,607,000 2,926,000

White 27,070,000 19,720,000 5,383,000 1,967,000

Black 5,343,000 2,002,000 2,893,000 448,000

Hispanic 6,498,000 4,117,000 1,714,000 667,000

Asian/Pacific Islander 1,800,000 1,482,000 221,000 97,000

American Indian/Alaska Native 331,000 169,000 125,000 37,000

Percentage distribution

Total1 100.0 67.1 25.2 7.7

White 100.0 72.8 19.9 7.3

Black 100.0 37.5 54.1 8.4

Hispanic 100.0 63.4 26.4 10.3

Asian/Pacific Islander 100.0 82.4 12.3 5.4

American Indian/Alaska Native 100.0 50.9 37.8 11.3

1 Totals include other race/ethnicity categories not separately shown.

NOTE: A family is a group of two or more people who reside together and who are related by birth, marriage, or adoption. 

Detail may not sum to totals because of rounding. Race categories include persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, American Fact Finder, American Community Survey, 2006.

4

 A family is a group of two or more people who reside together and who are related by birth, marriage, or adoption. By contrast, a household 

includes all the people who occupy a housing unit as their usual place of residence. A “family household” contains at least one family within the 

household. References in this text refer to family households.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 21Chapter I — Demographic Overview

Figure 1.5. Percentage distribution of families with children, by race/ethnicity and family status: 2006

NOTE: A family is a group of two or more people who reside together and who are related by birth, marriage, or adoption. 

Detail may not sum to totals because of rounding. Race categories include persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Commerce, Census Bureau, American Fact Finder, American Community Survey, 2006.

Percent

Race/ethnicity

� Married couple families � Female householder, no spouse present � Male householder, no spouse present

White Black Hispanic American Indian/

Alaska Native

Asian/

Pacific Islander

0

20

40

60

80

100

73

20

7

37

54

8

63

26

10

82

12

5

51

38

11
22 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.6 — Individuals, Families, and Children in 

Poverty

Poverty poses a serious challenge to children’s access 

to quality learning opportunities and their potential 

to succeed in school. Measuring poverty rates of individuals and of families highlights the patterns of 

children’s poverty in the United States by identifying 

age groups, racial/ethnic groups, and types of families 

among which poverty is particularly prevalent. In 

this indicator, racial/ethnic groups include persons 

of Hispanic ethnicity.

One way to examine poverty is to look at poverty 

rates among individuals. The overall poverty rate 

for American Indians/Alaska Natives, including 

children, is higher than that for the total U.S. population. In 2006, the rates of poverty for American 

Indians/Alaska Natives, Blacks, and Hispanics in 

each age category were higher than those for Whites. 

In particular, 39 percent of American Indian/Alaska 

Native children under the age of 5 lived in poverty, 

which was nearly twice as high as the percentage for 

the total U.S. population (21 percent).

1.6. Individuals, Families, and Children in Poverty

A larger percentage of American Indian/Alaska Native individuals and families live in poverty than White 

individuals and families. The American Indian/Alaska Native poverty rate is higher among families on 

reservations than among American Indian/Alaska Native families in other areas.

Table 1.6a. Percentage of individuals living in poverty, by age group and race/ethnicity: 2006

Race/ethnicity Total

Under 18 years

18–64 

years

65–74 

years

75 years 

and 

older

Total, 

0–17 

years

Under 

5 years

5–11 

years

12–17 

years

Total 13.3 21.9 21.0 18.3 16.3 12.0 8.7 11.2

White 10.5 12.5 15.8 13.3 11.7 9.9 7.0 9.8

Black 25.3 33.7 39.9 35.8 31.5 21.0 19.1 23.9

Hispanic 21.5 27.1 30.2 28.1 25.8 17.9 18.4 21.6

Asian/Pacific Islander 10.9 12.2 11.3 11.5 13.0 10.4 11.1 13.8

American Indian/Alaska Native 26.6 33.3 39.3 34.3 32.3 23.6 17.5 24.0

NOTE: Following the Office of Management and Budget (OMB) Directive 14, the Census Bureau uses a set of money income 

thresholds that vary by family size and composition to detect who is poor. If the total income for a family or unrelated individual 

falls below the relevant poverty threshold, then the family or unrelated individual is classified as being “below the poverty 

level.” Race categories include persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, American Fact Finder, American Community Survey, 2006.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 23Chapter I — Demographic Overview

Figure 1.6a. Percentage of individuals living in poverty, by age group and race/ethnicity: 2006

NOTE: Following the Office of Management and Budget (OMB) Directive 14, the Census Bureau uses a set of money income 

thresholds that vary by family size and composition to detect who is poor. If the total income for a family or unrelated individual 

falls below the relevant poverty threshold, then the family or unrelated individual is classified as being “below the poverty 

level.” Race categories include persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey, 2006.

Percent

Age group

� White � Black � Hispanic � Asian/Pacific Islander � American Indian/Alaska Native

Under 5 years 5–11 years 12–17 years 18–64 years 65–74 years 75 years and older 0

10

20

30

40

50

40

30

11

39

13

36

28

12

34

12

32

26

13

32

10

21

18

10

24

7

19 18

11

18

10

24

22

14

24

16
24 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.6 — Individuals, Families, and Children in 

Poverty

Figure 1.6b. Percentage of family households with children under 18 living in poverty, by race/

ethnicity: 1989, 1999, 2003, and 2006

1 2003 and 2006 data are from the American Community Survey, rather than the Decennial Census. Use caution in comparing 

these percentages to those from 1989 and 1999.

NOTE: To define poverty, the Census Bureau uses a set of money income thresholds that vary by family size and composition. A family, along with each individual in it, is considered poor if the family’s total income is less than that family’s threshold. 

The poverty thresholds do not vary geographically and are updated annually for inflation using the Consumer Price Index. The 

official poverty definition counts money income before taxes and does not include capital gains and noncash benefits (such as 

public housing, Medicaid, and food stamps). Data are graphed using unrounded estimates while the value labels are rounded. 

Race categories include persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, Decennial Census, 1990 and 2000; American Fact Finder,

American Community Survey, 2003 and 2006.

Percent

Race/ethnicity

� 1999 � 2003 � 1 1989 � 20061

Total White American Indian/

Alaska Native

Black Hispanic Asian/

Pacific Islander

0

10

20

30

40

50

18

14 15 15

10 9

12 11

33

27

29 29

27

24 23 24

14

12 11 10

33

27 27

30

Another way to examine poverty is to look at poverty rates among families. In 2006, the poverty rate 

among American Indian/Alaska Native families5

with children under 18 (30 percent) was higher 

than that among all families with children under 18 

(15 percent).

In all data years, and for all racial/ethnic groups, 

a larger percentage of families headed by females 

with no spouse were in poverty than married-couple 

families. The percentage of American Indian/Alaska 

Native female-headed families with children under 

18 living in poverty was higher in 1989 than in 2006 

(58 vs. 48 percent).6

 However, in 2006 the percentage 

of American Indian/Alaska Native female-headed 

families living in poverty was higher than the 

percentage of female-headed families living in 

poverty in the total population (48 vs. 37 percent). In 

2006, some 16 percent of married-couple American 

Indian/Alaska Native families with children under 18 

lived in poverty, whereas 7 percent of married-couple 

families in the overall population that had children 

under 18 lived in poverty.

5

 A family is a group of two or more people who reside together and who are related by birth, marriage, or adoption. By contrast, a household 

includes all the people who occupy a housing unit as their usual place of residence. A “family household” contains at least one family within the 

household. References in this text refer to family households. 

6

 2003 and 2006 data are from the American Community Survey, rather than the Decennial Census. Use caution in comparing these 

percentages to those from 1989 and 1999.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 25

Table 1.6b. Percentage of family households with children under 18 living in poverty, by family status 

Chapter I — Demographic Overview

and race/ethnicity: 1989, 1999, 2003, and 2006

Race/ethnicity

Total family 

households Married-couple

Male 

householder, 

no spouse 

present

Female 

householder, 

no spouse 

present

1989

Total 17.6 7.3 19.5 42.3

White 10.5 5.9 15.6 34.3

Black 33.0 12.2 27.6 52.5

Hispanic 27.4 18.2 28.3 54.7

Asian/Pacific Islander 13.9 10.7 19.9 35.6

American Indian/Alaska Native 33.4 20.6 39.4 57.6

1999

Total 13.6 6.6 17.7 34.3

White 9.4 5.0 14.3 27.8

Black 27.2 9.4 24.9 41.8

Hispanic 24.1 17.0 24.9 44.5

Asian/Pacific Islander 11.7 9.1 17.5 28.5

American Indian/Alaska Native 27.0 15.5 30.3 45.7

20031

Total 14.9 6.6 18.0 36.5

White 11.5 5.7 15.4 32.2

Black 28.7 8.6 24.8 42.6

Hispanic 23.5 15.9 15.6 46.3

Asian/Pacific Islander 11.1 8.0 18.4 28.3

American Indian/Alaska Native 26.9 13.7 21.8 48.0

20061

Total 15.0 6.5 17.7 36.9

White 11.4 5.3 15.1 32.4

Black 28.7 8.6 25.7 43.0

Hispanic 24.1 15.6 21.2 45.5

Asian/Pacific Islander 9.7 7.1 14.0 25.5

American Indian/Alaska Native 29.8 15.8 32.0 48.0

1 2003 and 2006 data are from the American Community Survey, rather than the Decennial Census. Use caution in comparing 

these percentages to those from 1989 and 1999.

NOTE: A family is a group of two or more people who reside together and who are related by birth, marriage, or adoption. By 

contrast, a household includes all the people who occupy a housing unit as their usual place of residence. A “family household” contains at least one family within the household. To define poverty, the Census Bureau uses a set of money income 

thresholds that vary by family size and composition. A family, along with each individual in it, is considered poor if the family’s 

total income is less than that family’s threshold. The poverty thresholds do not vary geographically and are updated annually 

for inflation using the Consumer Price Index. The official poverty definition counts money income before taxes and does not 

include capital gains and noncash benefits (such as public housing, Medicaid, and food stamps). Race categories include 

persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, Decennial Census, 1990 and 2000; American Fact Finder, American Community Survey, 2003 and 2006.
26 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.6 — Individuals, Families, and Children in 

Poverty

Poverty rates are especially high among American 

Indian/Alaska Native families who live in American 

Indian/Alaska Native areas. In 1989, the poverty rate 

among all American Indian/Alaska Native families 

living on reservations and on off-reservation trust 

lands was over one and a half times as high as the poverty rate for families in the total American Indian/

Alaska Native population (47 percent vs. 27 percent). 

By 1999, although both percentages had decreased 

and the gap had narrowed to 14 percentage points, 

a larger percentage of families on reservations lived 

in poverty. On the other hand, the rates of American 

Indian/Alaska Native families living in poverty in 

Oklahoma tribal statistical areas, Alaska Native village statistical areas, and state designated American 

Indian statistical areas were smaller than that of the 

total American Indian/Alaska Native population. 

Also, in tribal designated statistical areas, poverty 

rates for families did not differ significantly from 

the rates for American Indians/Alaska Natives in the 

total U.S. population. 

Table 1.6c. Percentage of American Indian/Alaska Native families living in poverty, by American Indian/

Alaska Native area: 1989 and 1999

American Indian/Alaska Native area 1989 1999

All families 27.0 21.8

Reservations and off-reservation trust lands 47.3 35.7

Oklahoma tribal statistical areas 25.4 19.4

Alaska Native village statistical areas 25.0 20.8

Tribal designated statistical areas 26.7 19.0

State designated American Indian statistical areas — 19.9

— Not available.

NOTE: Includes families with and without children under 18. Includes American Indians/Alaska Natives of Hispanic ethnicity. To 

define poverty, the Census Bureau utilizes a set of money income thresholds that vary by family size and composition. A family, 

along with each individual in it, is considered poor if the family’s total income is less than that family’s threshold. The poverty 

thresholds do not vary geographically and are updated annually for inflation using the Consumer Price Index. The official 

poverty definition counts money income before taxes and does not include capital gains and noncash benefits (such as public 

housing, Medicaid, and food stamps). The Census Bureau divides American Indian/Alaska Native areas into several categories. 

Federal American Indian reservations are areas that have been set aside by the United States for the use of tribes, the exterior 

boundaries of which are defined in the final tribal treaties, agreements, executive orders, federal statutes, secretarial orders, 

or judicial determinations. State reservations are areas established by individual states for tribes recognized by the state. Offreservation trust lands (both federal and state) are areas for which the United States holds title in trust for the benefit of a tribe 

or for an individual Indian. The Census Bureau recognizes and tabulates data for reservations and off-reservation trust lands 

because American Indian tribes have primary governmental authority over these lands. Oklahoma tribal statistical areas are 

statistical entities identified and delineated by the Census Bureau in consultation with federally recognized American Indian 

tribes in Oklahoma that do not currently have a reservation, but once had a reservation in that state. Alaska Native village statistical areas are statistical entities that represent the densely settled portion of Alaska Native villages, which constitute associations, bands, clans, communities, groups, tribes, or villages recognized pursuant to the Alaska Native Claims Settlement Act 

of 1972. Tribal designated statistical areas are statistical entities identified and delineated for the Census Bureau by federally 

recognized American Indian tribes that do not currently have a federally recognized land base (reservation or off-reservation 

trust land). A tribal designated statistical area may not be located in more than one state, and it may not include area within any 

reservation, off-reservation, Oklahoma tribal, Alaska Native village, or state designated American Indian statistical areas. State 

designated American Indian statistical areas are entities for state recognized American Indian tribes that do not have a state 

recognized land base.

SOURCE: U.S. Department of Commerce, Census Bureau, Decennial Census, 1990 and 2000.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 27Chapter I — Demographic Overview

Figure 1.6c. Percentage of American Indian/Alaska Native families living in poverty, by American 

Indian/Alaska Native area: 1989 and 1999

NOTE: Includes families with and without children under 18. Includes American Indians/Alaska Natives of Hispanic ethnicity. 

To define poverty, the Census Bureau uses a set of money income thresholds that vary by family size and composition. A 

family, along with each individual in it, is considered poor if the family’s total income is less than that family’s threshold. The 

poverty thresholds do not vary geographically and are updated annually for inflation using the Consumer Price Index. The 

official poverty definition counts money income before taxes and does not include capital gains and noncash benefits (such 

as public housing, Medicaid, and food stamps). The Census Bureau divides American Indian/Alaska Native areas into several 

categories. Federal American Indian reservations are areas that have been set aside by the United States for the use of 

tribes, the exterior boundaries of which are defined in the final tribal treaties, agreements, executive orders, federal statutes, 

secretarial orders, or judicial determinations. State reservations are areas established by individual states for tribes recognized 

by the state. Off-reservation trust lands (both federal and state) are areas for which the United States holds title in trust for 

the benefit of a tribe or for an individual Indian. The Census Bureau recognizes and tabulates data for reservations and offreservation trust lands because American Indian tribes have primary governmental authority over these lands. Oklahoma tribal 

statistical areas are statistical entities identified and delineated by the Census Bureau in consultation with federally recognized 

American Indian tribes in Oklahoma that do not currently have a reservation, but once had a reservation in that state. Alaska 

Native village statistical areas are statistical entities that represent the densely settled portion of Alaska Native villages, which 

constitute associations, bands, clans, communities, groups, tribes, or villages recognized pursuant to the Alaska Native Claims 

Settlement Act of 1972. Tribal designated statistical areas are statistical entities identified and delineated for the Census 

Bureau by federally recognized American Indian tribes that do not currently have a federally recognized land base (reservation 

or off-reservation trust land). A tribal designated statistical area may not be located in more than one state, and it may not 

include area within any reservation, off-reservation, Oklahoma tribal, Alaska Native village, or state designated American 

Indian statistical areas. State designated American Indian statistical areas are entities for state recognized American Indian 

tribes that do not have a state recognized land base.

SOURCE: U.S. Department of Commerce, Census Bureau, Decennial Census, 1990 and 2000.

Percent

American Indian/Alaska Native area

� 1989 � 1999

Total Reservations and 

off-reservation trust lands

Oklahoma tribal

statistical areas

Alaska Native village

statistical areas

Tribal designated

statistical areas

0

10

20

30

40

50

27

22

47

36

25

19

25

21

27

19
28 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.7 — Children's Health 

Risks

Immunizations, vital to safeguarding a child’s health, 

reduce the incidence of many vaccine-preventable 

diseases. For this reason, it is recommended that 

children receive the 4:3:1:3 vaccination series by 35 

months of age. This series consists of four or more 

doses of diphtheria and tetanus toxoids and pertussis 

vaccine (DTP), three or more doses of poliovirus vaccine, one or more doses of measles-containing vaccine 

(MCV), and three or more doses of Haemophilus 

influenza type b (Hib) vaccine (U.S. Department 

of Health and Human Services 2006). In 2006, 

about 80 percent of American Indian/Alaska Native 

children received the 4:3:1:3 vaccination series by 

35 months of age. There was no difference observed 

between the percentage of American Indian/Alaska 

Native children receiving immunizations compared 

to the percentage of all children. 

1.7. Children’s Health Risks

In 2006, about 80 percent of American Indians/Alaska Natives received immunizations by age 35 months. 

Table 1.7. Percentage of children ages 19 to 35 months vaccinated with the 4:3:1:3 vaccination series, 

by race/ethnicity: 1995, 2000, 2003, and 2006

Race/ethnicity 1995 2000 2003 2006

Total 73.7 76.2 81.3 82.3

White 76.4 79.4 84.3 83.9

Black 69.8 70.6 75.2 78.6

Hispanic 68.2 72.7 78.7 81.7

Asian/Pacific Islander 76.4 75.3 80.71 80.41

American Indian/Alaska Native 68.5 69.2 76.9 79.5

1 Does not include Pacific Islanders. 

NOTE: Race categories exclude persons of Hispanic ethnicity. The 4:3:1:3 vaccination series includes four or more doses of 

diphtheria and tetanus toxoids and pertussis vaccine (DTP), three or more doses of poliovirus vaccine, one or more doses of 

measles-containing vaccine (MCV), and three or more doses of Haemophilus influenza type b (Hib) vaccine. 

SOURCE: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention (CDC), National Immunization Program, Estimated Vaccination Coverage with Individual Vaccines and Vaccination Series Among Children 19 to 

35 Months of Age by Race/Ethnicity, National Immunization Survey, 1995, 2000, 2003, and 2006. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 29Chapter I — Demographic Overview

Figure 1.7. Percentage of children ages 19 to 35 months vaccinated with the 4:3:1:3 vaccination series, 

by race/ethnicity: 1995, 2000, 2003, and 2006

1 Data for 2003 and 2006 do not include Pacific Islanders. 

NOTE: Race categories exclude persons of Hispanic ethnicity. The 4:3:1:3 vaccination series includes four or more doses of 

diphtheria and tetanus toxoids and pertussis vaccine (DTP), three or more doses of poliovirus vaccine, one or more doses of 

measles-containing vaccine (MCV), and three or more doses of Haemophilus influenza type b (Hib) vaccine. Data are graphed 

using unrounded estimates while the value labels are rounded.

SOURCE: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention (CDC), National 

Immunization Program, Estimated Vaccination Coverage with Individual Vaccines and Vaccination Series Among Children 19 

to 35 Months of Age by Race/Ethnicity, National Immunization Survey, 1995, 2000, 2003, and 2006.

Percent

Race/ethnicity

� 1995 � 2000 � 2003 � 2006

Total White Black Hispanic Asian/

Pacific Islander1

America Indian/

Alaska Native

0

20

40

60

80

100

74 76

81 82

76

79

84 84

70 71

75

79

68

73

79

82

76 75

81 80

69 69

77

80
30 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.8 — 

Birth 

Rates and Child 

Mortality

The overall fertility rate for American Indian/Alaska 

Native women (calculated as live births per 1,000 

women ages 15 to 44 years) has not changed significantly from 76 in 1990 to 60 in 2005. Similarly, 

the fertility rates of the general population did not 

change significantly over the same time period (71 in 

1990 to 67 in 2005). Persons of Hispanic ethnicity 

are included in the race categories in this indicator 

except where noted. 

While the general fertility rate of American Indian/

Alaska Native women was lower in 2005 than that 

for women overall, birth rates for young women 

(ages 15 to 24 years) were higher for American 

Indians/Alaska Natives than for all young women. 

In that year, there were 53 live births for every 1,000 

American Indian/Alaska Native women ages 15 to 

19 years old, compared to 41 for every 1,000 women 

ages 15 to 19 years old in the general population. 

For 20- to 24-year-olds, the rate was 109 per 1,000 

American Indian/Alaska Native women, and 102 per 

1,000 women overall. For both age groups, however, 

the birth rates for American Indians/Alaska Natives 

were lower than those for Blacks (62 live births per 

1,000 women 15 to 19 years old, and 130 per 1,000 

women 20 to 24 years old) and Hispanics (82 live 

births per 1,000 women 15 to 19 years old, and 170 

per 1,000 women 20 to 24 years old).

1.8. Birth Rates and Child Mortality

The overall fertility rate for American Indian/Alaska Native women (ages 15 to 44 years) is lower than 

that for women in general; however, birth rates for young women (ages 15 to 24 years) are higher among 

American Indians/Alaska Natives than among young women overall. Infant and child mortality rates for 

American Indians/Alaska Natives are higher than those for all infants and children under age 19.

Figure 1.8a. Fertility rates, by race/ethnicity and age group of mother: 2005

NOTE: Race categories include persons of Hispanic ethnicity.

SOURCE: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention (CDC), National Vital 

Statistics Reports: Vol. 56, no. 6, Births: Final Data for 2005, tables 3 and 7.

Live births per 

1,000 women

Age of mother

� Total � American Indian/Alaska Native

Total

(ages 15–44)

15–19 years 20–24 years 25–29 years 30–34 years 35–39 years 40–44 years

0

25

50

75

100

125

150

67

60

41

53

102

109

116

94 96

60

46

27

9 6
Status and Trends in the Education of American Indians and Alaska Natives: 2008 31

Table 1.8a. Fertility rates, by race/ethnicity and age group of mother: Selected years, 1990 to 2005

Chapter I — Demographic Overview

Age of mother Total White Black Hispanic

Asian/

Pacific 

Islander

American 

Indian/

Alaska 

Native

1990

Total (ages 15–44) 70.9 68.3 86.8 107.7 69.6 76.2

15–19 years 59.9 50.8 112.8 100.3 26.4 81.1

20–24 years 116.5 109.8 160.2 181.0 79.2 148.7

25–29 years 120.2 120.7 115.5 153.0 126.3 110.3

30–34 years 80.8 81.7 68.7 98.3 106.5 61.5

35–39 years 31.7 31.5 28.1 45.3 49.6 27.5

40–44 years 5.5 5.2 5.5 10.9 10.7 5.9

1995

Total (ages 15–44) 64.6 63.6 71.0 98.8 62.6 63.0

15–19 years 56.0 49.5 94.4 99.3 25.5 72.9

20–24 years 107.5 104.7 133.7 171.9 64.2 123.1

25–29 years 108.8 111.7 95.6 140.4 103.7 91.6

30–34 years 81.1 83.3 63.0 90.5 102.3 56.5

35–39 years 34.0 34.2 28.4 43.7 50.1 24.3

40–44 years 6.6 6.4 6.0 10.7 11.8 5.5

2000

Total (ages 15–44) 65.9 65.3 70.0 95.9 65.8 58.7

15–19 years 47.7 43.2 77.4 87.3 20.5 58.3

20–24 years 109.7 106.6 141.3 161.3 60.3 117.2

25–29 years 113.5 116.7 100.3 139.9 108.4 91.8

30–34 years 91.2 94.6 65.4 97.1 116.5 55.5

35–39 years 39.7 40.2 31.5 46.6 59.0 24.6

40–44 years 8.0 7.9 7.2 11.5 12.6 5.7

2005

Total (ages 15–44) 66.7 66.3 69.0 99.4 66.6 59.9

15–19 years 40.5 37.0 62.0 81.7 17.0 52.7

20–24 years 102.2 99.2 129.9 170.0 61.1 109.2

25–29 years 115.5 118.3 105.9 149.2 107.9 93.8

30–34 years 95.8 99.3 70.3 106.8 115.0 60.1

35–39 years 46.3 47.3 35.3 54.2 61.8 27.0

40–44 years 9.1 9.0 8.5 13.0 13.8 6.0

NOTE: Rates are number of live births per 1,000 women in specified age and racial or ethnic group. Race categories include 

persons of Hispanic ethnicity.

SOURCE: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention (CDC), National Vital 

Statistics Reports: Vol. 51, no. 12, Revised Birth and Fertility Rates for the 1990s and New Rates for Hispanic Populations, 

2000 and 2001: United States, tables 1 and 2; and Vol. 56, no. 6, Births: Final Data for 2005, tables 3 and 7.
32 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.8 — 

Birth 

Rates and Child 

Mortality

Infant mortality rates (the number of deaths per 

1,000 live births) declined for all racial and ethnic 

groups between 1984 and 2004, the most recent year 

for which data were available. Nonetheless, babies 

born to American Indian/Alaska Native mothers 

have relatively high infant mortality rates. In 2004, 

the infant mortality rate for American Indians/

Alaska Natives was 9 infant deaths per 1,000 live 

births, which was higher than the rates for Whites 

(non-Hispanic), Hispanics, and Asians/Pacific 

Islanders (6, 6, and 5 deaths per 1,000 live births, 

respectively), but lower than the rate for Blacks (nonHispanic) (14 deaths per 1,000 live births). 

Table 1.8b. Infant mortality rates, by race/ethnicity of mother: Selected years, 1984 to 2004

Year Total

White, 

non-Hispanic

Black, 

non-Hispanic Hispanic

Asian/

Pacific Islander

American Indian/ 

Alaska Native

1984 10.4 8.6 18.1 9.3 8.9 13.4

1985 10.4 8.6 18.3 8.8 7.8 13.1

1986 10.1 8.3 18.0 8.4 7.8 13.9

1987 9.8 8.1 17.5 8.2 7.3 13.0

1988 9.6 7.8 18.0 8.3 6.8 12.7

1989 9.5 7.8 18.0 8.1 7.4 13.4

1990 8.9 7.2 16.9 7.5 6.6 13.1

1991 8.6 7.0 16.6 7.1 5.8 11.3

1995 7.6 6.3 14.7 6.3 5.3 9.0

1996 7.3 6.0 14.2 6.1 5.2 10.0

1997 7.2 6.0 13.7 6.0 5.0 8.7

1998 7.2 6.0 13.9 5.8 5.5 9.3

1999 7.0 5.8 14.1 5.7 4.8 9.3

2000 6.9 5.7 13.6 5.6 4.9 8.3

2001 6.8 5.7 13.5 5.4 4.7 9.7

2002 7.0 5.8 13.9 5.6 4.8 8.6

2003 6.8 5.7 13.6 5.7 4.8 8.7

2004 6.8 5.7 13.6 5.6 4.7 8.5

NOTE: The infant mortality rate is the number of infant deaths per 1,000 live births. Infant deaths are deaths before a child’s 

first birthday. Race categories include persons of Hispanic ethnicity, unless otherwise specified (i.e., White, non-Hispanic and 

Black, non-Hispanic).

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key National Indicators of WellBeing, 2005, based on U.S. Department of Health and Human Services, Centers for Disease Control and Prevention (CDC), 

National Center for Health Statistics, National Linked Files of Live Births and Infant Deaths; and Infant Mortality Statistics From 

the 2003 and 2004 Period Linked Birth/Infant Death Data Sets, National Vital Statistics Reports, Vol. 54, No. 16, 2006, and 

Vol. 55, No. 19, 2007.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 33Chapter I — Demographic Overview

Figure 1.8b. Infant mortality rates, by race/ethnicity of mother: Various years, 1984 to 2004

NOTE: Infant deaths are deaths before a child’s first birthday. Race categories include persons of Hispanic ethnicity, unless 

otherwise specified (i.e., White, non-Hispanic and Black, non-Hispanic).

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key National Indicators of WellBeing, 2005, based on U.S. Department of Health and Human Services, Centers for Disease Control and Prevention (CDC), 

National Center for Health Statistics, National Linked Files of Live Births and Infant Deaths; and Infant Mortality Statistics From 

the 2003 and 2004 Period Linked Birth/Infant Death Data Sets, National Vital Statistics Reports, Vol. 54, No. 16, 2006, and 

Vol. 55, No. 19, 2007.

Infant deaths per

1,000 live births

Year

1984 1986 1988 19901991 1995 1996 1998 2000 2002 2004

0

5

10

15

20

25

� White, non-Hispanic � Black, non-Hispanic � Hispanic

� Asian/Pacific Islander � American Indian/Alaska Native

� � � � � � � � � � � � � � � � � �

� � � � �

� �

� � � � � � � � � �

� � � � � � � � � � � � � � � � � �

�

� � � � � �

� � � � � � � � � � �

� � �

�

� � � � �

�

�

� � � �

� � �
34 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.8 — 

Birth 

Rates and Child 

Mortality

Table 1.8c. Child mortality rates, by age group of child and race/ethnicity of mother: 2005

Race/ethnicity 1–4 years 5–9 years 10–14 years 15–19 years

Total 29.4 14.5 18.1 65.1

White 27.0 13.3 16.7 62.5

Black 41.8 21.1 25.2 83.6

Hispanic 28.9 12.0 15.4 67.1

Asian/Pacific Islander 19.2 12.0 13.9 33.9

American Indian/Alaska Native 59.2 17.4 22.0 93.6

NOTE: Rates are deaths per 100,000 population in specified group. Race categories include persons of Hispanic origin.

SOURCE: U.S. Department of Health and Human Services, National Vital Statistics Reports, Vol. 56, No. 10, based on 

Centers for Disease Control and Prevention (CDC), National Center for Health Statistics, Vital Statistics Cooperative Program, 

2005.

In 2005, the mortality rates for American Indian/

Alaska Native children and adolescents, including 

those of Hispanic ethnicity, between the ages of 

1 and 19, were higher than the mortality rates for 

children in the general population. The differences 

were most pronounced with young children ages 1 to 

4 and with adolescents ages 15 to 19. Mortality rates 

for American Indian/Alaska Native children ages 1 

to 4 were 59 deaths per 100,000 young children, 

compared to 29 deaths per 100,000 young children in 

the total population. Similarly, mortality rates among 

American Indian/Alaska Native adolescents (15 to 19 

years old) were 94 deaths per 100,000 adolescents, 

while those for the general population were 65 deaths 

per 100,000 adolescents. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 35Chapter I — Demographic Overview

Figure 1.8c. Child mortality rates, by age group and race/ethnicity of mother: 2005

NOTE: Race categories include persons of Hispanic ethnicity.

SOURCE: U.S. Department of Health and Human Services, National Vital Statistics Reports, Vol. 56, No. 10, based on 

Centers for Disease Control and Prevention (CDC), National Center for Health Statistics, Vital Statistics Cooperative Program, 

2005.

Deaths per 

100,000 children

Age group

� White � Black � Hispanic � Asian/Pacific Islander � American Indian/Alaska Native

1–4 years 5–9 years 10–14 years 15–19 years

0

20

40

60

80

100

�

�

�

�

�

�

�

�

�

� �

�

�

� �

�

�

�

�

�
36 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.9 — Child Care

The Early Childhood Longitudinal Study, Birth 

Cohort (ECLS-B) of 2001 has followed a nationally 

representative cohort of children from birth through 

preschool age. This indicator presents findings on 

these children’s early education and child care arrangements in 2000–01, 2003–04, and 2005–06, 

when most of the children were about 9 months, 

2 years, and 4 years old, respectively. At each of 

these collections, parents provided information on 

whether their child was in nonparental child care 

and, if so, what type of care (relative, nonrelative, 

or center-based). 

In 2001, some 46 percent of American Indian/Alaska 

Native children 9 months of age were in some kind 

of regular nonparental child care arrangement. Fortythree percent of 2-year-old American Indian/Alaska 

Native children in 2004 and 80 percent of 4-year-old 

American Indian/Alaska Native children in 2006 

were in some kind of child care. 

Six percent of American Indian/Alaska Native 

9-month-old children were in home-based care with 

a nonrelative. This was a smaller percentage than 

that of children of more than one race having this 

childcare arrangement (16 percent), as well as that 

of White (17 percent), Black (15 percent), Hispanic 

(11 percent), and Asian children (10 percent) having 

this arrangement. A greater percentage of American 

Indian/Alaska Native 9-month-old children (12 

percent) were in center-based care than Hispanic (5 

percent) and Asian children (4 percent). 

At 2 years of age and 4 years of age, few differences 

were detected among the child care arrangements 

between American Indian/Alaska Native children 

and those of other race groups, partly because of 

large standard errors. A lower percentage of American 

Indian/Alaska Native 2-year-old children received 

center-based care in 2004 (14 percent) than Black 

2-year-old children (24 percent). In 2006, the 

percentage of American Indian/Alaska Native 4-yearolds receiving center-based care was not significantly 

different from Black, White, and Asian 4-year olds, 

but was higher than the percentage for Hispanics (60 

percent vs. 49 percent).

1.9. Child Care

At 2 years of age and 4 years of age, few differences were detected among the child care arrangements 

of American Indian/Alaska Native children and children of other races/ethnicities.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 37

Table 1.9. Percentage distribution of primary type of care arrangements at about 9 months, 2 years, 

Chapter I — Demographic Overview

and 4 years of age, by race/ethnicity: 2001, 2004, and 2006 

Race/ethnicity1

Percentage 

distribution 

of population

No regular 

nonparental 

arrangement

Home-based 

care with a 

relative

Home-based 

care with a 

nonrelative

Centerbased 

care

Multiple 

arrangements

Children at about 9 months of age in 2001

Total 100.0 49.9 25.7 15.1 8.5 0.7

White 53.5 51.3 21.3 17.4 9.1 0.9

Black 13.7 37.0 33.4 15.0 13.5 1.2!

Hispanic 25.5 54.3 29.6 11.3 4.7 0.2!

Asian 2.8 53.2 32.7 10.0 3.8 0.2!

Pacific Islander 0.2 66.2! 31.1! # # #

American Indian/ 

Alaska Native 0.5 53.5 27.6 6.4 11.9 0.6!

More than one race 3.8 44.5 28.1 16.0 10.5 0.9!

Children at about 2 years of age in 2004

Total 100.0 50.6 18.6 14.6 15.8 0.5

White 53.8 50.7 14.9 17.0 16.8 0.5

Black 13.7 37.1 26.0 12.0 24.1 0.8!

Hispanic 25.3 57.4 21.4 11.6 9.2 0.4!

Asian 2.7 55.5 23.8 10.9 9.4 0.5!

Pacific Islander 0.2 73.5 23.5! # # #

American Indian/ 

Alaska Native 0.5 56.7 17.7 11.8! 13.7 #

More than one race 3.8 46.7 18.9 13.5 19.8 1.2!

Children at about 4 years of age in 2006

Total 100.0 20.0 13.1 7.6 57.5 1.9

White 53.8 17.9 11.0 9.2 60.1 1.9

Black 13.8 16.0 13.9 4.3 62.4 3.3

Hispanic 25.1 27.2 15.9 6.2 49.4 1.2

Asian 2.6 17.5 16.0 3.4 60.7 2.3!

Pacific Islander 0.2! 22.3! 45.0! # 19.9! #

American Indian/ 

Alaska Native 0.5 20.0 14.0 5.3 59.6 1.1!

More than one race 4.0 17.8 17.5 8.9 53.9 1.8!

# Rounds to zero.

! Interpret data with caution.

1 Race categories exclude persons of Hispanic ethnicity. For the 9-month estimates, race/ethnicity was determined by information collected at the 9-month round (X1CHRACE); for the 2-year estimates, race/ethnicity was determined by information collected at the 2-year round (X2CHRACE), and for the 4-year estimates, race/ethnicity was determined by information collected 

at the preschool round (X3CHRACE).

NOTE: Estimates weighted by W1R0 for children at about 9 months of age, by W2R0 for children at about 2 years of age, and 

by W3R0 for children at about 4 years of age. Detail may not sum to totals because of rounding and suppression of cells that 

do not meet standards.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth 

Cohort, Longitudinal 9-month–2-year Restricted-Use Data File and Longitudinal 9-month–Preschool Restricted-Use Data File.
38 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 1.9 — Child Care

Figure 1.9. Percentage distribution of primary type of care arrangements at about 9 months, 2 years, 

and 4 years of age, by selected race/ethnicity: 2001, 2004, and 2006

# Rounds to zero.

! Interpret data with caution.

1 Race categories exclude persons of Hispanic ethnicity. For the 9-month estimates, race/ethnicity was determined by information collected at the 9-month round (X1CHRACE); for the 2-year estimates, race/ethnicity was determined by information collected at the 2-year round (X2CHRACE), and for the 4-year estimates, race/ethnicity was determined by information collected 

at the preschool round (X3CHRACE).

NOTE: Estimates weighted by W1R0 for children at about 9 months of age, by W2R0 for children at about 2 years of age, and 

by W3R0 for children at about 4 years of age. Detail may not sum to totals because of rounding and suppression of cells that 

do not meet standards.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth 

Cohort, Longitudinal 9-month–2-year Restricted-Use Data File and Longitudinal 9-month–Preschool Restricted-Use Data File. 

� Home-based care with a relative � No regular nonparental arrangement

� Multiple arrangements � Center-based care � Home-based care with a nonrelative

51

19

15

16

1

51

15

17

17

1

37

26

12

24

1!

57

21

12

9

#

55

24

11

9

# #

57

18

12

14

Total White Black Hispanic Asian American Indian/

Alaska Native

0

20

40

60

80

100

Percent

Race/ethnicity1

Children about 2 years of age, 2004

50

26

15

9

1

51

21

17

9

1

37

33

15

13

1

54

30

11

5

#

53

33

10

4

#

54

28

6

12

1

Total White Black Hispanic Asian American Indian/

Alaska Native

0

20

40

60

80

100

Percent

Race/ethnicity1

Children about 9 months of age, 2001

20

13

8

57

2

18

11

9

60

2

16

14

4

62

3

27

16

6

49

1

18

16

3

61

2!

20

14

5

60

1!

Total White Black Hispanic Asian American Indian/

Alaska Native

0

20

40

60

80

100

Percent

Race/ethnicity1

Children about 4 years of age, 2006
Chapter II

Preprimary, Elementary,

and Secondary Education
This page intentionally left blank.
This section examines the enrollment of American 

Indians/Alaska Natives in public and private 

elementary and secondary schools, including 

those funded by the Bureau of Indian Education 

(BIE).7

 These data form key indicators of access to 

educational opportunities. Elementary and secondary 

education provides knowledge, skills, and habits that 

prepare students for further learning. Differences 

in enrollment rates among racial/ethnic groups 

can provide information on patterns of access and 

participation, issues that are of national concern. 

This section also examines the minority composition of 

schools that American Indians/Alaska Natives attend. 

In addition, data on the racial/ethnic composition 

of children served by Individuals with Disabilities 

Education Act (IDEA) allow for comparisons of 

the rates at which children with special needs are 

identified and served by public schools.

2 Enrollment

7

 In 2006, the Office of the Assistant Secretary for the Department of the Interior established the Bureau of Indian Education (BIE). This organization is responsible for prekindergarten, elementary, secondary, and postsecondary schools and educational activities of the Bureau of Indian 

Affairs (BIA). Prior to 2006, these schools were referred to as BIA schools. 
42 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 2.1 — Elementary and Secondary School Enrollment

In the 2005–06 school year, 644,000 public elementary and secondary school students, or about 

1 percent of all public school students, including 

those in Bureau of Indian Education (BIE) schools, 

were American Indian/Alaska Native (appendix 

table A-2.1a). Excluding students in BIE schools, 

the percentage of public school students who were 

American Indian/Alaska Native has remained fairly 

constant since 1986–87, varying between 0.9 percent in 1986–87 to 1.2 percent in 2005–06. The 

percentage of public school students who were either 

Black, Hispanic, Asian/Pacific Islander, or American 

Indian/Alaska Native increased from 30 percent in 

1986–87 to 43 percent in 2005–06, while the percentage who were White decreased from 70 percent 

to 57 percent over the same period of time. 

The states where American Indian/Alaska Native 

students composed the largest percentages of the total 

public school student enrollment included Alaska 

(27 percent), Oklahoma (19 percent), Montana and 

New Mexico (11 percent each), and South Dakota 

(10 percent). BIE schools (located in the South, 

Midwest, and West regions; data not shown) enrolled 

8 percent of all American Indian/Alaska Native 

students (appendix table A-2.1a).

For public schools, including students in BIE schools, 

a higher percentage of American Indian/Alaska Native students attended schools in rural areas than 

students of all other racial/ethnic groups. Some 46 

percent of American Indian/Alaska Native students 

attended public schools in rural areas, compared with 

30 percent of White, 14 percent of Black, 10 percent 

of Hispanic, and 9 percent of Asian/Pacific Islander 

students. Rural areas located close to or on the fringe 

of urbanized areas are referred to as “fringe rural,” 

while those located further from urbanized areas 

are referred to as “distant rural” and “remote rural” 

(figure 2.1). Approximately one-third (34 percent) of 

American Indian/Alaska Native students attended 

schools in distant rural or remote rural areas, compared with 15 percent of White, 5 percent of Black, 

3 percent of Hispanic, and 2 percent of Asian/Pacific 

Islander students (appendix table A-2.1b). Some 30 

percent of American Indian/Alaska Native students 

attended schools where they accounted for at least 50 

percent of the student body (appendix table A-2.1c).

2.1. Elementary and Secondary School Enrollment

In 2005–06, American Indian/Alaska Native students represented 1 percent of total enrollment in both 

public and private elementary and secondary schools. The majority of American Indian/Alaska Native 

public school students attended school in the western and southern regions of the United States. 

Table 2.1a. Percentage distribution of public elementary and secondary school enrollment, by race/

ethnicity: Selected years, 1986–87 to 2005–06

Fall of school year White

Total 

minority1 Black Hispanic

Asian/

Pacific 

Islander

American 

Indian/

Alaska Native

1986 70.4 29.6 16.1 9.9 2.8 0.9

1991 67.4 32.6 16.4 11.8 3.4 1.0

1993 66.1 34.0 16.6 12.7 3.6 1.1

1994 65.6 34.4 16.7 13.0 3.6 1.1

1995 64.8 35.1 16.8 13.5 3.7 1.1

1996 64.2 35.8 16.9 14.0 3.8 1.1

1997 63.5 36.5 17.0 14.4 3.9 1.2

1998 62.9 37.1 17.1 15.0 3.9 1.1

1999 62.1 37.9 17.2 15.6 4.0 1.2

2000 61.2 38.8 17.2 16.3 4.1 1.2

2001 60.3 39.7 17.2 17.1 4.2 1.2

2002 59.2 40.9 17.1 18.1 4.4 1.2

2003 58.7 41.3 17.2 18.5 4.4 1.2

2004 57.9 42.1 17.3 19.2 4.5 1.2

2005 57.1 42.9 17.2 19.8 4.6 1.2

1 Total minority includes Black, Hispanic, Asian/Pacific Islander, and American Indian/Alaska Native students.

NOTE: Excludes students enrolled in Bureau of Indian Education (BIE) schools. Detail may not sum to totals because of rounding. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, Office for Civil Rights, 1986 State Summaries of Elementary and Secondary School 

Civil Rights Survey; and National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary 

School Universe Survey,” selected years, 1991–92 through 2005–06.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 43Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 2.1. Percentage distribution of public elementary and secondary students, by race/ethnicity and 

locale: 2005–06

NOTE: Includes students enrolled in Bureau of Indian Education (BIE) schools. Enrollment counts exclude schools with no 

reported enrollment. Race or locale information was not reported for 2.5 percent of students. Race categories exclude persons 

of Hispanic ethnicity. Rural areas are located outside any urbanized area or urban cluster. Urbanized areas are densely settled 

areas containing at least 50,000 people. Urban clusters are densely settled areas with a population of 2,500 to 49,999. Fringe 

rural areas are 5 miles or less from an urbanized area or 2 miles or less from an urban cluster. Distant rural areas are more 

than 5 miles but less than or equal to 25 miles from an urbanized area, or more than 2 miles but less than or equal to 10 miles 

from an urban cluster. Remote rural areas are more than 25 miles from an urbanized area or more than 10 miles from an urban 

cluster. For more details on Census-defined areas, see http://www.census.gov/geo/www/ua/ua_2k.html. Detail may not sum to 

totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public 

Elementary/Secondary School Universe Survey,” 2005–06.

Race/ethnicity

Percent

� City � Suburban � Town � Rural

American Indian/

Alaska Native

Asian/

Pacific Islander

Hispanic

Black

White

Total

0 20 40 60 80 100

19 15 20 46

40 46 5 9

44 36 9 10

46 31 9 14

17 37 16 30

28 36 13 22
44 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 2.1 — Elementary and Secondary School Enrollment

Table 2.1b. Percentage distribution of private elementary and secondary school enrollment, by type of 

private school and race/ethnicity: 2001–02, 2003–04, and 2005–06

Race/ethnicity Total Catholic Other religious Nonsectarian

2001–02

White 75.9 74.5 78.7 74.0

Black 9.7 8.4 10.6 11.5

Hispanic 8.6 11.9 5.5 5.8

Asian/Pacific Islander 5.1 4.6 4.5 7.8

American Indian/Alaska Native 0.7 0.7 0.7 0.8

2003–04

White 76.2 74.7 79.0 74.1

Black 9.5 8.1 10.3 11.3

Hispanic 8.8 11.9 5.9 6.7

Asian/Pacific Islander 4.9 4.7 4.2 7.0

American Indian/Alaska Native 0.6 0.5 0.6 0.8

2005–06

White 75.4 74.1 77.8 73.7

Black 9.5 7.9 10.8 10.8

Hispanic 9.2 12.6 6.3 7.0

Asian/Pacific Islander 5.1 4.7 4.5 7.4

American Indian/Alaska Native 0.7 0.7 0.5 1.0

NOTE: Detail may not sum to totals because of rounding. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Private School Universe Survey (PSS), 

2001–02, 2003–04, and 2005–06.

With the exception of Hispanic students, percentages 

of students enrolled in private schools remained 

relatively unchanged from 2001–02 to 2005–06. 

During the 2005–06 school year, 75 percent of 

private school students were White, 10 percent were 

Black, 9 percent were Hispanic, and 5 percent were 

Asian/Pacific Islander. About 1 percent of students 

enrolled in private elementary and secondary schools 

were American Indian/Alaska Native. When looking 

at enrollment in specific types of private schools, a 

higher percentage of children in private nonsectarian 

schools were American Indian/Alaska Natives 

(1.0 percent) than the percentage in Catholic schools 

(0.7) or other religious schools (0.5 percent). 
This page intentionally left blank.
46 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 2.2 — 

Bureau of Indian Education (

BIE) Schools

Some American Indian/Alaska Native students attend schools administered by or affiliated with the 

U.S. Department of Interior, Bureau of Indian Education (BIE).8

 Schools funded by the BIE are either 

operated by the BIE or by tribes under contracts or 

grants. BIE-operated schools are under the direct 

auspices of the BIE, and tribally operated schools 

are run by individual federally recognized tribes with 

grants or contracts from the BIE. 

In 2006–07, some 184 elementary and secondary 

school programs were BIE funded, and 61 of these 

were also BIE operated. The remaining 123 school 

programs were operated by tribes, under BIE contracts or grants (appendix table A-2.2). These schools 

were located on 63 reservations in 23 states and enrolled 48,500 students, up 6 percent from the 45,800 

students enrolled in 2003–04 (U.S. Department of 

the Interior, 2004b). In 2005-06, a majority of these 

schools (70 percent) had 300 or fewer students.

2.2. Bureau of Indian Education (BIE) Schools

During 2006–07, Bureau of Indian Education (BIE) schools served nearly 48,500 American Indian/Alaska 

Native students. 

Table 2.2a. Number and percentage distribution of Bureau of Indian Education (BIE) school enrollment, 

by grade level: 2003–04 and 2006–07 

Level

2003–04 2006–07

Number Percent Number Percent

Total 45,828 100.0 48,454 100.0

Elementary 26,109 57.0 26,852 55.4

Kindergarten 4,266 9.3 4,631 9.6

Grade 1 3,756 8.2 4,126 8.5

Grade 2 3,432 7.5 3,900 8.0

Grade 3 3,466 7.6 3,738 7.7

Grade 4 3,614 7.9 3,532 7.3

Grade 5 3,685 8.0 3,434 7.1

Grade 6 3,890 8.5 3,491 7.2

Middle school 7,562 16.5 7,836 16.2

Grade 7 3,855 8.4 3,805 7.9

Grade 8 3,707 8.1 4,031 8.3

High school 12,157 26.5 13,766 28.4

Grade 9 3,932 8.6 4,521 9.3

Grade 10 3,410 7.4 3,750 7.7

Grade 11 2,509 5.5 2,875 5.9

Grade 12 2,306 5.0 2,620 5.4

NOTE: Detail may not sum to totals because of rounding. Total does not include 1,470 students who live in BIE residences 

(student dormitories located on or near reservations) but attend non-BIE public schools.

SOURCE: U.S. Department of the Interior, Bureau of Indian Education (BIE), Office of Indian Education Programs (OIEP), 

unpublished data, 2003–04 and 2006–07.

8

 In 2006, the Office of the Assistant Secretary for the Department of the Interior established the Bureau of Indian Education (BIE). This organization is responsible for prekindergarten, elementary, secondary, and postsecondary schools and educational activities of the Bureau of Indian 

Affairs (BIA). Prior to 2006, these schools were referred to as BIA schools. There are no BIE schools in Alaska. Most Alaska Native children 

attend public schools in Alaska. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 47Chapter II — 

Preprimary, Elementary, and Secondary Education

Table 2.2b. Percentage distribution of schools and students, by Bureau of Indian Education school 

status, density of American Indian/Alaska Native enrollment in schools, and enrollment 

size: 2005–06

Enrollment size

Schools Students

Bureau of 

Indian 

Affairs (BIE) 

schools1

25 percent 

or more 

American 

Indian/

Alaska 

Native 

(non-BIE)2

Less than 

25 percent 

American 

Indian/

Alaska 

Native 

(non-BIE)2

Bureau of 

Indian 

Affairs (BIE) 

schools1

25 percent 

or more 

American 

Indian/

Alaska 

Native 

(non-BIE)2

Less than 

25 percent 

American 

Indian/

Alaska 

Native 

(non-BIE)2

Total 100.0 100.0 100.0 100.0 100.0 100.0

100 or fewer 12.8 34.4 10.6 3.1 6.5 0.9

101–200 33.3 21.2 9.4 17.6 13.8 2.7

201–300 23.9 14.7 11.5 21.1 16.3 5.5

301–500 15.0 19.9 26.8 21.5 33.8 20.3

More than 500 15.0 9.7 41.7 36.7 29.5 70.6

1 Does not include BIE schools that are residences without instructional components. Excludes two BIE schools with no 

student enrollment.

2 Excludes 6,553 schools, out of 100,385 non-BIE schools, due to missing student enrollment or race/ethnicity information. 

NOTE: Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public 

Elementary/Secondary School Universe Survey,” 2005–06.

Figure 2.2. Number of Bureau of Indian Education (BIE)-funded school programs, by operational 

structure: Selected years, 1996–97 to 2006–07

SOURCE: U.S. Department of the Interior, Bureau of Indian Education (BIE), Office of Indian Education Programs (OIEP), 

1999–2000 OIEP School Report Card Summary; OIEP, Building Exemplary Schools for Tomorrow: 2002 Fingertip Facts and 

2004 Fingertip Facts; and 2009 Budget Justification and BIE budget tables. 

Number

Year

� BIE operated � Tribally operated

1996–97 1998–99 2000–01 2002–03 2004–05 2006–07

0

20

40

60

80

100

120

140

83

104

69

116

65

120

76

108

62

122

61

123
48 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 2.3 — Special Education

In 2006, the Individuals with Disabilities Education 

Act (IDEA) served 6.7 million (appendix table A-2.3), 

or 9 percent, of all U.S. children between the ages of 

3 and 21 who were enrolled in public elementary and 

secondary schools.9

 A higher percentage of American 

Indian/Alaska Native children received services under IDEA than children in each other racial/ethnic 

group. About 14 percent of American Indian/Alaska 

Native children received IDEA services in 2006, 

compared to 8 percent of White children, 11 percent 

of Black children, 8 percent of Hispanic children, 

and 5 percent of Asian/Pacific Islander children. In 

addition, the percentage of American Indian/Alaska 

Native children served under IDEA increased from 

10 percent in 1998 to 14 percent in 2006. By comparison, the percentage served among all children 

remained at 9 percent between 2003 and 2006.

2.3. Special Education

A higher percentage of American Indian/Alaska Native children were served by the Individuals with 

Disabilities Education Act (IDEA) than children in any other racial/ethnic group in 2006.

Table 2.3a. Number, percentage, and percentage distribution of children ages 3 to 21 served under the 

Individuals with Disabilities Education Act (IDEA), by race/ethnicity: 2006

Race/ethnicity Number of children

Number of 

children served 

under IDEA

Percent of 

children in each 

racial/ethnic 

group served 

under IDEA

Percentage 

distribution of 

children served 

under IDEA

Total 78,158,284 6,693,292 8.6 100.0

White 47,465,391 3,948,876 8.3 59.0

Black 11,738,213 1,335,870 11.4 20.0

Hispanic 14,886,994 1,154,217 7.8 17.2

Asian/Pacific Islander 3,322,196 153,265 4.6 2.3

American Indian/Alaska Native 745,490 101,064 13.6 1.5

NOTE: Detail may not sum to totals because of rounding. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), “Children 

with Disabilities Receiving Special Education Under Part B of the Individuals with Disabilities Education Act,” 2006.

Table 2.3b. Percentage of children ages 3 to 21 served under the Individuals with Disabilities Education 

Act (IDEA), by race/ethnicity: 1998 to 2006

Year Total White Black Hispanic

Asian/

Pacific Islander

American Indian/ 

Alaska Native

1998 8.0 8.0 10.3 6.7 3.6 9.5

1999 7.9 7.8 10.2 6.7 3.7 9.4

2000 8.2 8.1 10.8 6.8 4.0 10.5

2001 8.3 8.2 11.1 7.1 4.0 11.0

2002 8.4 8.3 11.3 7.3 4.2 11.4

2003 8.6 8.4 11.5 7.5 4.4 11.9

2004 8.7 8.4 11.6 7.7 4.5 13.3

2005 8.6 8.4 11.5 7.8 4.6 13.5

2006 8.6 8.3 11.4 7.8 4.6 13.6

NOTE: Data have been revised from previously published reports. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), “Children with 

Disabilities Receiving Special Education Under Part B of the Individuals with Disabilities Education Act,” 2006.

9

 The precursor to IDEA—the Education for All Handicapped Children Act (EAHCA)—was first passed in 1975 to provide federal funding 

for the education of individuals with disabilities. This act was amended in 1990 to become IDEA and reauthorized in December 2004. IDEA 

aims “to ensure that all children with disabilities have available to them a free, appropriate public education that emphasizes special education 

and related services designed to meet their unique needs; to ensure that the rights of children with disabilities and the parents of such children 

are protected; to assist state localities, educational service agencies, and Federal agencies to provide for the education of all children with 

disabilities; and to assess and ensure the effectiveness of efforts to educate children with disabilities.. Individuals with Disabilities Education 

Improvement Act of 2004, P.L. 108-446, 118 Stat. 2647 (2004).
Status and Trends in the Education of American Indians and Alaska Natives: 2008 49Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 2.3a. Percentage of children ages 3 to 21 served under the Individuals with Disabilities 

Education Act (IDEA), by race/ethnicity: 2006 

NOTE: Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), “Children with 

Disabilities Receiving Special Education Under Part B of the Individuals with Disabilities Education Act,” 2006.

Figure 2.3b. Percentage of children ages 3 to 21 served under the Individuals with Disabilities 

Education Act (IDEA), by race/ethnicity: 1998 to 2006

NOTE: Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), “Children with 

Disabilities Receiving Special Education Under Part B of the Individuals with Disabilities Education Act,” 2006.

Percent

Race/ethnicity

White Black Hispanic Asian/

Pacific Islander

American Indian/

Alaska Native

0

5

10

15

20

25

8

11

8

5

14

� White

Percent

Year

� Black � Hispanic Asian/Pacific Islander � American Indian/Alaska Native

1998 1999 2000 2001 2002 2003 2004 2005 2006

0

5

10

15

20

25

� � � � � � � � �

� � � � � � � � �

� � � � � � � � �

� � � � � � � � �

� �

� � � �

� � �
This page intentionally left blank.
This section focuses on the persistence and effort 

that students put into their elementary and secondary 

education. Particular attention is paid to how American Indian/Alaska Native students compare to other 

population groups as they proceed through school. 

Indicators of student persistence and effort include how 

often students are absent from school, student educational attainment expectations, graduation rates, and 

whether students drop out of school. School problems 

such as absenteeism, suspension, and expulsion can 

compound and may lead eventually to dropping out 

of school, which has long-term negative consequences 

(Baker et al. 2001; Kaufman, Alt, and Chapman 2001; 

U.S. Department of Commerce 2006).

3 Persistence and 

Effort
52 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 3.1 — Absenteeism

Children with high rates of absenteeism do not have 

the same amount of learning opportunities as children who attend school regularly. In 2007, some 66 

percent of American Indian/Alaska Native 8th-grade 

students reported that they were absent at least once 

in the preceding month. A larger percentage of American Indian/Alaska Native students reported being 

absent from school than did students of any other 

race/ethnicity. In 2007, some 55 percent of White 

students, 55 percent of Black students, 57 percent of 

Hispanic students, and 36 percent of Asian/Pacific 

Islander students reported that they were absent from 

school at least once in the preceding month.

3.1. Absenteeism

A larger percentage of American Indian/Alaska Native 8th-grade students reported absences from school 

in the preceding month than 8th-grade students of any other race/ethnicity in 2007.

Table 3.1. Percentage distribution of 8th-grade students, by number of days absent from school in the 

preceding month and race/ethnicity: 2007

Race/ethnicity No absences One or more absences

Total1 45 55

White 45 55

Black 45 55

Hispanic 43 57

Asian/Pacific Islander 64 36

American Indian/Alaska Native 34 66

1 Total includes race/ethnicity categories not separately shown.

NOTE: Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Reading Assessment. Retrieved from http://nces.ed.gov/nationsreportcard/nde/ on January 27, 2008.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 53Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 3.1. Percentage distribution of 8th-grade students, by number of days absent from school in the 

preceding month and race/ethnicity: 2007

NOTE: Total includes race/ethnicity categories not separately shown. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Reading Assessment. Retrieved from http://nces.ed.gov/nationsreportcard/nde/ on January 27, 2008.

0 20 40 60 80 100

Race/ethnicity

Percent

� No absences � One or more absences

American Indian/

Alaska Native

Asian/

Pacific Islander

Hispanic

Black

White

Total

34 66

64 36

43 57

45 55

45 55

45 55
54 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 3.2 — Suspension and Expulsion

Prior research has confirmed the common perception 

that students who have been suspended from school are 

at higher risk for other poor school outcomes, including 

dropping out of school (Wehlage et al. 1989). Students 

who are being disruptive in school or who are not in 

school may not benefit from formal education. 

Seven percent of American Indian/Alaska Native 

public school students in kindergarten through 12th 

grade were suspended in 2004. The suspension rate 

of American Indians/Alaska Natives was higher than 

that of Whites (5 percent), Hispanics (6.5 percent), 

and Asians/Pacific Islanders (3 percent), but was 

lower than the suspension rate of Blacks (15 percent). 

Expulsion rates were similar between American 

Indians/Alaska Natives and all other racial/ethnic 

groups in 2004—below 1 percent each.

For each racial/ethnic group, males had higher rates 

of suspension than females. A higher percentage 

of Black and American Indian/Alaska Native 

males were expelled than Black and American 

Indian/Alaska Native females. However, there 

was no measurable difference between the rates of 

expulsion for White, Hispanic, and Asian/Pacific 

Islander males and females. A larger percentage of 

American Indian/Alaska Native males (10 percent) 

were suspended than White (7 percent) and Asian/

Pacific Islander (4 percent) males. This percentage 

was smaller than that for Black males (19 percent), 

but did not significantly differ from the percentage 

of Hispanic males suspended (9 percent). There was 

also no measurable difference between the percentage 

of American Indian/Alaska Native males who were 

expelled and that of White, Black, and Hispanic 

males expelled. For females, a higher percentage of 

American Indians/Alaska Natives (5 percent) were 

suspended than females of all other race/ethnicities 

except Black females (11 percent). There was no 

measurable difference between the expulsion rates of 

American Indian/Alaska Native females and females 

of all other races/ethnicities.

3.2. Suspension and Expulsion

In 2004, American Indian/Alaska Native public school students in grades kindergarten through 12 had 

lower suspension and expulsion rates than Black students, but higher suspension and expulsion rates 

than students of all other racial/ethnic groups. 

Table 3.2. Number and percentage of public school students in kindergarten through 12th grade who 

were suspended or expelled, by sex and race/ethnicity: 2004

Race/ethnicity

Total Male Female

Number Percent Number Percent Number Percent

Total enrollment

Total 48,139,800 100.0 24,728,300 51.4 23,411,600 48.6

White 28,135,800 58.4 14,502,400 51.5 13,633,400 48.5

Black 8,125,400 16.9 4,128,700 50.8 3,996,700 49.2

Hispanic 9,116,400 18.9 4,678,900 51.3 4,437,500 48.7

Asian/Pacific Islander 2,168,400 4.5 1,115,300 51.4 1,053,100 48.6

American Indian/Alaska Native 593,900 1.2 303,100 51.0 290,800 49.0

Suspended

Total 3,279,700 6.8 2,266,800 9.2 1,013,000 4.3

White 1,359,400 4.8 988,700 6.8 370,700 2.7

Black 1,222,600 15.0 784,900 19.0 437,700 11.0

Hispanic 594,500 6.5 419,200 9.0 175,200 3.9

Asian/Pacific Islander 60,400 2.8 45,000 4.0 15,400 1.5

American Indian/Alaska Native 42,900 7.2 28,900 9.6 13,900 4.8

Expelled

Total 106,200 0.2 79,200 0.3 27,000 0.1

White 44,500 0.2 33,700 0.2 10,800 0.2

Black 36,700 0.5 25,900 0.6 10,700 0.3

Hispanic 21,300 0.2 16,700 0.4 4,700 0.1

Asian/Pacific Islander 1,800 0.1 1,500 0.1 300 #

American Indian/Alaska Native 1,900 0.3 1,400 0.5 500 0.2

# Rounds to zero.

NOTE: Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, Office for Civil Rights (OCR), Civil Rights Data Collection, 2004, retrieved from 

http://205.207.175.84/ocr2004rv30 on May 17, 2007.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 55Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 3.2. Percentage of public school students in kindergarten through 12th grade who were 

suspended, by sex and race/ethnicity: 2004

NOTE: Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, Office for Civil Rights (OCR), Civil Rights Data Collection, 2004, retrieved from 

http://vistademo.beyond2020.com/ocr2004rv30/ on May 17, 2007.

7

5

15

7

3

7

Percent

Race/ethnicity

� Total � Male � Female

Total White Black Hispanic Asian/

Pacific Islander

American Indian/

Alaska Native

0

5

10

15

20

25

9

4

7

3

19

11

9

4 4

1

10

5
56 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 3.3 — Graduation 

Rates

This indicator examines the percentage of sophomores in spring of 2002 reporting they had obtained 

a high school diploma, obtained a General Educational Development (GED) certificate, or were still 

working toward an equivalent credential in 2006. 

In 2006, a smaller percentage of American Indians/

Alaska Natives reported receiving a high school 

diploma than Whites or Asian/Pacific Islander. 

Seventy-five percent of American Indians/Alaska 

Natives who had been sophomores in 2002 reported 

that they had received a high school diploma by 

2006, compared to 91 percent of Whites and 93 

percent of Asian/Pacific Islanders. In addition, 

a larger percentage of American Indians/Alaska 

Natives (9 percent) than Asian/Pacific Islander (2 

percent) reported receiving a GED certificate.

A larger percentage of American Indian/Alaska Natives (12 percent) than Whites (3 percent) or Asian/

Pacific Islander (2 percent) reported they had not 

received a high school credential and were neither 

currently enrolled nor working toward one. No differences were detected among the percentages of students 

of different races/ethnicities who were still enrolled 

or working toward an equivalency certificate. Across 

all high school completion status categories, apparent 

differences between American Indian/Alaska Natives 

and Blacks and Hispanics were not significant. 

3.3. Graduation Rates

A smaller percentage of American Indian/Alaska Native spring of 2002 high school sophomores obtained 

a high school credential by 2006 compared to White and Asian/Pacific Islander students. 

Table 3.3. Percentage of spring 2002 high school sophomores, by high school completion status and 

race/ethnicity: 2006

Race/ethnicity

Received 

high school 

diploma

Received 

GED or other 

equivalency

Enrolled in 

high school 

or working 

toward 

equivalency

No high school 

credential, 

not enrolled, 

and not 

working 

toward GED 

or equivalent

Certificate of 

attendance

Total 87.8 3.9 3.2 4.6 0.5

White 91.1 3.5 2.2 2.9 0.2

Black 82.2 4.6 6.0 5.7 1.5

Hispanic 80.9 4.3 4.3 10.0 0.5!

Asian/Pacific Islander 92.6 2.1 2.6 2.4 0.1!

American Indian/Alaska Native 74.7 9.3! 4.4! 11.7! #

More than one race 85.1 5.7 4.0 5.0 0.1!

# Rounds to zero.

! Interpret data with caution.

NOTE: Detail may not sum to total because of rounding. Race categories exclude persons of Hispanic ethnicity. High school 

completion status is unknown for less than 0.5 percent of the spring 2002 sophomore cohort. GED is a General Educational 

Development certificate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), Second Follow-up, 2006.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 57Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 3.3. Percentage of spring 2002 high school sophomores, by high school completion status and 

race/ethnicity: 2006

# Rounds to zero.

! Interpret data with caution. 

NOTE: Detail may not sum to total because of rounding. Race categories exclude persons of Hispanic ethnicity. High school 

completion status is unknown for less than 0.5 percent of the spring 2002 sophomore cohort. GED is a General Educational 

Development certificate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), Second Follow-up, 2006.

0 20 40 60 80 100

Race/ethnicity

Percent

� Received GED or other 

 equivalency

� Enrolled in high school 

 or working toward equivalency

� Received high school 

 diploma

� No high school credential, not 

 enrolled, and not working 

 toward GED or equivalent 

� Certificate of attendance

More than

one race

American Indian/

Alaska Native

Asian/

Pacific Islander

Hispanic

Black

White

85 6 4 5 #

#

#

#

#

75 9! 4! 12!

93 2 3 2

81 4 4 10

82 5 6 6 1.5

91 4 2 3
58 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 3.4 — Dropout 

Rates

Young adults who do not finish high school are more 

likely to be unemployed and earn less when they are 

employed than those who complete high school (U.S. 

Department of Labor 2008). This indicator examines 

the status dropout rate, which is the percentage of 

16- to 24-year-olds who are not in high school and 

who have not earned a high school credential (either a 

diploma or equivalency credential such as a GED).10 

The status dropout rate is typically a measure of civilian, noninstitutionalized 16- to 24-year-olds. Thus, 

not all young adults are included in this measure. 

Examples of groups not included are young adults in 

the military and those who are incarcerated.

In 2006, a higher percentage of American Indian/

Alaska Native young adults were status dropouts 

(15 percent) than were their White (7 percent), Black 

(11 percent), Asian (3 percent), and Native Hawaiian/

Pacific Islander (7 percent) peers. However, the status 

dropout rate for American Indians/Alaska Natives 

was lower than the rate for Hispanics (21 percent). 

A similar pattern was evident when examining status 

dropout rates by sex. The dropout rate for American 

Indian/Alaska Native males (16 percent) was higher 

than that for White (7 percent), Black (12 percent), 

Asian (3 percent), and Native Hawaiian/Pacific 

Islander (7 percent) males, but lower than that for 

Hispanic (25 percent) males. In 2006, the dropout 

rate for American Indian/Alaska Native females 

was 13 percent. This also was higher than the rate 

for White (6 percent), Black (9 percent), Asian 

(3 percent), and Native Hawaiian/Pacific Islander 

(7 percent) females, but lower than the rate for Hispanic (17 percent) females. No measurable difference 

was detected between the status dropout rates for 

American Indian/Alaska Native males and females, 

despite the apparent difference. 

3.4. Dropout Rates

In 2006, a higher percentage of noninstitutionalized American Indian/Alaska Native young adults (ages 16 to 

24) were status dropouts than were their White, Black, Asian, and Native Hawaiian/Pacific Islander peers.

Figure 3.4. Percentage of noninstitutionalized 16- to 24-year-olds who were high school status 

dropouts, by sex and race/ethnicity: 2006

! Interpret data with caution.

1 Total includes other race/ethnicity categories not separately shown.

NOTE: Data are graphed using unrounded estimates while the value labels are rounded. Race categories exclude persons 

of Hispanic ethnicity. The data presented here represent status dropout rates. The status dropout rate is the percentage of 

civilian, noninstitutionalized 16- to 24-year-olds who are not in high school and who have not earned a high school credential 

(either a diploma or equivalency credential such as a GED). The status dropout rate includes all dropouts regardless of when 

they last attended school, as well as individuals who may have never attended school in the United States, such as immigrants 

who did not complete a high school diploma in their home country. 

SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey, 2006.

Percent

Race/ethnicity

� Total � Male � Female

Total1 White Black Hispanic Asian Native Hawaiian/

Pacific Islander

America Indian/

Alaska Native

0

10

20

30

40

50

10 11

8

7 7 6

11 12

9

21

25

17

3 3 3

7 7! 7!

15

16

13

10 The status dropout rate includes all dropouts regardless of when they last attended school, as well as individuals who may have never attended 

school in the United States, such as immigrants who did not complete a high school diploma in their home country.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 59Chapter II — 

Preprimary, Elementary, and Secondary Education

The 2006 American Community Survey (ACS) 

included persons residing in institutionalized and 

non-institutionalized group quarters such as college and university housing, military installations, 

correctional facilities, hospitals and treatment 

centers, workers and religious group quarters, and 

temporary shelters for the homeless. When including these group quarters, the status dropout rate for 

American Indians/Alaska Natives is 15 percent (see 

table 3.4b). When compared to students of other 

races/ethnicities, relationships are similar to those 

presented for noninstitutionalized youth, except the 

dropout rate for American Indian/Alaska Native 

males is 17 percent, which is measurably higher 

than the rate for females (13 percent). 

Table 3.4a. Percentage of noninstitutionalized 16- to 24-year-olds who were high school status 

dropouts, by sex and race/ethnicity: 2006

Race/ethnicity Population Total Male Female

Total1 35,082,000 9.8 11.2 8.3

White 21,203,000 6.6 7.4 5.9

Black 4,941,000 10.6 12.1 9.2

Hispanic 6,399,000 21.0 24.5 17.0

Asian 1,437,000 3.2 3.5 3.0

Native Hawaiian/Pacific Islander 60,000 7.4 7.4! 7.5!

American Indian/Alaska Native 311,000 14.8 16.4 13.3

! Interpret data with caution.

1 Total includes other race/ethnicity categories not separately shown.

Note: Race categories exclude persons of Hispanic ethnicity. The data presented here represent status dropout rates for civilian, noninstitutionalized 16- to 24-year-olds. The status dropout rate is the percentage of 16- to 24-year-olds who are not in high 

school and who have not earned a high school credential (either a diploma or equivalency credential such as a GED). The status dropout rate includes all dropouts regardless of when they last attended school, as well as individuals who may have never 

attended school in the United States, such as immigrants who did not complete a high school diploma in their home country. 

SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey, 2006.

Table 3.4b. Percentage of all (institutionalized and noninstitutionalized) 16- to 24-year-olds who were 

high school status dropouts, by sex and race/ethnicity: 2006

Race/ethnicity Population Total Male Female

Total1 38,245,000 9.7 11.3 7.9

White 23,282,000 6.4 7.2 5.5

Black 5,449,000 11.5 14.0 9.0

Hispanic 6,716,000 21.0 24.8 16.7

Asian 1,589,000 3.1 3.5 2.7

Native Hawaiian/Pacific Islander 64,000 7.4 7.7 7.2!

American Indian/Alaska Native 336,000 15.1 17.3 12.9

! Interpret data with caution.

1 Total includes other race/ethnicity categories not separately shown.

NOTE: Race categories exclude persons of Hispanic ethnicity. The data presented here represent status dropout rates for all 

16- to 24-year-olds, including those who lived in institutional and noninstitutional group quarters such as college and university 

housing, military installations, correctional facilities, hospitals and treatment centers, workers and religious group quarters, 

and temporary shelters for the homeless. The status dropout rate is the percentage of 16- to 24-year-olds who are not in high 

school and who have not earned a high school credential (either a diploma or equivalency credential such as a GED).The status dropout rate includes all dropouts regardless of when they last attended school, as well as individuals who may have never 

attended school in the United States, such as immigrants who did not complete a high school diploma in their home country.

SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey, 2006.

Highlight: Dropout Rates Including Institutionalized Youth
60 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 3.5 — Attainment Expectations

In spring 2004, some 69 percent of high school 

seniors expected to attain a bachelor’s degree or 

higher as their highest level of education (33 percent 

expected to graduate from college, while 35 percent 

expected to continue to graduate or professional 

school). Another 18 percent expected some postsecondary education, but less than a bachelor’s. The 

rest either expected to not go beyond high school 

(5 percent) or did not know (8 percent). 

No measurable differences were detected among 

the percentages of American Indian/Alaska Native 

students who expected to complete high school or a 

bachelor’s degree and the percentages of students of 

other races/ethnicities having the same expectation. 

A larger percentage of American Indian/Alaska 

Native students than Asian/Pacific Islander students 

had completion of some college as their attainment 

expectation (22 percent vs. 10 percent). In addition, 

a smaller percentage of American Indian/Alaska 

Native students than Asian/Pacific Islander students 

reported an expectation to continue on to graduate 

or professional school (31 percent vs. 48 percent). 

More American Indian/Alaska Native students 

reported uncertainty about their expectations for 

future educational attainment than their White or 

Asian/Pacific Islander peers (15 percent vs. 7 percent 

and 7 percent).

3.5. Attainment Expectations

The percentage of American Indian/Alaska Native 2003–04 high school seniors who expected a bachelor’s degree 

as their highest level of education did not differ from the percentages of students of other races/ethnicities. 

Table 3.5. Percentage of 2003–04 high school seniors, by the highest expected level of educational 

attainment and race/ethnicity: 2004

Race/ethnicity

High 

school 

or less

Some 

college

College 

graduate

(4-year 

degree)

Graduate/

professional 

school Don’t know

Total 5.0 18.1 33.5 35.0 8.4

White 4.7 17.3 35.1 35.9 7.0

Black 5.0 18.8 32.1 35.3 8.8

Hispanic 6.4 23.1 28.2 28.8 13.5

Asian/Pacific Islander 2.5 10.4 32.7 47.6 6.9

American Indian/Alaska Native 6.9! 21.6 25.6 31.3 14.7

More than one race 6.1 16.3 36.4 30.6 10.7

! Interpret data with caution.

NOTE: Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), First Follow-up, 2004.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 61Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 3.5. Percentage of 2003–04 high school seniors, by the highest expected level of educational 

attainment and race/ethnicity: 2004

NOTE: Detail does not sum to 100 percent because the category “Don’t know” is not shown. Race categories exclude persons 

of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), First Follow-up, 2004.

Percent

� Some college � College graduate

 (4-year degree)

� High school or less � Graduate/professional 

 school

0 20 40 60 80 100

More than

one race

American Indian/

Alaska Native

Asian/

Pacific Islander

Hispanic

Black

White

Race/ethnicity

Total 5 18 34 35

6 16 36 31

7 22 26 31

3 10 33 48

6 23 28 29

5 19 32 35

5 17 35 36
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This section presents findings on early childhood, 

elementary, and secondary student achievement and 

other academic outcomes, and reports on improvements in American Indian/Alaska Native student 

performance and on closing achievement gaps. 

Children enter school with varying levels of 

knowledge and skill. As students progress through 

school, it is important to measure their achievement 

to ensure that they are acquiring necessary skills and 

understanding challenging subject matter. Academic 

outcomes are measured as the change in performance 

over time and the percentage of students achieving 

predetermined standards of competence.

4 Academics and 

Achievements
64 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.1 — 

Motor and Cognitive Skill Development

The Early Childhood Longitudinal Study, Birth 

Cohort (ECLS-B) assessed children’s early mental 

and physical development from birth through their 

entry into kindergarten. To date, information has 

been collected from a nationally representative sample 

of births in 2001, when the children were about 9 

months of age (2001), about 2 years of age (2003), 

and about preschool age (age 4, 2005). 

The assessments from when the children were about 

9 months of age provide information on the development of children’s motor skills, including eye-hand 

coordination as the child reaches for objects; sitting 

alone without assistance; prewalking (taking steps, 

and supporting own weight while standing, with assistance); standing alone (without assistance); skillful 

walking (walking without assistance); and balance (can 

balance in various positions). These assessments also 

provide information on the development of children’s 

cognitive skills, including exploring objects in play; 

exploring their environment purposefully; jabbering 

expressively and making simple gestures; early problem 

solving (using reasoning to interact with objects); and 

naming objects (communicating with words). 

When children were about 9 months of age, most of 

those assessed demonstrated skill in exploring objects 

and exploring purposefully. There was no measurable 

difference between the skills of American Indian/

Alaska Native children and the total population of 

children in exploring objects with purpose and jabbering expressively. Similar percentages of American 

Indian/Alaska Native children and all children about 

9 months of age demonstrated exploring objects 

in play, early problem solving, and object naming 

skills. (appendix table A-4.1a). Further, at this age, 

no measurable differences were detected among 

the percentages of American Indian/Alaska Native 

children and all other children exhibiting the motor 

skills mentioned above.

4.1. Motor and Cognitive Skill Development

At about 9 months of age, there was no measurable difference between the motor and cognitive skills 

of American Indian/Alaska Native children and children of other races/ethnicities; however, at 2 and 4 

years of age, some differences were detected between American Indian/Alaska Native children and 

the total population.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 65Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 4.1a. Percentage of American Indian/Alaska Native children and all children demonstrating 

specific cognitive and motor skills at about 9 months of age: 2000–01

NOTE: Estimates weighted by W1C0. The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) sampled children born 

in 2001 and was designed to collect information about them for the first time when the children were about 9 months of age 

(i.e., 8 to 10 months). Data are graphed using unrounded estimates while the value labels are rounded. Race categories 

exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth 

Cohort (ECLS-B), Longitudinal 9-month–Preschool Restricted-Use Data File.

� Total � American Indian/Alaska Native

Explores

objects

Explores

purposefully

Jabbers

expressively

Early

problem

solving

Names

objects

Cognitive skills

Percent

Motor skills

Eye-hand

coordination

Sitting PrewalkingStands

alone

Skillful

walking

Balance 0

20

40

60

80

100 99 98

83 80

30 27

4 3

1 1

89 90

87 88

65 67

19 20

8 8

2 2
66 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.1 — 

Motor and Cognitive Skill Development

The assessments from when the children were about 

2 years of age provide information on children’s 

ability to communicate with words (both receptively 

and expressively); children’s listening comprehension 

(understanding actions depicted by a story, pictures, 

or instructions); the ability to match or discriminate 

objects by their properties (such as color); the knowledge 

of counting words or quantities; skillful (independent) 

walking; balance; fine motor control (such as grasping 

a pencil); walking up and down stairs; maintaining 

balance when alternating positions or in motion; and 

motor planning (replicating the motions of others). 

At age 2, a smaller percentage of American Indian/

Alaska Native children demonstrated the specific 

cognitive skills of interest when compared to all 

children. For example, 74 percent of American 

Indian/Alaska Native children demonstrated 

receptive vocabulary, compared to 84 percent of all 

children. Forty-nine percent of American Indian/

Alaska Native children demonstrated expressive 

vocabulary, compared to 64 percent of all children. 

Similarly, smaller percentages of American Indian/

Alaska Native children demonstrated listening 

comprehension (25 percent), matching (21 percent), 

and early counting skills (1 percent), compared to 

all children demonstrating these skills (36 percent, 

32 percent, and 4 percent, respectively) at this age. 

Similar percentages of American Indian/Alaska 

Native children and all children 2 years of age 

demonstrated the physical skills of interest, including 

skillful walking, balance, fine motor control, stair 

use, alternating balance, and motor planning 

(appendix table A-4.1b).
Status and Trends in the Education of American Indians and Alaska Natives: 2008 67Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 4.1b. Percentage of American Indian/Alaska Native children and all children demonstrating 

specific cognitive and motor skills at about 2 years of age: 2003–04

NOTE: Estimates weighted by W2C0. Estimates pertain to children assessed between 22 months and 25 months of age. Data 

are graphed using unrounded estimates while the value labels are rounded. Race categories exclude persons of Hispanic 

ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth 

Cohort (ECLS-B), Longitudinal 9-month–Preschool Restricted-Use Data File.

� Total � American Indian/Alaska Native

Receptive

vocabulary

Expressive

vocabulary

Listening

comprehension

Matching Early

counting

Skillful

walking

Balance Fine

motor

control

Uses

stairs

Alternating

balance

Motor

planning

0

20

40

60

80

100

Cognitive skills Motor skills

Percent

84

74

64

49

36

25

32

21

4 1

93 92 89 89

55 55

48 48

30 30

10 10
68 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.1 — 

Motor and Cognitive Skill Development

When children were preschool age (about 4 years 

old), the ECLS-B assessments obtained information 

on certain aspects of children’s language, literacy, 

mathematics, color identification, and fine motor 

skills. Language knowledge and skills include both 

receptive and expressive vocabulary as well as an 

overall literacy score, which includes the child’s 

ability to recognize a letter by either its name or its 

sound; phonological awareness, or an understanding 

of the sounds and structure of spoken language; 

and the understanding of what print represents 

and its function (top to bottom and left to right). 

Mathematics knowledge and skills include an overall 

math score which includes number sense, geometry, 

counting, operations, and patterns; and the ability 

to recognize single-digit numbers and basic shapes. 

Also, the percentage of children who can correctly 

identify five out of five colors and the ability of the 

child to use fine motor skills in drawing basic forms 

and shapes were assessed. 

At 4 years of age, smaller percentages of American 

Indian/Alaska Native children demonstrated language, 

literacy, mathematics, and color identification skills, 

compared to all children. American Indian/Alaska 

Native children had lower scores, on average, than 

all children on the overall literacy and mathematics 

components. More specifically, a smaller percentage 

of American/Indian Alaska Native children were 

able to recognize letters by their shapes or sounds 

(19 percent) than all children (33 percent) within 

the literacy component, and a smaller percentage of 

American Indian/Alaska Native children were able 

to demonstrate proficiency in identifying numbers 

and shapes (41 percent) than all children (66 

percent) within the mathematics component. Fortythree percent of American Indian/Alaska Native 

children were able to identify five out of five colors, 

compared to 64 percent of all children (appendix

table A-4.1c). 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 69Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 4.1c. Average overall literacy and mathematics scores for children at about 4 years of age, by 

selected race/ethnicity: 2005–06

1 Includes letter recognition, in both receptive and expressive modes; letter sounds; and early reading knowledge and skills. 

Potential score ranges from 0 to 37. 

2 Includes number sense, geometry, counting, operations, and patterns. Potential score ranges from 0 to 44.

NOTE: Estimates weighted by W3C0. Estimates pertain to children assessed between 48 months and 57 months of age. Race 

categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth 

Cohort (ECLS-B), Longitudinal 9-month–Preschool Restricted-Use Data File.

Total White Black Hispanic Asian American Indian/

Alaska Native

More than

one race

0

10

20

30

40

50

Score

13 14 12 11

18

10

14

Literacy1

Total White Black Hispanic Asian American Indian/

Alaska Native

More than

one race

0

10

20

30

40

50

Score

23 24

21 20

26

18

23

Mathematics2
70 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.2 — Student 

Performance in 

Reading

The National Assessment of Educational Progress 

(NAEP) assesses the skills of 4th-, 8th-, and 12thgrade students. In reading, potential NAEP scores 

range from 0 to 500. This reading scale score reflects 

students’ performance across various content strands, 

including reading for literary experience, and reading 

for information, and, in grades 8 and 12, reading to 

perform a task.

In 2007, American Indian/Alaska Native students 

had lower average reading scale scores than White 

and Asian/Pacific Islander students in both the 4th 

and 8th grades. American Indian/Alaska Native 

students scored about the same as Black students in 

the 4th grade and Hispanic students in the 4th and 

8th grades in 2007.

4.2. Student Performance in Reading

In 2007, American Indian/Alaska Native students in grades 4 and 8 scored lower than White and Asian/

Pacific Islander students on NAEP reading assessments. 

Table 4.2a. Average reading scale scores, by race/ethnicity and grade: 2000, 2002, 2005, and 2007

Grade and year Total1 White Black Hispanic

Asian/

Pacific Islander

American Indian/

Alaska Native

4th grade

2000 213 224 190 190 225 214

2002 219 229 199 201 224 207

2005 219 229 200 203 229 204

2007 221 231 203 205 232 203

8th grade

2000 — — — — — —

2002 264 272 245 247 267 250

2005 262 271 243 246 271 249

2007 263 272 245 247 271 247

— Not available.

1 Total includes races/ethnicities not separately shown.

NOTE: Scale score ranges from 0 to 500. Data were not collected at grade 8 in 2000. The reading data include students for 

whom accommodations were permitted. For a discussion of the reading scale score definitions, see http://nces.ed.gov/nations

reportcard/reading/scale.asp. Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2000, 2002, 2005, and 2007 Reading Assessments and the NAEP Data Explorer, retrieved January 25, 2008, 

from http://nces.ed.gov/nationsreportcard/nde/.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 71Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 4.2a. Average reading scale scores for American Indian/Alaska Native students and for all 

students, by grade: 2000, 2002, 2005, and 2007

— Not available.

NOTE: Scale score ranges from 0 to 500. Data were not collected at grade 8 in 2000. The reading data include students for 

whom accommodations were permitted. For a discussion of the reading scale score definitions, see http://nces.ed.gov/nations

reportcard/reading/scale.asp. Total includes race/ethnicity categories not separately shown.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2000, 2002, 2005, and 2007 Reading Assessments and the NAEP Data Explorer, retrieved January 25, 

2008, from http://nces.ed.gov/nationsreportcard/nde/.

2000 2002 2005 2007

0

50

100

150

200

250

300

350

213 214 219 207 219 204 221 203

Year

Year

8th grade

4th grade

2000 2002 2005 2007

0

50

100

150

200

250

300

350

Scale score

Scale score

— —

264 250 262 249 263 247

� Total � American Indian/Alaska Native
72 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.2 — Student 

Performance in 

Reading

In addition to calculating an overall reading scale 

score, NAEP data are expressed as a series of achievement levels to indicate how well students perform 

against expectations for what students should know 

and be able to do. In 2007, a larger percentage of 

American Indian/Alaska Native 4th- and 8th-graders 

than Black 4th- and 8th-graders achieved “at or above 

proficient.” Higher percentages of White and Asian/

Pacific Islander 4th- and 8th-grade students achieved 

“at or above proficient” than did American Indian/

Alaska Native 4th- and 8th-grade students. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 73Chapter II — 

Preprimary, Elementary, and Secondary Education

Table 4.2b. Percentage distribution of students across reading achievement levels, by race/ethnicity 

and grade: 2007

Grade and level Total1 White Black Hispanic

Asian/

Pacific Islander

American Indian/

Alaska Native

4th grade

Below basic 33 22 54 50 23 51

At or above basic 67 78 46 50 77 49

At or above proficient 33 43 14 17 46 18

At advanced 8 11 2 3 15 4

8th grade

Below basic 26 16 45 42 20 44

At or above basic 74 84 55 58 80 56

At or above proficient 31 40 13 15 41 18

At advanced 3 4 # 1 5 2

# Rounds to zero.

1 Total includes races/ethnicities not separately shown.

NOTE: Detail may not sum to totals because of rounding. The reading data include students for whom accommodations were 

permitted. For a discussion of the reading achievement level definitions, see http://nces.ed.gov/nationsreportcard/reading/

achieve.asp. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2007 Reading Assessments and NAEP Data Explorer, retrieved January 25, 2008, from http://nces.ed.gov/

nationsreportcard/nde/.
74 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.2 — Student 

Performance in 

Reading

Table 4.2c. Average reading scale scores and achievement levels for American Indians/Alaska Natives 

attending Bureau of Indian Education (BIE) schools and other public schools, by grade and 

selected states: 2005 and 2007

Grade and state

Average 

scale score Percent

2005 2007

Below basic At basic At proficient At advanced

At or above 

basic

2005 2007 2005 2007 2005 2007 2005 2007 2005 2007

Grade 4

Nation 204 204 52 51 30 30 15 15 3 4 48 49

Alaska 183 188 71 67 20 24 8 8 1 2 29 33

Arizona 184 184 75 71 17 21 7 6 1 2 25 29

Montana 201 204 55 50 32 33 12 14 1 3 45 50

New Mexico 186 193 72 66 22 24 6 9 # 1 28 34

North Dakota 198 201 61 56 31 31 8 12 ‡ ‡ 39 44

Oklahoma 211 213 43 40 35 36 18 20 3 5 57 60

South Dakota 194 192 63 65 26 26 10 8 1 1 37 35

Grade 8

Nation 249 247 41 43 41 39 16 16 1 2 59 57

Alaska 240 236 51 55 39 35 10 9 # ‡ 49 45

Arizona 238 232 57 60 32 32 10 7 # ‡ 43 40

Montana 247 249 44 43 41 36 15 19 1 1 56 57

New Mexico 236 233 56 59 39 34 5 7 # ‡ 44 41

North Dakota 248 246 41 44 45 44 13 11 # ‡ 59 56

Oklahoma 254 256 34 33 47 44 19 21 # 2 66 67

South Dakota 238 241 54 50 36 37 10 12 # ‡ 46 50

# Rounds to zero.

‡ Reporting standards not met.

NOTE: Scale score ranges from 0 to 500. The reading data include students for whom accommodations were permitted. For 

a discussion of the reading scale score definitions and achievement levels, see http://nces.ed.gov/nationsreportcard/reading/

scale.asp and http://nces.ed.gov/nationsreportcard/reading/achieve.asp. National and state data presented in this table 

represent American Indian/Alaska Native students only. Data for Minnesota, North Carolina, Washington, and Oregon are not 

shown because these states only participated in the 2007 NIES. Estimates include students who attended BIE and other public 

schools. Therefore, estimates presented here differ from those presented in table 4.2a, where private schools were included. 

SOURCE: U.S. Department of Education, National Center for Education Statistics. Performance of American Indian and 

Alaska Native Students at Grades 4 and 8 on NAEP 2007 Reading and Mathematics Assessments (NCES 2008-457). 

National Assessment of Educational Progress (NAEP), National Indian Education Study (NIES), 2007. 

Specific states with relatively large populations 

of American Indian/Alaska Native students were 

selected for NAEP’s National Indian Education 

Study (NIES) in the years 2005 and 2007. In 2007, 

American Indian/Alaska Native 4th- and 8th-graders 

in Oklahoma had higher reading scale scores, on average, than their American Indian/Alaska Native peers 

nationwide. In contrast, the average reading scale 

scores of 4th- and 8th-graders nationally were higher 

than the scores of American Indian/Alaska Native 

students in Alaska, New Mexico, and South Dakota. 

In the seven states participating in the 2007 NIES, 

the percentage of American Indian/Alaska Native 

students achieving at or above the basic level ranged 

from 29 percent in Arizona to 60 percent in Oklahoma for 4th-graders and from 40 percent in Arizona 

to 67 percent in Oklahoma for 8th-graders. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 75Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 4.2b. Average 4th- and 8th-grade reading scores for American Indian/Alaska Native students 

attending Bureau of Indian Education (BIE) and other public schools, by selected states: 

2007

NOTE: Scale score ranges from 0 to 500. The reading data include students for whom accommodations were permitted. For 

a discussion of the reading scale score definitions see http://nces.ed.gov/nationsreportcard/reading/scale.asp. National and 

state data presented in this table represent American Indian/Alaska Native students only. Data for Minnesota, North Carolina, 

Washington, and Oregon are not shown because these states only participated in the 2007 NIES. Estimates include students 

who attended BIE and other public schools. Therefore, estimates presented here differ from those presented in table 4.2a, 

where private schools were included.

SOURCE: U.S. Department of Education, National Center for Education Statistics. Performance of American Indian and 

Alaska Native Students at Grades 4 and 8 on NAEP 2007 Reading and Mathematics Assessments (NCES 2008-457). 

National Assessment of Educational Progress (NAEP), National Indian Education Study (NIES), 2007. 

0

50

100

150

200

250

300

350

8th grade

4th grade

State

State

0

50

100

150

200

250

300

350

Scale score

Scale score

247 236 232 249 233 246 256 241

Nation Alaska Arizona Montana New Mexico North Dakota Oklahoma South Dakota

Nation Alaska Arizona Montana New Mexico North Dakota Oklahoma South Dakota

204 188 184204 193 201 213

192
76 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.3 — Student 

Performance in 

Mathematics

In mathematics, potential NAEP scores range from 0 

to 500. In 2007, this assessment measured 4th- and 

8th-grade students’ abilities in five content strands: 

number sense, properties, and operations; measurement; 

geometry and spatial sense; data analysis, statistics, and 

probability; and algebra and functions. 

The mathematics scores for American Indian/Alaska 

Native 4th- and 8th-grade students did not change 

significantly between the most recent years, 2005 and 

2007. In 2007, American Indian/Alaska Native 4thand 8th-graders scored lower than Whites and Asians/

Pacific Islanders in NAEP mathematics, but higher 

than Blacks. The scores of American Indian/Alaska 

Native 4th- and 8th-graders were similar to the scores 

of Hispanic 4th- and 8th-graders.

4.3. Student Performance in Mathematics

In 2007, American Indian/Alaska Native 4th- and 8th-graders scored lower than Whites and Asians/Pacific 

Islanders in NAEP mathematics, but higher than Blacks. The NAEP mathematics scores of American 

Indian/Alaska Native 4th- and 8th-graders were similar to those of their Hispanic peers.

Table 4.3a. Average mathematics scale scores, by race/ethnicity and grade: 1996, 2000, 2005, and 2007

Grade and year Total1 White Black Hispanic

Asian/Pacific 

Islander

American Indian/

Alaska Native

4th grade

1996 224 232 198 207 229 217 !

2000 226 234 203 208 ‡ 208 !

2005 238 246 220 226 251 226

2007 240 248 222 227 253 228

8th grade

1996 270 281 240 251 ‡ ‡

2000 273 284 244 253 288 259 !

2005 279 289 255 262 295 264

2007 281 291 260 265 297 264

! Interpret data with caution.

‡ Reporting standards not met.

1 Total includes race/ethnicity categories not separately shown.

NOTE: Scale scores range from 0 to 500. The mathematics data include students for whom accommodations were permitted. 

For a discussion of the mathematics scale score definitions, see http://nces.ed.gov/nationsreportcard/mathematics/scale.asp. 

Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 1996, 2000, 2005, and 2007 Mathematics Assessments, retrieved January 22, 2008, from http://www.nces

.ed.gov/nationsreportcard/nde.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 77Chapter II — Preprimary, Elementary, and Secondary Education

Figure 4.3a. Average mathematics scale scores for American Indian/Alaska Native students and for all 

students, by grade: 1996, 2000, 2005, and 2007

! Interpret data with caution.

‡ Reporting standards not met.

NOTE: Scale scores range from 0 to 500. The mathematics data include students for whom accommodations were permitted. 

For a discussion of the mathematics scale score definitions, see http://nces.ed.gov/nationsreportcard/mathematics/scale.asp. 

Race categories exclude persons of Hispanic ethnicity. Total includes race/ethnicity categories not separately shown.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1996, 2000, 2005, and 2007 Mathematics Assessments, retrieved January 22, 2008, from http://www.nces

.ed.gov/nationsreportcard/nde.

� Total � American Indian/Alaska Native

8th grade

0

50

100

150

200

250

300

350

Scale score 4th grade

0

50

100

150

200

250

300

350

Scale score

1996 2000 2005 2007

224 217!

‡

226 208!

238 226 240 228

1996 2000 2005 2007

270 273 259!

279 264 281 264

Year

Year
78 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.3 — Student 

Performance in 

Mathematics

Table 4.3b. Percentage distribution of students across mathematics achievement levels, by race/

ethnicity and grade: 2007

Grade and level Total1 White Black Hispanic

Asian/

Pacific Islander

American Indian/

Alaska Native

4th grade

Below basic 18 9 36 30 9 30

At or above basic 82 91 64 70 91 70

At or above proficient 39 51 15 22 58 25

At advanced 6 8 1 1 15 2

8th grade

Below basic 29 18 53 45 17 47

At or above basic 71 82 47 55 83 53

At or above proficient 32 42 11 15 50 16

At advanced 7 9 1 2 16 2

1 Total includes races/ethnicities not separately shown.

NOTE: Scale scores range from 0 to 500. The mathematics data include students for whom accommodations were permitted. 

For a discussion of the mathematics scale score and achievement level definitions, see http://nces.ed.gov/nationsreportcard/

mathematics/scale.asp and http://nces.ed.gov/nationsreportcard/mathematics/achieve.asp. Detail may not sum to total 

because of rounding. Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Mathematics Assessments, retrieved January 22, 2008, from http://www.nces.ed.gov/nationsreportcard/

nde.

In addition to calculating an overall mathematics 

scale score, NAEP data are expressed as a series of 

achievement levels to indicate how well students 

perform against expectations for what students 

should know and be able to do. A larger percentage 

of American Indians/Alaska Natives in both the 4th 

and 8th grades achieved “at or above basic” and “at 

or above proficient” than their Black peers. In the 

same grades, a lower percentage of American Indians/

Alaska Natives achieved “at or above basic” and “at 

or above proficient” than their White peers. Similar 

percentages of American Indian/Alaska Native and 

Hispanic 4th-graders (70 percent for both) scored at 

the “at or above basic” level. At this level for grade 

8, no measurable differences were detected between 

American Indian/Alaska Native and Hispanic childrens’ scores.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 79Chapter II — Preprimary, Elementary, and Secondary Education

Figure 4.3b. Percentage of students at given mathematics achievement levels, by grade and selected 

race/ethnicity: 2007

NOTE: The mathematics data include students for whom accommodations were permitted. Below basic category data 

not shown. For a discussion of the mathematics achievement level definitions, see http://nces.ed.gov/nationsreportcard/

mathematics/achieve.asp. Race categories exclude persons of Hispanic ethnicity. Total includes race/ethnicity categories not 

separately shown.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2007 Mathematics Assessments, retrieved January 22, 2008, from http://www.nces.ed.gov/

nationsreportcard/nde.

� At or above basic � At or above proficient

Total American Indian/

Alaska Native

4th grade 8th grade

Total American Indian/

Alaska Native

0

20

40

60

80

100

Percent

82

39

70

25

71

32

53

16
80 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.3 — Student 

Performance in 

Mathematics

Table 4.3c. Average mathematics scale scores and achievement levels for American Indians/Alaska 

Natives attending Bureau of Indian Education (BIE) schools and other public schools, by 

grade and selected states: 2005 and 2007

Grade and state

Average 

scale score Percent

2005 2007

Below basic At basic At proficient At advanced

At or above 

basic

2005 2007 2005 2007 2005 2007 2005 2007 2005 2007

Grade 4

Nation 226 228 32 30 47 46 19 22 2 2 68 70

Alaska 220 218 43 43 42 41 14 14 2 2 57 57

Arizona 215 213 49 49 39 38 12 12 # 1 51 51

Minnesota — 234 — 23 — 50 — 23 — 5 — 77

Montana 223 222 38 36 45 47 16 15 1 1 62 64

New Mexico 215 217 46 45 46 42 7 12 # 1 54 55

North Carolina — 229 — 27 — 49 — 21 — 3 — 73

North Dakota 221 223 37 35 51 50 11 15 # 0 63 65

Oklahoma 229 234 24 20 55 20 20 27 1 2 76 80

Oregon — 220 — 39 — 43 — 16 — 2 — 61

South Dakota 217 215 44 46 46 44 10 11 1 0 56 54

Washington — 226 — 33 — 43 — 21 — 4 — 67

Grade 8

Nation 264 264 47 46 40 37 12 14 2 2 53 54

Alaska 264 260 47 51 38 38 13 10 2 2 53 49

Arizona 256 255 58 54 33 35 8 10 1 1 42 46

Minnesota — 266 — 44 — 37 — 17 — 2 — 56

Montana 259 260 52 50 37 35 10 13 # 2 48 50

New Mexico 251 250 64 63 32 30 4 5 # 1 36 37

North Carolina — 261 — 49 — 34 — 15 — 1 — 51

North Dakota 260 260 53 51 39 37 8 11 # 1 47 49

Oklahoma 267 269 40 40 45 42 14 15 1 2 60 60

Oregon — 264 — 51 — 33 — 13 — 3 — 49

South Dakota 250 254 63 56 29 34 8 10 1 1 37 44

Washington — 264 — 46 — 36 — 15 — 3 — 54

# Rounds to zero.

‡ Reporting standards not met.

NOTE: Scale score ranges from 0 to 500. The reading data include students for whom accommodations were permitted. For 

a discussion of the reading scale score definitions and achievement levels, see http://nces.ed.gov/nationsreportcard/reading/

scale.asp and http://nces.ed.gov/nationsreportcard/reading/achieve.asp. National and state data presented in this table 

represent American Indian/Alaska Native students only. Data for Minnesota, North Carolina, Washington, and Oregon are not 

shown because these states only participated in the 2007 NIES. Estimates include students who attended BIE and other public 

schools. Therefore, estimates presented here differ from those presented in table 4.3c, where private schools were included.

SOURCE: U.S. Department of Education, National Center for Education Statistics. Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2007 Reading and Mathematics Assessments (NCES 2008-457). National 

Assessment of Educational Progress (NAEP), National Indian Education Study (NIES), 2007. 

Specific states with relatively large populations of 

American Indian/Alaska Native students were selected for NAEP’s National Indian Education Study 

(NIES) in the years 2005 and 2007. In 2007, American Indian/Alaska Native 4th-graders in Oklahoma 

had higher mathematics scale scores, on average, 

than their American Indian/Alaska Native peers 

nationwide. In contrast, the average mathematics 

scale scores of 4th- and 8th-graders nationally were 

higher than the scores of American Indian/Alaska 

Native students in New Mexico and South Dakota in 

2005 and 2007. In the eleven states participating in 

the 2007 NIES, the percentage of American Indian/

Alaska Native students achieving at or above the 

basic level ranged from 51 percent in Arizona to 80 

percent in Oklahoma for 4th- graders and from 37 

percent in New Mexico to 60 percent in Oklahoma 

for 8th-graders.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 81Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 4.3c. Average 4th- and 8th-grade mathematics scores for American Indian/Alaska Native 

students attending Bureau of Indian Education (BIE) and other public schools, by selected 

states: 2007

NOTE: Scale score ranges from 0 to 500. The mathematics data include students for whom accommodations were permitted. 

For a discussion of the mathematics scale score definitions, see http://nces.ed.gov/nationsreportcard/mathematics/scale

.asp. National and state data presented in this table represent American Indian/Alaska Native students only. Estimates include 

students who attended BIE and other public schools.

SOURCE: U.S. Department of Education, National Center for Education Statistics. Performance of American Indian 

and Alaska Native Students at Grades 4 and 8 on NAEP 2007 Reading and Mathematics Assessments (NCES 2008-

457). National Assessment of Educational Progress (NAEP), National Indian Education Study (NIES), 2007. NAEP, 2007 

Mathematics Assessments, retrieved January 22, 2008, from http://www.nces.ed.gov/nationsreportcard/nde.

Nation Alaska Arizona MinnesotaMontana New 

Mexico

North 

Carolina

North 

Dakota

OklahomaOregon South 

Dakota

Washington

Nation Alaska Arizona MinnesotaMontana New 

Mexico

North 

Carolina

North 

Dakota

OklahomaOregon South 

Dakota

Washington

0

50

100

150

200

250

300

350

8th grade

4th grade

State

State

0

50

100

150

200

250

300

350

Scale score

Scale score

264 260 255 266 260 250 261 260 269 264 254 264

228 218 213

234 222 217 229 223 234 220 215 226
82 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.4 — Student 

Performance in Science

In science, potential NAEP scores range from 0 to 

300. NAEP’s science assessment measures students’ 

knowledge of earth, physical, and life sciences, as 

well as their familiarity with ways of knowing and 

doing science. 

In 2005, American Indian/Alaska Native students 

in the 4th, 8th, and 12th grades scored lower, on 

average, than White and Asian/Pacific Islander 

students. American Indian/Alaska Native 4th- and 

12th-graders scored higher than Blacks and Hispanics; however, no measurable differences were detected 

among American Indian/Alaska Native, Black, and 

Hispanic 8th-graders. 

In addition to calculating an overall science scale 

score, NAEP data are expressed as a series of achievement levels to indicate how well students perform 

against expectations for what students should know 

and be able to do. Among American Indian/Alaska 

Native students in 2005, some 52 percent of 4thgraders, 34 percent of 8th-graders, and 48 percent of 

12th-graders scored at or above the basic proficiency 

level in science. American Indians/Alaska Natives in 

the 4th, 8th, and 12th grades had a lower percentage of students achieving at the “at or above basic” 

proficiency level in science than Whites, but the 

percentage was higher than that of Blacks and Hispanics in the 4th and 12th grades. A lower percentage 

of American Indian/Alaska Native students in the 

4th and 8th grades achieved “at or above proficient” 

than Whites, and a higher percentage of American 

Indians/Alaska Native students achieved “at or above 

proficient” than Blacks across grade levels. American 

Indian/Alaska Natives also had a lower percentage 

of students “at or above proficient” than their Asian/

Pacific Islander peers in the 4th and 8th grades. 

4.4. Student Performance in Science

American Indian/Alaska Native students’ NAEP science assessment scores were lower, on average, than 

White and Asian/Pacific Islander students’ scores in 2005.

Table 4.4a. Average science scale scores, by race/ethnicity and grade: 2000 and 2005

Grade and year Total1 White Black Hispanic

Asian/ 

Pacific Islander

American Indian/ 

Alaska Native

4th grade

2000 147 159 122 122 ‡ 135

2005 151 162 129 133 158 138

8th grade

2000 149 161 121 127 153 147

2005 149 160 124 129 156 128

12th grade

2000 146 153 122 128 149 151

2005 147 156 120 128 153 139

‡ Reporting standards not met.

1 Total includes race/ethnicity categories not separately shown.

NOTE: Scale score ranges from 0 to 300. For a discussion of the science scale score definitions, please see http://nces

.ed.gov/nationsreportcard/science/scale.asp. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2000 and 2005 Science Assessments retrieved January 30, 2008, from http://www.nces.ed.gov/nations 

reportcard/nde.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 83Chapter II — 

Preprimary, Elementary, and Secondary Education

Table 4.4b. Percentage distribution of students across science achievement levels, by race/ethnicity 

and grade: 2005

Grade and level Total1 White Black Hispanic

Asian/

Pacific Islander

American 

Indian

4th grade

Below basic 32 18 62 55 24 48

At or above basic 68 82 38 45 76 52

At or above proficient 29 40 8 11 36 14

At advanced 3 4 # # 5 1

8th grade

Below basic 41 26 72 65 34 66

At or above basic 59 74 28 35 66 34

At or above proficient 29 39 7 10 36 12

At advanced 3 5 # # 6 1

12th grade

Below basic 46 35 81 70 40 52

At or above basic 54 65 19 30 60 48

At or above proficient 18 24 2 5 23 13

At advanced 2 3 # 1 3 #

# Rounds to zero.

1 Total includes race/ethnicity categories not separately shown.

NOTE: Scale score ranges from 0 to 300. For a discussion of the science achievement level definitions, please see http://nces

.ed.gov/nationsreportcard/science/achieve.asp. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Science Assessment, retrieved January 30, 2008, from http://www.nces.ed.gov/nationsreportcard/nde.

Figure 4.4. Average science scale scores for American Indian/Alaska Native students and for all 

students, by grade: 2000 and 2005

NOTE: Scale score ranges from 0 to 300. For a discussion of the science scale score definitions, please see http://nces

.ed.gov/nationsreportcard/science/scale.asp. Race categories exclude persons of Hispanic ethnicity. Total includes race/

ethnicity categories not separately shown.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2000 and 2005 Science Assessments, retrieved January 30, 2008, from http://www.nces.ed.gov/nations 

reportcard/nde.

2000 2005 2000 2005 2000 2005

0

50

100

150

200

250

300

Scale score

147

135

151

138

149 147 149

128

146 151 147 139

4th grade 8th grade 12th grade

� Total � American Indian/Alaska Native
84 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.5 — Student 

Performance in U.S. History

In U.S. history, NAEP creates a single scale score 

ranging from 0 to 500. NAEP’s history assessment 

is organized around three concepts or dimensions: 

major themes of U.S. history, chronological 

periods, and ways of knowing and thinking about 

U.S. history.

In 2006, American Indian/Alaska Native students 

in the 4th, 8th, and 12th grades scored lower, on 

average, than White and Asian/Pacific Islander 4th-, 

8th-, and 12th-graders. No differences were observed 

among American Indian/Alaska Native, Black, and 

Hispanic students’ scores on the NAEP history 

assessment in 2006. No differences were detected 

between 2001 and 2006 in the U.S. history scores 

for American Indian/Alaska Native students at the 

8th- and 12th-grade levels.

As with its other recent assessments, NAEP uses 

a series of achievement levels on the U.S. history 

assessment. Among American Indian/Alaska 

Native students in 2006, some 41 percent of 4thgraders, 43 percent of 8th-graders, and 32 percent 

of 12th-graders achieved at the “at or above basic” 

proficiency level in history. American Indians/

Alaska Natives in the 4th, 8th, and 12th grades had 

a lower percentage of students achieving at the “at or 

above basic” proficiency level in history than Whites 

and Asian/Pacific Islander, but the percentage was 

not measurably different from that of Blacks and 

Hispanics across grades. American Indians/Alaska 

Natives had a lower percentage of students at the “at 

or above proficient” level than their White and Asian/

Pacific Islander peers, but a percentage not different 

from that of Black and Hispanic students in the 4th 

and 12th grades.

4.5. Student Performance in U.S. History

In 2006, no differences were observed among American Indian/Alaska Native, Black, and Hispanic 

students’ scores on the NAEP history assessment.

Table 4.5a. Average U.S. history scale scores, by race/ethnicity and grade: Selected years, 1994, 2001, 

and 2006

Grade and year Total1 White Black Hispanic

Asian/

Pacific Islander

American Indian/ 

Alaska Native

4th grade

1994 205 214 176 175 204 ‡

2001 208 217 186 184 216 ‡

2006 211 223 191 194 214 190

8th grade

1994 259 266 238 243 261 245

2001 260 268 240 240 264 255

2006 263 273 244 248 270 244

12th grade

1994 286 292 265 267 283 272

2001 287 292 267 271 294 283

2006 290 297 270 275 296 278

‡ Reporting standards not met.

NOTE: Scale ranges from 0 to 500. The U.S. history data include students for whom accommodations were permitted. For 

a discussion of the U.S. history scale score definitions, see http://nces.ed.gov/nationsreportcard/ushistory/scale.asp. Race 

categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments, and NAEP Data Explorer retrieved January 22, 2008, from 

http://nces.ed.gov/nationsreportcard/nde/.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 85Chapter II — 

Preprimary, Elementary, and Secondary Education

Table 4.5b. Percentage distribution of students across U.S. history achievement levels, by race/

ethnicity and grade: 2001 and 2006

Grade and level

Total1 White Black Hispanic

Asian/Pacific 

Islander

American 

Indian/

Alaska 

Native

2001 2006 2001 2006 2001 2006 2001 2006 2001 2006 2001 2006

4th grade

Below basic 34 30 24 16 59 54 60 51 26 29 ‡ 59

At or above basic 66 70 76 84 41 46 40 49 74 71 ‡ 41

At or above proficient 18 18 23 26 5 5 6 6 22 22 ‡ 6

At advanced 2 2 3 2 # # # 1 3 2 ‡ #

8th grade

Below basic 38 35 29 21 65 60 64 54 35 25 43 57

At or above basic 62 65 71 79 35 40 36 46 65 75 57 43

At or above proficient 16 17 20 23 5 4 5 6 19 22 9 5

At advanced 1 1 2 2 # # # # 2 1 1 #

12th grade

Below basic 57 53 51 44 81 80 76 73 49 46 63 68

At or above basic 43 47 49 56 19 20 24 27 51 54 37 32

At or above proficient 11 13 13 16 2 2 4 4 21 20 9 4

At advanced 1 1 1 1 # # # # 5 3 # #

# Rounds to zero.

‡ Reporting standards not met.

1 Total excludes race/ethnicity categories not separately shown.

NOTE: For a discussion of the U.S. history achievement level definitions, see http://nces.ed.gov/nationsreportcard/ushistory/

achieve.asp. Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2001 and 2006 U.S. History Assessments and NAEP Data Explorer, retrieved January 22, 2008, from http://

nces.ed.gov/nationsreportcard/nde/. 

Figure 4.5. Average U.S. history scale scores for American Indian/Alaska Native students and for all 

students, by grade: 1994, 2001, and 2006

‡ Reporting standards not met.

NOTE: Scale score ranges from 0 to 500. The U.S. history data include students for whom accommodations were permitted. 

For a discussion of the U.S. history scale score definitions, see http://nces.ed.gov/nationsreportcard/ushistory/scale.asp. Total 

excludes race/ethnicity categories not separately shown. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments and NAEP Data Explorer, retrieved January 2008, from 

http://nces.ed.gov/nationsreportcard/nde/.

1994 2001 2006 1994 2001 2006 1994 2001 2006

0

50

100

150

200

250

300

350

‡ ‡

Scale score

4th grade 8th grade 12th grade

� Total � American Indian/Alaska Native

205 208 211

190

259

245

260 255 263

244

286

272

287 283 290

278
86 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.6 — Core Academic Coursework

The National Commission on Excellence in Education recommended that a core academic track for 

high school students include at least four courses 

in English, three in social studies, three in science, 

three in mathematics, and two in a foreign language 

(National Commission on Excellence in Education 

1983).11 The percentage of American Indian/Alaska 

Native high school graduates who completed this 

level of academic coursework increased from 3 percent in 1982 to 36 percent in 2005. 

The percentage of high school graduates who completed a core academic track changed for other racial/

ethnic groups, as well. The percentage of White high 

school graduates who completed a core academic 

track for high school graduates was higher in 2005 

(53 percent) than in 1982 (11 percent). Similarly, 

higher percentages of Black, Hispanic, and Asian/

Pacific Islander students completed a core academic 

track in 2005 than in 1982.

The percentage of American Indian/Alaska Native 

high school graduates who completed a core academic 

track in 2005 was smaller than the percentage of 

White, Black, and Asian/Pacific Islander graduates 

who did so.

4.6. Core Academic Coursework

American Indian/Alaska Native high school graduates completed more academic high school coursework 

in 2005 than in 1982. However, the percentage of American Indian/Alaska Native high school graduates 

who completed a core academic track in 2005 was smaller than the percentage of White, Black, and 

Asian/Pacific Islander graduates who did so.

Table 4.6. Percentage of public high school graduates who had completed a core academic track, by 

race/ethnicity: Selected years, 1982 to 2005

Race/ethnicity 1982 1987 1990 1994 1998 2000 2005

Total 10 18 30 39 44 46 52

White 11 19 32 42 46 48 53

Black 5 13 23 30 40 44 51

Hispanic 4 11 25 36 32 38 42

Asian/Pacific Islander 17 36 43 50 58 57 64

American Indian/Alaska Native 3! 5 10! 22 28 26 36

! Interpret data with caution.

NOTE: A core academic track is defined as at least 4 year-long courses in English; 3 each in social studies, science, and mathematics; and 2 in foreign languages. Race categories exclude persons of Hispanic ethnicity. Total for 2005 includes other race/

ethnicity categories not separately shown.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond Longitudinal Study 

of 1980 Sophomores (HS&B-So:80); National Education Longitudinal Study of 1988 (NELS:88/90), “First Follow-up, 1990”; and 

National Assessment of Educational Progress (NAEP), High School Transcript Study (HSTS), selected years, 1982 to 2005.

11 The commission also recommended one-half year of computer science. This indicator focuses on a core academic track coursework that does 

not include computer science. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 87Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 4.6. Percentage of public high school graduates who had completed a core academic track, by 

race/ethnicity: Selected years, 1982 to 2005

NOTE: A core academic track is defined as at least 4 year-long courses in English; 3 each in social studies, science, and 

mathematics; and 2 in foreign languages. Race categories exclude persons of Hispanic ethnicity.

SOURCE. U.S. Department of Education, National Center for Education Statistics, High School and Beyond Longitudinal 

Study of 1980 Sophomores (HS&B-So:80); National Education Longitudinal Study of 1988 (NELS:88/90), “First Follow-up, 

1990”; and National Assessment of Educational Progress (NAEP), High School Transcript Study (HSTS), selected years, 1982 

to 2005.

Year

� White � Black � Hispanic Asian/Pacific Islander � American Indian/Alaska Native

1982 1987 1990 1994 1998 2000 2005

0

20

40

60

80

100

Percent

�

�

�

�

� �

�

�

�

�

�

�

�

�

�

�

�

�

�

� �

�

�

�

�

� �

�

� �

�

�

� �

�
88 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.7 — Advanced Coursetaking in High School

In 2004, a smaller percentage of American Indian/Alaska Native high school graduates (48 percent) completed 

advanced science courses12 than White (71 percent) 

and Asian/Pacific Islander (84 percent) students. No 

measurable differences were observed among the percentages of American Indian/Alaska Native, Black, and 

Hispanic students completing these courses. 

Twenty-two percent of American Indian/Alaska 

Native high school graduates completed advanced 

mathematics courses.13 This percentage was lower 

than the percentages of White (54 percent), Black 

(42 percent), and Asian/Pacific Islander (69 percent) 

students, but not statistically different from the 

percentage of Hispanic (34 percent) students 

completing advanced mathematics courses.

Twenty-one percent of American Indian/Alaska 

Native high school graduates completed advanced 

English courses14 in 2004. The percentage of 

American Indian/Alaska Native students completing advanced English courses was lower than that 

of White (35 percent) and Asian/Pacific Islander 

(43 percent) students. No differences were detected 

between the percentage of American Indian/Alaska 

Native students (21 percent) and the percentage of 

Black (24 percent) and Hispanic (25 percent) students completing advanced English courses. 

Higher percentages of Asian/Pacific Islander (50 

percent), White (37 percent), and Hispanic (33 percent) students completed either 3 or more years of 

foreign language courses or an advanced course in a 

foreign language than did American Indian/Alaska 

Native students (15 percent).15 However, the percentage for American Indian/Alaska Native students did 

not differ significantly from that of Black students 

(20 percent). 

4.7. Advanced Coursetaking in High School

In 2004, a smaller percentage of American Indian/Alaska Native high school graduates completed advanced science, mathematics, or English courses than their White or Asian/Pacific Islander peers.

Table 4.7. Percentage of high school graduates who completed advanced academic courses, by school 

subject and race/ethnicity: 2004

Race/ethnicity Science1 Mathematics2 English3 Foreign language4

Total 68.4 50.0 32.7 34.5

White 70.7 54.3 35.4 37.2

Black 63.0 41.7 23.9 19.6

Hispanic 60.2 34.3 24.9 32.8

Asian/Pacific Islander 83.7 69.1 43.1 50.5

American Indian/Alaska Native 47.8 21.8 21.2 15.1!

! Interpret data with caution.

1 Includes students who completed courses in chemistry I, physics I, chemistry II, physics II, or advanced biology.

2 Includes students who completed precalculus, calculus, or other courses labeled as “advanced,” such as trigonometry.

3 Includes students who completed more honors courses than “below grade level” courses.

4 Foreign language coursetaking based upon classes in Amharic (Ethiopian), Arabic, Chinese (Cantonese or Mandarin), 

Czech, Dutch, Finnish, French, German, Greek (Classical or Modern), Hawaiian, Hebrew, Italian, Japanese, Korean, Latin, 

Norse (Norwegian), Polish, Portuguese, Russian, Spanish, Swahili, Swedish, Turkish, Ukrainian, or Yiddish. Some graduates 

also studied more than one foreign language. Graduates who had completed courses in different languages were counted according to the highest level course completed. 

NOTE: Students classified at any particular level need not have taken courses at a lower level and may have taken more than 

one course at that level. For more detailed descriptions of these categories, see Supplemental Note 12 in The Condition of 

Education, 2007. Race categories exclude persons of Hispanic ethnicity.

SOURCE. U.S. Department of Education, National Center for Education Statistics, The Condition of Education, 2007 (NCES 

2007-064), based on U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 

2002 (ELS:2002/04), “High School Transcript Study.”

12 Advanced science courses include chemistry I, physics I, chemistry II, physics II, or advanced biology. 

13 Advanced mathematics courses include precalculus, calculus, or other courses labeled as “advanced,” such as trigonometry. 

14 Completion of advanced English courses indicates that students completed more honors courses than “below grade level” courses. 

15 Foreign language coursetaking based upon classes in Amharic (Ethiopian), Arabic, Chinese (Cantonese or Mandarin), Czech, Dutch, 

Finnish, French, German, Greek (Classical or Modern), Hawaiian, Hebrew, Italian, Japanese, Korean, Latin, Norse (Norwegian), Polish, 

Portuguese, Russian, Spanish, Swahili, Swedish, Turkish, Ukrainian, or Yiddish. Some graduates also studied more than one foreign language. 

Graduates who had completed courses in different languages were counted according to the highest level course completed. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 89Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 4.7. Percentage of high school graduates who completed advanced academic courses, by 

school subject and race/ethnicity: 2004

! Interpret data with caution. 

1 Includes students who completed courses in chemistry I, physics I, chemistry II, physics II, or advanced biology.

2 Includes students who completed precalculus, calculus, or other courses labeled as “advanced,” such as trigonometry.

3 Includes students who completed more honors courses than “below grade level” courses.

4 Foreign language coursetaking based upon classes in Amharic (Ethiopian), Arabic, Chinese (Cantonese or Mandarin), 

Czech, Dutch, Finnish, French, German, Greek (Classical or Modern), Hawaiian, Hebrew, Italian, Japanese, Korean, Latin, 

Norse (Norwegian), Polish, Portuguese, Russian, Spanish, Swahili, Swedish, Turkish, Ukrainian, or Yiddish. Some graduates 

also studied more than one foreign language. Graduates who had completed courses in different languages were counted according to the highest level course completed.

NOTE: Students classified at any particular level need not have taken courses at a lower level and may have taken more than 

one course at that level. For more detailed descriptions of these categories, see supplemental note 12 in The Condition of 

Education, 2007. Race categories exclude persons of Hispanic ethnicity. 

SOURCE. U.S. Department of Education, National Center for Education Statistics, The Condition of Education, 2007 (NCES 

2007-064), based on U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 

2002 (ELS:2002/04), “High School Transcript Study.”

Academic subject

� White � Black � Hispanic � Asian/Pacific Islander � American Indian/Alaska Native

Science1 Mathematics2 English3 Foreign language4

0

20

40

60

80

100

Percent

71

63 60

84

48

54

42

34

69

22

35

24 25

43

21

37

20

33

51

15!
90 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.8 — Advanced 

Placement Exams

Students who take Advanced Placement (AP) courses 

in high school are eligible to take the corresponding 

AP examination and may earn college credit for scores 

above a minimum threshold. Currently, there are 37 

AP exams available across 22 subject areas. Between 

1999 and 2007, the number of American Indian/Alaska 

Native students taking AP exams in the 12th grade increased 78 percent, which was a higher rate of increase 

than that for students overall (73 percent). Over the 

same time period, the number of 12th-grade test takers 

in each other racial/ethnic group also increased.

American Indian/Alaska Native students scored, 

on average, consistently below the national average 

for all students. However, American Indian/Alaska 

Native students scored above Black and Hispanic 

students on the calculus, chemistry, and U.S. history AP examinations and had the same score as 

Hispanics on the English language and composition 

AP examination. 

4.8. Advanced Placement Exams

Between 1999 and 2007, the number of American Indian/Alaska Native high school students taking 

Advanced Placement tests increased.

Table 4.8a. Number and percent change of 12th-grade students taking Advanced Placement (AP) 

examinations, by race/ethnicity: 1999 through 2007

Race/ethnicity 1999 2000 2001 2002 2003 2004 2005 2006 2007

Percent 

change,

 1999 to 

2007

Total1 349,300 378,540 407,572 440,916 470,398 490,232 532,128 561,114 604,597 73.1

White 234,307 262,399 280,165 302,463 321,074 331,683 353,419 366,363 392,504 67.5

Black 16,942 19,469 21,027 23,105 25,649 27,069 31,657 35,782 40,389 138.4

Hispanic 28,501 33,641 37,438 41,429 47,233 51,013 57,924 62,670 69,096 142.4

Asian/Asian 

American 37,182 41,538 44,539 48,040 50,710 52,071 56,789 61,665 66,847 79.8

American Indian/

Alaska Native 1,679 1,779 1,799 1,948 2,106 2,289 2,534 2,800 2,986 77.8

1 Total includes other race/ethnicity categories not separately shown. 

NOTE: The College Board collects race/ethnicity information based on the categories American Indian/Alaskan; Asian/Asian 

American; Black/Afro-American; Latino: Chicano/Mexican, Puerto Rican, and Other Latino; White; and Other. Black refers to 

test takers who identified themselves as Black/Afro-American, and Hispanic refers to the sum of all Latino subgroups. Pacific 

Islander may or may not be included in Asian/Asian American because the response option provided by The College Board 

was given only as Asian/Asian American. 

SOURCE: The College Board, Advanced Placement Program, National Summary Report, 1999 to 2007.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 91Chapter II — 

Preprimary, Elementary, and Secondary Education

Table 4.8b. Average scores of 12th-grade students on Advanced Placement (AP) examinations, by 

subject and race/ethnicity: 2007

Race/ethnicity Calculus1

English language 

and composition Chemistry U.S. history

Total2 3.2 3.0 2.6 2.7

White 3.3 3.2 2.7 2.9

Black 2.2 2.0 1.7 1.7

Hispanic 2.6 2.4 2.0 2.0

Asian/Asian American 3.3 3.1 2.9 2.8

American Indian/Alaska Native 2.8 2.4 2.1 2.1

1 Averages combined from Calculus AB and Calculus BC examinations. 

2 Total includes other race/ethnicity categories not separately shown.

NOTE: The College Board collects race/ethnicity information based on the categories American Indian/Alaskan; Asian/Asian 

American; Black/Afro-American; Latino: Chicano/Mexican, Puerto Rican, and Other Latino; White; and Other. Black refers to 

test takers who identified themselves as Black/Afro-American, and Hispanic refers to the sum of all Latino subgroups. Pacific 

Islander may or may not be included in Asian/Asian American because the response option provided by The College Board 

was given only as Asian/Asian American. Possible scores on Advanced Placement (AP) examinations range from 1 to 5.

SOURCE: The College Board, Advanced Placement Program, National Summary Report 2007. 

Figure 4.8. Average scores of 12th-grade students on Advanced Placement (AP) examinations, by 

subject and race/ethnicity: 2007

1 Averages combined from Calculus AB and Calculus BC examinations. 

NOTE: The College Board collects race/ethnicity information based on the categories American Indian/Alaskan; Asian/Asian 

American; Black/Afro-American; Latino: Chicano/Mexican, Puerto Rican, and Other Latino; White; and Other. Black refers to 

test takers who identified themselves as Black/Afro-American, and Hispanic refers to the sum of all Latino subgroups. Pacific 

Islander may or may not be included in Asian/Asian American because the response option provided by The College Board 

was given only as Asian/Asian American. Possible scores on Advanced Placement (AP) examinations range from 1 to 5.

SOURCE: The College Board, Advanced Placement Program, National Summary Report 2007.

Subject

� White � Black � Hispanic � Asian/Asian American � American Indian/Alaska Native

0

1

2

3

4

5

Calculus1 English language

and composition

Chemistry U.S. history

Score

3.3

2.2

2.6

3.3

2.8

3.2

2.0

2.4

3.1

2.4

2.7

1.7

2.0

2.9

2.1

2.9

1.7

2.0

2.8

2.1
92 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.9 — Student 

Performance on College Entrance Examinations

On average, American Indian/Alaska Native collegebound seniors who elected to take the SAT college 

entrance exam in 2007 scored below the national average on the critical reading, mathematics, and writing 

sections of the exam. However, they scored higher 

than Black and Hispanic college-bound seniors. 

In 1997, American Indian/Alaska Native students 

scored 30 points below the average critical reading 

score of all students; this gap decreased to 15 points 

in 2007. The gap between the average mathematics 

scores of American Indian/Alaska Native students 

and the score of all students, decreased from 36 points 

in 1997 to 21 points in 2007. Beginning in 2006, the 

SAT results included scores for a writing component 

in addition to the critical reading and mathematics 

components. From 2006 to 2007, American Indian/

Alaska Native students’ average critical reading and 

mathematics scores stayed the same, while the average 

of all students decreased by 1 point in critical reading 

and by 3 points in mathematics. The average writing 

score of American Indian/Alaska Native students 

decreased by 1 point between 2006 and 2007, while 

the average of all students decreased by 3 points.

4.9. Student Performance on College Entrance Examinations

In 2007, American Indian/Alaska Native college-bound seniors scored lower, on average, than Whites 

on the SAT and ACT.

Table 4.9a. Average SAT scores for college-bound seniors, by race/ethnicity and section: 1996–97 

through 2006–07

School 

year 

ending Total1 White Black

Mexican 

American

Puerto

Rican

Other 

Hispanic/

Latino

Asian/

Pacific 

Islander

American 

Indian/

Alaska 

Native Other

Critical reading

1997 505 526 434 451 454 466 496 475 512

1998 505 526 434 453 452 461 498 480 511

1999 505 527 434 453 455 463 498 484 511

2000 505 528 434 453 456 461 499 482 508

2001 506 529 433 451 457 460 501 481 503

2002 504 527 430 446 455 458 501 479 502

2003 507 529 431 448 456 457 508 480 501

2004 508 528 430 451 457 461 507 483 494

2005 508 532 433 453 460 463 511 489 495

2006 503 527 434 454 459 458 510 487 494

2007 502 527 433 455 459 459 514 487 497

Mathematics

1997 511 526 423 458 447 468 560 475 514

1998 512 528 426 460 447 466 562 483 514

1999 511 528 422 456 448 464 560 481 511

2000 514 530 426 460 451 467 565 481 515

2001 514 531 426 458 451 465 566 479 512

2002 516 533 427 457 451 464 569 483 514

2003 519 534 426 457 453 464 575 482 513

2004 518 531 427 458 452 465 577 488 508

2005 520 536 431 463 457 469 580 493 513

2006 518 536 429 465 456 463 578 494 513

2007 515 534 429 466 454 463 578 494 512

Writing

2006 497 519 428 452 448 450 512 474 493

2007 494 518 425 450 447 450 513 473 493

1 Includes students who did not report their race/ethnicity. 

NOTE: Data are for seniors who took the SAT any time during their high school years through March of their senior year. If a 

student took a test more than once, the most recent score was used. The SAT was formerly known as the Scholastic Assessment Test and the Scholastic Aptitude Test. Possible scores on each part of the SAT range from 200 to 800. The critical reading section was formerly known as the verbal section. The writing section was introduced in March 2005, however, the first 

aggregate data on the writing section were reported in 2006.

SOURCE: College Entrance Examination Board, College-Bound Seniors: Total Group Profile [National] Report, selected 

years, 1996–97 through 2006–07, retrieved August 28, 2007, from http://www.collegeboard.com/about/news_info/cbsenior/

yr2007/reports.html.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 93

Figure 4.9. Average SAT scores for college-bound seniors, by race/ethnicity: 2007

NOTE: Data are for seniors who took the SAT any time during their high school years through March of their senior year. If a 

student took a test more than once, the most recent score was used. The SAT was formerly known as the Scholastic Assessment Test and the Scholastic Aptitude Test. Possible scores on each part of the SAT range from 200 to 800. The critical reading section was formerly known as the verbal section. The writing section was introduced in March 2005, however, the first 

aggregate data on the writing section was reported in 2006. 

SOURCE: College Entrance Examination Board, College-Bound Seniors: Total Group Profile [National] Report, 2006–07,

retrieved August 28, 2007, from http://www.collegeboard.com/about/news_info/cbsenior/yr2007/reports.html. 

Other

American Indian/

Alaska Native

Asian/Pacific 

Islander

Other Hispanic/

Latino

Puerto Rican

Mexican

American

Black

White

Race/ethnicity

Other

American Indian/

Alaska Native

Asian/Pacific 

Islander

Other Hispanic/

Latino

Puerto Rican

Mexican

American

Black

White

Race/ethnicity

0 100 200 300 400 500 600 700 800

Average score

Critical reading

527

433

455

459

459

514

487

497

0 100 200 300 400 500 600 700 800

Average score

Writing

518

425

450

447

450

513

473

493

Other

American Indian/

Alaska Native

Asian/Pacific 

Islander

Other Hispanic/

Latino

Puerto Rican

Mexican

American

Black

White

Race/ethnicity Mathematics

0 100 200 300 400 500 600 700 800

Average score

534

429

466

454

463

578

494

512

Chapter II — 

Preprimary, Elementary, and Secondary Education
94 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 4.9 — Student 

Performance on College Entrance Examinations

The second most common college entrance examination is the ACT. Although the SAT and ACT 

measure different constructs, scores on the two tests 

are highly related. Composite scores below 19 on 

the ACT indicate minimal readiness for college, 

and students receiving such scores are likely to need 

additional precollege classes (ACT Program 2002). 

The average ACT score in 2007 for American Indian/

Alaska Native students was 17.9 for English and 18.7 

for mathematics—about the same as the scores for 

Hispanic students (17.6 and 19.0), higher than the 

scores for Black students (16.1 and 17.0), and lower 

than the scores for White (21.8 and 21.7) and Asian/

Pacific Islander students (21.7 and 23.6). 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 95Chapter II — 

Preprimary, Elementary, and Secondary Education

Table 4.9b. Average ACT scores by race/ethnicity and subject: 1996–97 through 2006–07

School 

year 

ending Total White Black Hispanic

MexicanAmerican

Puerto 

Rican/Other 

Hispanic

Asian/

Pacific 

Islander

American 

Indian/

Alaska 

Native

English

1997 20.3 21.2 16.4 — 17.8 18.1 20.4 18.0

1998 20.4 21.2 16.4 — 17.5 18.7 20.5 18.1

1999 20.5 21.3 16.4 — 17.6 18.8 20.5 18.1

2000 20.5 21.3 16.4 — 17.6 18.7 20.5 18.0

2001 20.5 21.3 16.2 — 17.5 18.6 20.7 17.8

2002 20.2 21.2 16.2 — 17.1 17.9 20.5 17.6

2003 20.3 21.3 16.2 — 17.2 18.1 20.7 17.7

2004 20.4 21.4 16.3 — 17.3 17.9 21.0 17.8

2005 20.4 21.5 16.2 — 17.3 18.0 21.3 17.6

2006 20.6 21.7 16.3 — 17.4 18.1 21.5 17.8

2007 20.7 21.8 16.1 17.6 — — 21.7 17.9

Mathematics

1997 20.6 21.2 16.9 — 18.9 19.1 23.3 18.5

1998 20.8 21.4 16.9 — 18.6 19.7 23.4 18.6

1999 20.7 21.3 16.9 — 18.7 19.6 23.1 18.5

2000 20.7 21.3 16.8 — 18.7 19.5 23.2 18.5

2001 20.7 21.3 16.8 — 18.7 19.4 23.1 18.4

2002 20.6 21.3 16.7 — 18.4 18.9 22.9 18.4

2003 20.6 21.3 16.7 — 18.3 18.9 22.9 18.3

2004 20.7 21.4 16.9 — 18.5 18.9 23.0 18.6

2005 20.7 21.5 16.8 — 18.6 19.0 23.1 18.4

2006 20.8 21.6 17.0 — 18.7 19.1 23.4 18.6

2007 21.0 21.7 17.0 19.0 — — 23.6 18.7

— Not available.

NOTE: Race categories exclude persons of Hispanic ethnicity.

SOURCE: ACT, High School Profile Report, selected years, 1997 through 2007. 
This page intentionally left blank.
The indicators in this section examine the educational 

and social environments for learning. It begins with 

the contributions made by parents and others to 

support the education of their children. The resources 

and support that children receive outside of school 

from parents and others complement, reinforce, and 

add to children’s school experiences. This section 

includes indicators about reading material available 

at home and access to computers for public school 

students, parental educational attainment, language 

spoken at home, and exposure to and participation 

in traditional American Indian/Alaska Native 

ceremonies.

At least four risk factors are associated with children’s 

future academic and socioeconomic outcomes: living 

in a single-parent family, living in poverty, having a 

mother who has less than a high school education, 

and having parents whose primary language is a 

language other than English. The early reading and 

mathematics skills of children with at least one of 

these risk factors tend to lag behind those of children 

with no risk factors. These risk factors are considerably more common among children from racial/

ethnic minorities than among children from White 

families (U.S. Department of Education 2001).

As outlined in Chapter 1, more American Indian/

Alaska Native children than White children live in 

a single-parent family or in poverty. The prevalence 

of other risk factors—a mother who has less than a 

high school education and parents whose primary 

language is a language other than English—will be 

discussed in this chapter. 

This section also includes indicators that examine 

the social environment of American Indian/Alaska 

Native and other students. A few of these indicators examines various measures of school climate in 

schools that serve a higher percentage of American Indian/Alaska Native students relative to others16 from 

the perspective of teachers and principals. Additional 

indicators provide snapshots of at-risk behavior, such 

as students’ exposure to drugs and violence.

5 Educational

and Social

Environments

16 In the text, this is referred to as school density. School density indicates the percentage of American Indian/Alaska Native students enrolled. 
98 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 5.1 — Learning Opportunities at Home

The NAEP reading assessment includes background 

questions that ask students about access to reading 

materials in the home—such as books, encyclopedias 

(either as books or on the computer), magazines, and 

newspapers—and reading experiences in the home. 

Results suggest that in 2007, a smaller percentage 

of American Indian/Alaska Native 8th-graders attending public schools reported having more than 

25 books in their home than the percentages of 

White and Asian/Pacific Islander 8th-graders (56 

percent vs. 75 percent, and 67 percent, respectively). 

The percentage of American Indian/Alaska Native 

8th-graders in public schools who reported having 

more than 25 books at home was larger, however, 

than that of Hispanic (41 percent) and Black (53 

percent) 8th-graders.

A similar pattern was seen regarding access to encyclopedias and magazines. A smaller percentage 

of American Indian/Alaska Native 8th-graders had 

access to encyclopedias at home than their White, 

Black, and Asian/Pacific Islander peers (66 percent 

vs. 78 percent, 73 percent, and 76 percent, respectively). Additionally, a smaller percentage of American 

Indians/Alaska Natives had regular access to magazines than their White and Black 8th-grade peers (57 

percent vs. 73 percent and 61 percent, respectively). 

On the other hand, more American Indian/Alaska 

Native students reported having access to magazines 

at home than their Hispanic counterparts (57 percent 

vs. 53 percent).

The percentage of American Indian/Alaska Native 

8th-grade public school students reporting regular access to a newspaper at home (39 percent) was similar 

to the percentage for Asian/Pacific Islander students 

(38 percent). This was lower than the percentage 

for White students (44 percent) but higher than the 

percentage for Hispanic students (30 percent) who 

reported regular access to a newspaper.

5.1. Learning Opportunities at Home

Among 8th-graders in public schools, 56 percent of American Indian/Alaska Native students reported 

having more than 25 books at home in 2007. This percentage was lower than the percentage of White and 

Asian/Pacific Islander students but higher than that of Hispanic and Black students. 

Table 5.1a. Percentage of 8th-grade students in public schools with selected literacy resources at 

home, by race/ethnicity: 2007

Race/ethnicity More than 25 books An encyclopedia

Regular access to 

magazines

Regular access to 

newspapers

Total1 65 74 67 41

White 75 78 73 44

Black 53 73 61 41

Hispanic 41 63 53 30

Asian/Pacific Islander 67 76 56 38

American Indian/Alaska Native 56 66 57 39

1 Total includes other race/ethnicity categories not separately shown.

NOTE: Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Reading Assessment, retrieved January 2008 from http://nces.ed.gov/nationsreportcard/nde/. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 99Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 5.1a. Percentage of 8th-grade students in public schools with more than 25 books at home, by 

race/ethnicity: 2007

1 Total includes other race/ethnicity categories not separately shown.

NOTE: Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Reading Assessment, retrieved January 2008 from http://nces.ed.gov/nationsreportcard/nde/.

0

20

40

60

80

100

75

53

41

67

56

White Black Hispanic Asian/

Pacific Islander

American Indian/

Alaska Native

Percent

Race/ethnicity
100 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 5.1 — Learning Opportunities at Home

Table 5.1b. Percentage distribution of 8th-grade students in public schools according to frequency of 

reading for fun, by race/ethnicity: 2007

Race/ethnicity Never or hardly ever 1–2 times a month 1–2 times a week Almost every day

Total1 34 24 24 18

White 35 22 22 21

Black 28 27 29 16

Hispanic 37 27 24 12

Asian/Pacific Islander 21 23 32 23

American Indian/Alaska Native 36 22 24 17

1 Total includes other race/ethnicity categories not separately shown.

NOTE: Detail may not sum to totals because of rounding. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Reading Assessment, retrieved January 2008 from http://nces.ed.gov/nationsreportcard/nde/. 

Twenty-four percent of American Indian/Alaska 

Native 8th-graders reported that they read for fun 

on their own time at least 1–2 times a week in 2007. 

This percentage was lower than that of Asian/Pacific 

Islander (32 percent) and Black (29 percent) students 

and not measurably different than that of White 

(22 percent) and Hispanic (24 percent) students. A 

smaller percentage of American Indian/Alaska Native 

8th-graders reported daily leisure reading (17 percent) 

than White (21 percent) and Asian/Pacific Islander 

(23 percent) students but this percentage was higher 

than that of Hispanic students (12 percent). 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 101Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 5.1b. Percentage distribution of 8th-grade students in public schools according to frequency of 

reading for fun, by race/ethnicity: 2007

1 Total includes other race/ethnicity categories not separately shown.

NOTE: Detail may not sum to totals because of rounding. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Reading Assessment, retrieved January 2008 from http://nces.ed.gov/nationsreportcard/nde/.

� Never or hardly ever � 1–2 times a month � 1–2 times a week � Almost every day

Race/ethnicity

American Indian/

Alaska Native

Asian/

Pacific Islander

Hispanic

Black

White

Percent

36 22 24 17

21 23 32 23

37

0 20 40 60 80 100

27 24 12

28 27 29 16

35 22 22 21
102 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 5.2 — Computer Use at Home

Exposure to computers at home may help young 

people build necessary computer literacy skills. In 

2007, some 78 percent of American Indian/Alaska 

Native 8th-graders in public schools reported using a 

computer at home. In contrast, 95 percent of White, 

84 percent of Black, 82 percent of Hispanic, and 96 

percent of Asian/Pacific Islander 8th-graders reported 

using a computer at home. 

5.2. Computer Use at Home

In 2007, fewer American Indian/Alaska Native 8th-grade students in public schools used computers at 

home than their peers in all other race/ethnicity groups.

Table 5.2. Percentage of 8th-grade students in public schools who use a computer at home, by race/

ethnicity: 2007

Race/ethnicity Use a computer at home

Total1 91

White 95

Black 84

Hispanic 82

Asian/Pacific Islander 96

American Indian/Alaska Native 78

1Total includes other race/ethnicity categories not separately shown.

NOTE: Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2007 Reading Assessment, retrieved April 2008 from http://nces.ed.gov/nationsreportcard/nde/. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 103Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 5.2. Percentage of 8th-grade students in public schools who use a computer at home, by race/

ethnicity: 2007

NOTE: Race categories exclude persons of Hispanic ethnicity. Total includes other race/ethnicity categories not separately 

shown. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2007 Reading Assessment, retrieved April 2008 from http://nces.ed.gov/nationsreportcard/nde/.

0

20

40

60

80

100 95

84 82

96

78

White Black Hispanic Asian American Indian/

Alaska Native

Percent

Race/ethnicity
104 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 5.3 — 

Parental Education

Parents’17 educational attainment has been identified 

as one of several factors positively related to 

children’s academic achievement and socioeconomic 

levels (Grissmer et al. 1994; Grissmer et al. 2000). In 

2007, a larger percentage of American Indian/Alaska 

Native children ages 6–18 had mothers who had 

attained a high school education (84 percent) than 

Hispanic children of the same age (60 percent). On 

the other hand, the percentage of American Indians/

Alaska Natives was lower than the percentage 

for White children of the same age (95 percent). 

A higher percentage of American Indian/Alaska 

Native than Hispanic children had fathers who 

had attained at least a high school education (90 

percent vs. 59 percent). No measurable differences 

were observed between the percentage of American 

Indians/Alaska Natives having mothers or fathers 

who had completed high school compared to Black, 

Pacific Islander, or Asian children.

5.3. Parental Education

In 2007, about 84 percent of American Indian/Alaska Native children ages 6–18 had mothers who had 

attained at least a high school education. 

Table 5.3. Percentage of children ages 6–18 whose parents had completed high school, by parent and 

race/ethnicity: 2007

Race/ethnicity Mother Father

Total1 86.4 86.8

White 94.6 93.8

Black 86.3 89.2

Hispanic 60.4 59.0

Asian 85.9 88.5

Pacific Islander 93.5 85.6

American Indian/Alaska Native 83.6 90.0

1 Includes other race/ethnicity categories not separately shown.

NOTE: Parents include adoptive and stepparents but exclude parents not residing in the same household as their children. 

Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), Annual Social and Economic 

Supplement, 2007.

17 Parents include adoptive and step parents but exclude parents not residing in the same household as their children. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 105Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 5.3. Percentage of children ages 6–18 whose parents had completed high school, by race/

ethnicity and parent: 2007

NOTE: Parents include adoptive and stepparents but exclude parents not residing in the same household as their children. 

Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), Annual Social and Economic 

Supplement, 2007.

� White � Black � Hispanic � Asian � Pacific Islander � American Indian/Alaska Native

Mother Father

Race/ethnicity

0

20

40

60

80

100

Percent

95

86

60

86

94

84

94

89

59

89 86

90
106 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 5.4 — Language and Ceremonies

In 2006, 20 percent of American Indian/Alaska 

Native children ages 5–17 spoke a language other 

than English at home. A smaller percentage of 

American Indians/Alaska Natives than Hispanics 

or Asians/Pacific Islanders reported that people in 

their homes spoke a language other than English 

(20 percent vs. 69 and 63 percent, respectively). 

The percentage of American Indians/Alaska Natives reporting another language spoken at home 

was larger, however, than that of Whites (6 percent) 

and Blacks (5 percent). 

In 2006, some 3 percent of American Indian/Alaska 

Native children spoke English with difficulty, compared with 18 percent of Hispanics and 17 percent 

of Asians/Pacific Islanders. The percentage of children who spoke English with difficulty18 for both 

the White and Black groups was 1 percent.

5.4. Language and Ceremonies

About 20 percent of American Indian/Alaska Native children ages 5-17 spoke a language other than English 

at home and 3 percent spoke English with difficulty in 2006. In 2007, about one-third of 8th-grade children 

reported participating in American Indian/Alaska Native ceremonies or gatherings several times a year.

Table 5.4a. Number and percentage of children ages 5–17 who spoke a language other than English at 

home and who spoke English with difficulty, by race/ethnicity: 2006

Race/ethnicity

Total 

population 

(in 

thousands)

Spoke a language other than English at home

Number (in 

thousands) 

Percent of 

population2

Spoke English with difficulty1

Number (in 

thousands)

Percent of 

population2

Total3 53,406 10,845 20.3 2,758 5.2

White 31,154 1,762 5.7 378 1.2

Black 7,870 429 5.5 99 1.3

Hispanic 10,250 7,038 68.7 1,882 18.4

Asian/Pacific Islander 2,127 1,346 63.3 355 16.7

American Indian/Alaska Native 436 85 19.6 12 2.8

1 Respondents were asked if each child in the household spoke a language other than English at home. If they answered “yes,” 

they were asked how well each child could speak English. Categories used for reporting were “very well,” “well,” “not well,” and 

“not at all.” All those who were reported as speaking English less than “very well” were considered to have difficulty speaking 

English. This presentation of the data is consistent with analyses conducted by the Census Bureau and other agencies, as well 

as those of the National Center for Education Statistics (see, for example, Shin and Bruno 2003; Federal Interagency Forum 

on Child and Family Statistics 2008; and U.S. Department of Education 2008). Analysis conducted in support of the presentation found substantial differences between those who responded they spoke English “very well” and those who spoke English 

less than “very well” (Clark, Raines, and Jackson 2003).

2 Percentage of the total population for that particular subgroup. For example, 19.6 percent of all American Indians/Alaska Natives spoke a language other than English at home, and 2.8 percent of all American Indians/Alaska Natives spoke a language 

other than English at home and spoke English with difficulty.

3 Total includes other race/ethnicity categories not separately shown.

NOTE: A Spanish-language version of the American Community Survey (ACS) was available to respondents. Race categories 

exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics. The Condition of Education 2008 (NCES 

2008-031), based on U.S. Department of Commerce, Census Bureau, American Community Survey, 2006.

18 Respondents were asked if each child in the household spoke a language other than English at home. If they answered “yes,” they were asked 

how well each child could speak English. Categories used for reporting were “very well,” “well,” “not well,” and “not at all.” All those who were 

reported as speaking English less than “very well” were considered to have difficulty speaking English. This presentation of the data is consistent with analyses conducted by the Census Bureau and other agencies, as well as those of the National Center for Education Statistics (see, for 

example, Shin and Bruno 2003; Federal Interagency Forum on Child and Family Statistics 2008; and U.S. Department of Education 2008). 

Analysis conducted in support of the presentation found substantial differences between those who responded they spoke English “very well” 

and those who spoke English less than “very well” (Clark, Raines, and Jackson 2003).
Status and Trends in the Education of American Indians and Alaska Natives: 2008 107Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 5.4a. Percentage of children ages 5–17 who spoke a language other than English at home and 

who spoke English with difficulty, by race/ethnicity: 2006

NOTE: These percentages represent the percent of the total population for that particular subgroup. For example, 20 percent 

of all American Indians/Alaska Natives spoke a language other than English at home and 3 percent of all American Indians/

Alaska Natives spoke a language other than English at home, and spoke English with difficulty. To determine whether respondents spoke English with difficulty they were asked if each child in the household spoke a language other than English at 

home. If they answered “yes,” they were asked how well each child could speak English. Categories used for reporting were 

“very well,” “well,” “not well,” and “not at all.” All those who were reported as speaking English less than “very well” were considered to have difficulty speaking English. This presentation of the data is consistent with analyses conducted by the Census 

Bureau and other agencies, as well as those of the National Center for Education Statistics (see, for example, Shin and Bruno 

2003; Federal Interagency Forum on Child and Family Statistics 2008; and U.S. Department of Education 2008). Analysis conducted in support of the presentation found substantial differences between those who responded they spoke English “very 

well” and those who spoke English less than “very well” (Clark, Raines, and Jackson 2003). Race categories exclude persons 

of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics. The Condition of Education 2008 (NCES 

2008-031), based on U.S. Department of Commerce, Census Bureau, American Community Survey, 2006.

� Spoke a language other than English at home � Spoke English with difficulty

0

20

40

60

80

100

White Black Hispanic Asian American Indian/

Alaska Native

Percent

Race/ethnicity

6

1

5

1

69

18

63

17 20

3
108 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 5.4 — Language and Ceremonies

Table 5.4b. Percentage of students who qualify for limited-English-proficient (LEP) services, by LEP 

enrollment status and race/ethnicity: 2006

Race/ethnicity Total

Enrolled in 

LEP services

Not enrolled 

in LEP

Total qualified for LEP services 9.4 8.6 0.8

White 0.9 0.7 0.1

Black 1.8 1.6 0.2

Hispanic 36.3 33.4 2.9

Asian/Pacific Islander 22.5 19.9 2.6

American Indian/Alaska Native 8.5 7.2 1.3

NOTE: Students who qualify for LEP services are defined as: (1) individuals who were not born in the United States or whose 

native language is a language other than English; (2) individuals who come from environments where a language other than 

English is dominant; and (3) individuals who are American Indian/Alaska Native and who come from environments where a 

language other than English has had a significant impact on their level of English language proficiency, and who, by reason 

thereof, have sufficient difficulty speaking, reading, writing, or understanding the English language. Race categories exclude 

persons of Hispanic ethnicity. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, Office for Civil Rights (OCR), Civil Rights Data Collection, 2006, retrieved July 2, 

2008, from http://ocrdata.ed.gov/ocr2006rv30/.

In 2006, the percentage of American Indian/Alaska 

Native students who qualified for limited-Englishproficient (LEP) services (9 percent) was smaller than 

the percentage for Hispanic (36 percent) and Asian/

Pacific Islander students (22 percent), but higher than 

the percentage for White (1 percent) and Black (2 

percent) students. 

American Indian/Alaska Native students who speak 

a language other than English may speak a tribal 

language. There are now about 200 American Indian/Alaska Native tribal languages, many of which 

are disappearing as speaking communities (Krauss 

2007). Twenty-seven percent of American Indian/

Alaska Native children in the 4th grade and 29 

percent in the 8th grade reported use of a traditional 

language at home at least half of the time in 2007. 

Use of a traditional language at home at least half 

the time was more common for students in schools 

with a high density of American Indian/Alaska 

Native children enrolled, compared to those with 

a low density.19 For example, higher percentages of 

4th- and 8th-graders in high-density schools (36 and 

45 percent, respectively) reported using a traditional 

language at home at least half of the time than did 

4th- and 8th-graders in low-density schools (19 

percent and 15 percent, respectively). In addition, 

smaller percentages of 4th- and 8th-graders in highdensity schools (34 and 29 percent, respectively) than 

those in low-density schools (54 and 60 percent, 

respectively) reported they never used a traditional 

language at home.

Table 5.4c. Percentage distribution of 4th- and 8th-grade American Indian/Alaska Native students 

reporting use of traditional languages within families, by school density: 2007 

Grade and frequency of use 

of traditional language Total

School density

High Low

Grade 4

Never 45 34 54

Once in a while 28 30 27

About half of the time 9 10 7

All or most of the time 18 26 12

Grade 8

Never 46 29 60

Once in a while 25 26 25

About half of the time 12 17 8

All or most of the time 17 28 7

NOTE: School density indicates the percentage of American Indian/Alaska Native students enrolled. Low-density schools are 

schools where American Indians/Alaska Natives account for less than 25 percent of the total enrollment. High-density schools 

are schools where American Indians/Alaska Natives account for 25 percent or more of the total enrollment. 

SOURCE: U.S. Department of Education, National Center for Education Statistics. The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8 (NCES 2008-458). National Assessment of Educational Progress 

(NAEP), National Indian Education Study (NIES), 2007. 

19 School density indicates the percentage of American Indian/Alaska Native students enrolled. High-density schools are schools where American Indians/Alaska Natives account for 25 percent or more of the total enrollment. Low-density schools are schools where American Indians/

Alaska Natives account for less than 25 percent of the total enrollment. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 109Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 5.4b. Percentage distribution of 4th- and 8th-grade American Indian/Alaska Native students 

reporting use of traditional languages within families, by grade: 2007

SOURCE: U.S. Department of Education, National Center for Education Statistics. The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8 (NCES 2008-458). National Assessment of Educational Progress 

(NAEP), National Indian Education Study (NIES), 2007. 

� 4th grade � 8th grade

0

20

40

60

80

100

45 46

28 25

9 12

18 17

Never Once in a while About half of the time All or most of the time

Percent

Frequency of use of traditional language
110 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 5.4 — Language and Ceremonies

Table 5.4d. Percentage distribution of 4th- and 8th-grade American Indian/Alaska Native students 

reporting attendance at American Indian/Alaska Native ceremonies and gatherings, by 

school density: 2007

Grade and frequency 

of attendance Total

School density

High Low

Grade 4

Attend several times a year 33 35 32

Attend at least once a year 25 23 26

Attend less than once a year 12 12 13

Never attend 30 31 30

Grade 8

Attend several times a year 35 44 27

Attend at least once a year 25 26 24

Attend less than once a year 14 11 16

Never attend 26 19 33

NOTE: School density is based on the percentage of American Indian/Alaska Native students enrolled in the school. Lowdensity schools are schools in which American Indians/Alaska Natives account for less than 25 percent of the total enrollment. 

High-density schools are schools in which American Indians/Alaska Natives account for 25 percent or more of the total 

enrollment. 

SOURCE: U.S. Department of Education, National Center for Education Statistics. The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8 (NCES 2008-458). National Assessment of Educational Progress 

(NAEP), National Indian Education Study (NIES), 2007. 

In 2007, some 33 percent of American Indian/Alaska 

Native children in the 4th grade reported that they 

attended American Indian/Alaska Native ceremonies 

or gatherings several times a year. The reported frequency of attendance by 4th-grade students at these 

ceremonies did not differ significantly between students attending schools with high and low densities of 

American Indian/Alaska Native students. Thirty-five 

percent of American Indian/Alaska Native children 

in the 8th grade reported that they attended American Indian/Alaska Native ceremonies or gatherings 

several times a year. In grade 8, a higher percentage of 

students in high-density schools (44 percent) than in 

low-density schools (27 percent) reported attendance 

at such ceremonies several times a year.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 111Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 5.4c. Percentage distribution of 4th- and 8th-grade American Indian/Alaska Native students 

reporting attendance at American Indian/Alaska Native ceremonies and gatherings: 2007

SOURCE: U.S. Department of Education, National Center for Education Statistics. The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8 (NCES 2008-458). National Assessment of Educational Progress 

(NAEP), National Indian Education Study (NIES), 2007. 

� Several times a year � At least once a year � Less than once a year � Never attend

Percent

8th-grade

4th-grade

35 25 14 26

33 25 12 30

0 20 40 60 80 100

Grade and frequency

of attendance at 

ceremonies or gatherings
112 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 5.5 — Traditions and Culture in School

To gather information about school climate in the 

2007 National Indian Education Study (NIES), 

school teachers and principals were asked questions 

about school curriculum and activities. These included the extent to which American Indian/Alaska 

Native traditions and culture were integrated into the 

academic curriculum and the frequency of visits by 

community representatives to share such traditions 

and culture. 

In this indicator, school density refers to the percentage of American Indian/Alaska Native students 

enrolled. Low-density schools are schools in which 

American Indians/Alaska Natives account for less 

than 25 percent of the total enrollment. High-density 

schools are schools in which American Indians/

Alaska Natives account for 25 percent or more of 

the total enrollment. 

Teachers were asked about the extent to which they 

integrated American Indian/Alaska Native culture 

and history into their curriculum. When compared to 

4th- and 8th-grade American Indian/Alaska Native 

students attending low-density schools, higher percentages of students attending high-density schools 

had teachers who reported that they integrated 

American Indian/Alaska Native culture and history 

into their curriculum at least once a week.

5.5. Traditions and Culture in School 

When compared to 4th- and 8th-grade American Indian/Alaska Native students attending low-density 

schools, higher percentages of students attending high-density schools had teachers who reported that 

they integrated American Indian/Alaska Native culture and history into their curriculum and principals 

who reported visits from American Indian/Alaska Native community representatives.

Table 5.5a. Percentage of American Indian/Alaska Native students whose teachers integrated 

American Indian/Alaska Native culture and history into their curriculum, by school density, 

grade, curriculum, and frequency: 2007

Grade, curriculum, and frequency Total

School density

High Low

Grade 4 any subject area

Almost every day 8 15 2

At least once a week 13 21 7

At least once a month 20 24 17

At least once a grading period 47 35 57

Never 11 6 16

Grade 8 reading/language arts

Almost every day 5 10 1

At least once a week 7 12 2

At least once a month 19 29 9

At least once a grading period 44 31 56

Never 25 17 32

Grade 8 mathematics

Almost every day 1 3 #

At least once a week 8 16 1

At least once a month 6 11 1

At least once a grading period 17 20 14

Never 68 50 84

# Rounds to zero.

NOTE: School density is based on the percent of American Indian/Alaska Native students enrolled in the school. Low-density 

schools are schools in which American Indians/Alaska Natives account for less than 25 percent of the total enrollment. Highdensity schools are schools in which American Indians/Alaska Natives account for 25 percent or more of the total enrollment. 

Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics. The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8 (NCES 2008-458). National Assessment of Educational Progress 

(NAEP), National Indian Education Study (NIES), 2007. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 113Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 5.5. Percentage of American Indian/Alaska Native students whose teachers integrated 

American Indian/Alaska Native culture and history into their curriculum, by grade, 

curriculum, and frequency: 2007

NOTE: School density is based on the percent of American Indian/Alaska Native students enrolled in the school. Low-density 

schools are schools in which American Indians/Alaska Natives account for less than 25 percent of the total enrollment. Highdensity schools are schools in which American Indians/Alaska Natives account for 25 percent or more of the total enrollment. 

Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics. The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8 (NCES 2008-458). National Assessment of Educational Progress 

(NAEP), National Indian Education Study (NIES), 2007.

� Almost every day � At least once a week

� At least once a grading period � Never

� At least once a month

0

20

40

60

80

100

15

21 24

35

6

2

7

17

57

16

10 12

29 31

17

1 2

9

56

32

High density Low density

4th grade, any subject 8th grade, reading/language arts

High density Low density

Percent
114 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 5.5 — Traditions and Culture in School

At grade 4, school administrators of 31 percent of 

students attending high-density schools reported 

that representatives from the American Indian/

Alaska Native community visited their schools to 

share traditions and culture three or more times in 

the school year, compared to 9 percent in low-density 

schools. A similar pattern between high-density 

schools and low-density schools was seen at grade 8. 

Administrators of 26 percent of 8th-grade students 

attending high-density schools reported that opportunities for tribal or community representatives 

to share traditions or culture occurred three or more 

times in the school year, compared to 7 percent for 

low-density schools.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 115Chapter II — 

Preprimary, Elementary, and Secondary Education

Table 5.5b. Percentage of American Indian/Alaska Native school administrators reporting annual 

American Indian/Alaska Native community representative involvement in their school, by 

school density, grade, and frequency: 2007

Grade and frequency of community 

representative involvement Total

School density

High Low

Grade 4

3 or more times 18 31 9

1 or 2 times 32 41 25

Never 45 23 62

Grade 8

3 or more times 15 26 7

1 or 2 times 28 40 19

Never 51 29 68

NOTE: School density is based on the percent of American Indian/Alaska Native students enrolled in the school. Low-density 

schools are schools in which American Indians/Alaska Natives account for less than 25 percent of the total enrollment. Highdensity schools are schools in which American Indians/Alaska Natives account for 25 percent or more of the total enrollment. 

Detail may not sum to totals because the response choice “I don’t know” is not shown.

SOURCE: U.S. Department of Education, National Center for Education Statistics. The Educational Experiences of American 

Indian and Alaska Native Students in Grades 4 and 8 (NCES 2008-458). National Assessment of Educational Progress 

(NAEP), National Indian Education Study (NIES), 2007. 
116 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 5.6 — 

Principal 

Perceptions of School Climate

Principals were also asked whether specific conditions, such as student absenteeism, tardiness, health 

problems, misbehavior, physical conflicts, and drug 

or alcohol use were problems in their schools. Other 

school conditions, such as lack of family involvement 

and low student expectations, were also explored.

In this indicator, school density refers to the percentage 

of American Indian/Alaska Native students enrolled. 

Low-density schools are schools in which American 

Indians/Alaska Natives account for less than 25 

percent of the total enrollment. High-density schools 

are schools in which American Indians/Alaska 

Natives account for 25 percent or more of the total 

enrollment. 

A higher percentage of American Indian/Alaska 

Native students in high-density schools had school 

administrators who reported specific problems as serious, compared to their peers in low-density schools. 

The specific problems more frequently reported as 

serious by administrators of high-density schools 

included student absenteeism, student tardiness, 

lack of family involvement, and low expectations. In 

2007, administrators of 22 percent of 8th-graders in 

high-density schools reported student absenteeism as 

a serious problem, compared to administrators of 5 

percent of 8th-graders in low-density schools. Administrators of 35 percent of 8th-graders in high-density 

schools reported lack of family involvement in school 

as a serious problem, compared to administrators 

of 12 percent of 8th-graders in low-density schools. 

Student misbehavior was also identified as a serious 

problem by a larger percentage of administrators of 

8th-graders in high density schools (11 percent) than 

low density schools (1 percent). 

Table 5.6. Percentage of American Indian/Alaska Native students, by the severity of problems 

reported by school administrators, density of the American Indian/Alaska Native schools, 

grade, and types of problems in school: 2007

Moderate problem Serious problem

Grade and problem Total

School density

Total

School density

High Low High Low

Grade 4

Student absenteeism 24 34 17 9 16 5

Student tardiness 29 37 24 12 18 7

Student health problems 17 29 8 1 1 1

Lack of family involvement in school 38 42 35 17 30 8

Student misbehavior 17 22 13 2 3 2

Physical conflict between students 8 11 6 1 1 1

Student drug or alcohol use 3 6 1 1 1 #

Low expectations 21 31 14 8 15 2

Grade 8

Student absenteeism 31 40 24 12 22 5

Student tardiness 30 37 24 9 15 4

Student health problems 15 23 8 1 3 #

Lack of family involvement in school 44 47 41 23 35 12

Student misbehavior 30 35 26 6 11 1

Physical conflict between students 12 13 12 3 5 1

Student drug or alcohol use 16 25 9 4 8 #

Low expectations 32 39 26 10 18 4

# Rounds to zero.

NOTE: School density indicates the percent of American Indian/Alaska Native students enrolled. Low-density schools are 

schools where American Indians/Alaska Natives account for less than 25 percent of the total population. High-density schools 

are schools where American Indians/Alaska Natives account for 25 percent or more of the total population. Percentages do not 

sum to 100 percent because the “Not a problem” an. “Minor problem” categories are not shown.

SOURCE: U.S. Department of Education, National Center for Education Statistics. The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8 (NCES 2008-458). National Assessment of Educational Progress 

(NAEP), National Indian Education Study (NIES), 2007. 

5.6. Principal Perceptions of School Climate 

In 2007, schools with a relatively large percentage of American Indian/Alaska Native students had a higher 

percentage of 4th- and 8th-grade students for whom administrators indicated serious problems with 

student absenteeism, student tardiness, lack of family involvement, and low expectations than schools 

with a lower percentage of American Indian/Alaska Native students.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 117Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 5.6. Percentage of American Indian/Alaska Native 4th- and 8th-grade students whose school 

administrators indicated specific issues were serious problems, by grade and density of 

American Indian/Alaska Native schools: 2007

# Rounds to zero.

NOTE: School density indicates the percent of American Indian/Alaska Native students enrolled. Low-density schools are 

schools where American Indians/Alaska Natives account for less than 25 percent of the total enrollment High-density schools 

are schools where American Indians/Alaska Natives account for 25 percent or more of the total enrollment. Percentages do 

not sum to 100 percent because the “Not a problem”, “Minor problem” and “Moderate problem” categories are not shown.

SOURCE: U.S. Department of Education, National Center for Education Statistics. The Educational Experiences of American 

Indian and Alaska Native Students in Grades 4 and 8 (NCES 2008-458). National Assessment of Educational Progress 

(NAEP), National Indian Education Study (NIES), 2007.

0

10

20

30

40

50

16

5

18

7

1 1

30

8

3 2 1 1 1

15

2

Student

absenteeism

Student

tardiness

Student 

health 

problems

Lack of

family

involvement

in school

Student 

misbehavior

Physical

conflict

between

students

Student

drug or

alcohol

use

Low

expectations

Percent 4th grade

Problem

Student

absenteeism

Student

tardiness

Student 

health 

problems

Lack of

family

involvement

in school

Student 

misbehavior

Physical

conflict

between

students

Student

drug or

alcohol

use

Low

expectations

8th grade

22

5

15

4 3

35

12 11

1

5

1

8

# #

#

18

4

0

10

20

30

40

50

Percent

� High density � Low density
118 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 5.7 — Alcohol, Tobacco, and Drug Use

In 2006, 21 percent of American Indian/Alaska Native 

children between the ages of 12 and 17 reported the use 

of alcohol in the past month. A higher percentage of 

American Indian/Alaska Native children reported use 

of alcohol in the past month compared to the percentage reported by Black (11 percent) and Asian (8 percent) 

children.

A higher percentage of American Indians/Alaska Natives 

between the ages of 12 and 17 smoked cigarettes in the 

past month (21 percent), compared to their White, Black, 

Hispanic, and Asian peers (12 percent, 6 percent, 8 percent, and 5 percent, respectively). Among 12- to 17-year 

olds, a higher percentage of American Indians/Alaska Natives (11 percent) than Hispanics (6 percent) and Asians 

(3 percent) had used marijuana in the past month. 

5.7. Alcohol, Tobacco, and Drug Use

In 2006, some 21 percent of American Indian/Alaska Native children between the ages of 12 and 17 

had used alcohol in the past month. A higher percentage of American Indian/Alaska Native children had 

smoked cigarettes in the past month than children of any other racial/ethnic group. 

Table 5.7. Percentage of children ages 12–17 who used alcohol, smoked cigarettes, or used marijuana, 

by selected time period and race/ethnicity: 2006

Race/ethnicity

Alcohol Cigarettes Marijuana

Lifetime1 Past month Lifetime1 Past month Lifetime1 Past month

Total2 40.4 16.6 25.8 10.4 17.3 6.7

White 43.1 19.2 28.5 12.4 17.8 7.1

Black 34.4 10.5 20.0 6.0 16.6 6.5

Hispanic 39.5 15.3 24.3 8.2 17.1 5.8

Asian 27.4 7.6 14.7 5.2 9.3 3.2

American Indian/Alaska Native 47.3 20.5 40.2 21.2 ‡ 11.3

‡ Reporting standards not met.

1 Lifetime use indicates use at least once in the respondent’s lifetime.

2 Total includes race/ethnicity categories not separately shown.

NOTE: Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, 

Office of Applied Studies, National Survey on Drug Use and Health, 2006.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 119Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 5.7. Percentage of children ages 12–17 who used alcohol, smoked cigarettes, or used marijuana 

in the past month, by race/ethnicity: 2006

NOTE: Race categories exclude persons of Hispanic ethnicity. Data are graphed using unrounded estimates while the value 

labels are rounded.

SOURCE: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, 

Office of Applied Studies, National Survey on Drug Use and Health, 2006.

Substance

� White � Black � Hispanic � Asian � American Indian/Alaska Native

Alcohol Cigarettes Marijuana

Percent

0

10

20

30

40

50

19

11

15

8

21

12

6

8

5

21

7 7 6

3

11
120 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 5.8 — Violence on School Grounds

In 2005, a higher percentage of American Indian/

Alaska Native students in grades 9–12 (22 percent) 

reported being in a fight on school property than their 

White (12 percent) and Asian peers (6 percent) in 

the past 12 months. However, there was no measurable difference between the percentage of American 

Indian/Alaska Native students who reported being in 

a fight and the percentage of Black (17 percent) and 

Hispanic students (18 percent) who reported doing 

so over the same period in 2005. 

There were no measurable differences between 

the percentage of American Indian/Alaska Native 

students who reported being threatened or injured 

with a weapon in the past 12 months and the 

percentages of White, Black, Hispanic, and Asian 

students who reported being threatened or injured 

with a weapon over the same period. 

In addition, there were no measurable differences in 

the percentages of students who reported that they 

carried a weapon to school on at least 1 day during 

the previous 30 days for American Indians/Alaska 

Natives and their White, Black, and Hispanic peers. 

However, a higher percentage of American Indian/

Alaska Native students (7 percent) than Asian 

students (3 percent) reported carrying a weapon to 

school in the previous 30 days.

5.8. Violence on School Grounds

In 2005, twenty-two percent of American Indian/Alaska Native students in grades 9–12 reported having 

been in a physical fight on school property in the past 12 months.

Table 5.8. Percentage of students in grades 9–12 who reported that they were threatened or injured 

with a weapon on school property, engaged in a physical fight on school property, or carried 

a weapon to school, by race/ethnicity: 2005

Race/ethnicity

Engaged in a 

physical fight1

Were threatened 

or injured with 

a weapon1 Carried a weapon2

Total 13.6 7.9 6.5

White 11.6 7.2 6.1

Black 16.9 8.1 5.1

Hispanic 18.3 9.8 8.2

Asian 5.9 4.6 2.8!

Native Hawaiian/Pacific Islander 24.5 14.5! 15.4!

American Indian/Alaska Native 22.0 9.8 7.2

More than one race 15.8 10.7 11.9

! Interpret data with caution.

1 In the past 12 months.

2 At least 1 day during the previous 30 days.

NOTE: Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for 

Chronic Disease Prevention and Health Promotion, Youth Risk Behavior Surveillance System (YRBSS), 2005.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 121Chapter II — 

Preprimary, Elementary, and Secondary Education

Figure 5.8. Percentage of students in grades 9–12 who reported that they engaged in a physical fight 

on school property, were threatened or injured with a weapon on school property, or carried 

a weapon to school, by race/ethnicity: 2005

! Interpret data with caution.

1 In the past 12 months.

2 At least 1 day during the previous 30 days.

NOTE: Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for 

Chronic Disease Prevention and Health Promotion, Youth Risk Behavior Surveillance System (YRBSS), 2005.

Were threatened or 

injured with a weapon1

� White � Black � Hispanic � Asian

� Native Hawaiian/Pacific Islander � American Indian/Alaska Native

Type of violence

Percent

0

10

20

30

40

50

Carried a weapon Engaged in a physical fight1 2

More than one race

7 8

10

5

14!

10 11 12

17 18

6

24

22

16

6 5

8

3!

15!

7

12
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Chapter III

Postsecondary Education
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This section contains indicators that examine the 

postsecondary education of American Indians/

Alaska Natives; indicators on college access, 

college completion, types of degrees earned, and 

faculty composition are presented. College access 

is measured by indicators on enrollment in 2- and 

4-year institutions, as well as by attendance at tribal 

colleges. College completion is measured by degrees 

earned at the associate’s, bachelor’s, master’s, and 

doctoral levels. Comparative information is also 

presented on the fields of study in which degrees are 

earned. Data on the distribution of faculty by race/

ethnicity provide some additional information about 

the social context of American Indian/Alaska Native 

college education.

6 Postsecondary

Education
126 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 6.1 — Enrollment in Colleges and Universities

American Indian/Alaska Native enrollment in public 

and private degree-granting institutions more than 

doubled between 1976 and 2006.20 In 1976, about 

76,100 American Indians/Alaska Natives were enrolled in colleges and universities. Enrollment grew 

steadily from 1976, reaching 102,800 in 1990 and 

151,200 in 2000. Enrollments continued to increase 

after 2000, and by 2006, 181,100 American Indian/

Alaska Native students were enrolled in higher education (appendix table A-6.1a).

Of American Indian/Alaska Native students enrolled 

in public and private degree-granting institutions in 

2006, more than half were enrolled in 4-year institutions. In contrast, between 1976 and 1994, more 

American Indians/Alaska Natives were enrolled in 

2-year postsecondary institutions than in 4-year 

postsecondary institutions (appendix table A-6.1a). 

During the late 1990s, the number of American 

Indian/Alaska Native students enrolled in 4-year 

institutions began to surpass the number in 2-year 

institutions. In 2006, a smaller percentage of American Indians/Alaska Natives between the ages of 18 

and 24 were enrolled in colleges or universities than 

their White and Asian peers. Twenty-six percent of 

American Indian/Alaska Native 18- to 24-year olds 

were enrolled in college or universities, compared 

with 41 percent of Whites, 33 percent of Blacks, 27 

percent of Hispanics, and 58 percent of Asians.

American Indians/Alaska Natives comprised 1.1 percent of the total college and university enrollment in 

2006, an increase from 0.7 percent in 1976. College 

and university enrollment became much more diverse 

over these years. Minorities, including American Indians/Alaska Natives, represented 16 percent of the 

total enrollment in 1976, whereas they represented 

33 percent of the total enrollment in 2006.

6.1. Enrollment in Colleges and Universities

Enrollment of American Indian/Alaska Native students in colleges and universities more than doubled in the 

past 30 years. In 2006, American Indian/Alaska Native students accounted for 1 percent of total enrollment 

in colleges and universities. 

20 Data from 1976 to 1996 are for institutions of higher education that were accredited by an agency or association that was recognized by the 

U.S. Department of Education, or recognized directly by the Secretary of Education. Data from 1996 and later years are for degree-granting 

institutions. The new degree-granting classification is very similar to the earlier higher education classification, except that it includes some additional institutions, primarily 2-year colleges, and excludes a few higher education institutions that did not award associate’s or higher degrees.

Table 6.1a. Percentage distribution of students enrolled in public and private degree-granting institutions, 

by type of institution and race/ethnicity: Selected years, 1976 through 2006

Race/ethnicity

1976 1980 1990 2000 2006

Total 2-year 4-year Total 2-year 4-year Total 2-year 4-year Total 2-year 4-year Total 2-year 4-year

White 84.3 80.2 86.6 83.5 79.8 85.7 79.9 76.4 82.0 70.8 64.9 74.6 67.4 61.8 70.8

Total minority 15.7 19.8 13.4 16.5 20.2 14.3 20.1 23.6 18.0 29.2 35.1 25.4 32.6 38.2 29.2

Black 9.6 11.2 8.7 9.4 10.6 8.7 9.3 10.1 8.8 11.7 12.5 11.2 13.3 14.3 12.7

Hispanic 3.6 5.5 2.5 4.0 5.7 3.0 5.8 8.2 4.3 9.9 14.4 6.9 11.4 15.8 8.8

Asian/Pacific 

Islander 1.8 2.1 1.7 2.4 2.8 2.2 4.3 4.2 4.3 6.6 6.9 6.5 6.8 6.9 6.7

American 

Indian/

Alaska 

Native 0.7 1.1 0.5 0.7 1.1 0.5 0.8 1.1 0.6 1.0 1.3 0.9 1.1 1.3 0.9

NOTE: Race categories exclude persons of Hispanic ethnicity. Data from 1976 to 1996 are for institutions of higher education that 

were accredited by an agency or association that was recognized by the U.S. Department of Education, or recognized directly by the 

Secretary of Education. Data from 1996 and later years are for degree-granting institutions. The new degree-granting classification is 

very similar to the earlier higher education classification, except that it includes some additional institutions, primarily 2-year colleges, 

and excludes a few higher education institutions that did not award associate’s or higher degrees. Detail may not sum to totals 

because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based on 

Higher Education General Information Survey (HEGIS), “Fall Enrollment in Colleges and Universities,” 1976 and 1980; and Integrated 

Postsecondary Education Data System (IPEDS), “Fall Enrollment Survey,” 1990, Spring 2001, and Spring 2007.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 127Chapter III — 

Postsecondary Education

In 2006, a smaller percentage of American Indians/

Alaska Natives between the ages of 18 and 24 were 

enrolled in colleges or universities than their White 

and Asian peers. Twenty-six percent of American 

Indian/Alaska Native 18- to 24-year olds were 

enrolled in college or universities, compared with 41 

percent of Whites, 33 percent of Blacks, 27 percent 

of Hispanics, and 58 percent of Asians.

Although the percentages of American Indians/

Alaska Natives enrolled in colleges or universities 

appear to fluctuate between 1996 and 2006, the 

differences in these percentages are not measurably 

different.

Table 6.1b. Percentage of 18- to 24-year-olds enrolled in colleges or universities, by race/ethnicity: 

Selected years, October 1996 to 2006

Race/ethnicity 1996 2004 2005 2006

Total1 35.5 38.0 38.9 37.3

White 39.5 41.7 42.8 41.0

Black 27.4 31.8 33.1 32.6

Hispanic 20.1 24.7 24.8 23.6

Asian2 53.9 60.6 61.0 58.3

Native Hawaiian/Pacific Islander ― 55.8 50.6 39.1

American Indian/Alaska Native 30.3 24.4 27.8 26.2

— Not available.

1 Total includes other race/ethnicity categories not separately shown. Race categories exclude persons of Hispanic ethnicity.

2 Data for 1996 includes Pacific Islanders.

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey, Selected years, October 1996 to 2006.
128 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 6.1 — Enrollment in Colleges and Universities

Between 1976 and 2006, college and university 

enrollment of male and female American Indians/

Alaska Natives grew at different rates. In 1976, 

there was near parity in the number of American 

Indian/Alaska Native males and females enrolled 

in degree-granting colleges and universities (38,500 

and 37,600, respectively). By 1978, the number of 

American Indian/Alaska Native females enrolled 

in colleges and universities exceeded the number 

of American Indian/Alaska Native males enrolled. 

In 2006, 111,000 American Indian/Alaska Native 

females (61 percent) and 71,200 males (39 percent) 

were enrolled in colleges and universities, a difference of 21 percentage points. Only among Blacks 

was there a gender gap larger than that among 

American Indians/Alaska Natives: 30 percentage 

points separated the percentages of enrollment for 

Black females (65 percent) and males (35 percent) 

in 2006 (appendix table A-6.1b).
Status and Trends in the Education of American Indians and Alaska Natives: 2008 129Chapter III — 

Postsecondary Education

Figure 6.1. American Indian/Alaska Native enrollment in public and private degree-granting 

institutions, by type of institution and sex: Selected years, 1976 through 2006

NOTE: Race categories exclude persons of Hispanic ethnicity. Data from 1976 to 1996 are for institutions of higher education 

that were accredited by an agency or association that was recognized by the U.S. Department of Education, or recognized 

directly by the Secretary of Education. Data from 1996 and later years are for degree-granting institutions. The new degreegranting classification is very similar to the earlier higher education classification, except that it includes some additional 

institutions, primarily 2-year colleges, and excludes a few higher education institutions that did not award associate’s or higher 

degrees. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based 

on Higher Education General Information Survey (HEGIS), “Fall Enrollment in Colleges and Universities,” 1976 through 1986; 

and Integrated Postsecondary Education Data System (IPEDS), “Fall Enrollment Survey,” 1987 through 1999, and Spring 2001 

through Spring 2007.

0

20

40

60

80

100

120

140

160

180

200

1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006

Enrollment 

(in thousands) Type of institution

Sex

Year

1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006

Year

0

20

40

60

80

100

120

140

160

180

200

Enrollment 

(in thousands)

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� Total � 2-year � 4-year

� Total

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� Males � Females

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130 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 6.2 — Tribally Controlled Colleges

In 2006, there were 32 tribally controlled colleges 

and universities. They were located in 12 states; the 

majority were scattered across the West and Midwest, 

and one was located in Alaska. Seven of these colleges 

and universities were 4-year institutions, and 25 were 

2-year institutions.

Tribally controlled colleges and universities share 

many characteristics with each other that differentiate 

them from most colleges and universities. Tribally 

controlled colleges and universities are designed to 

foster environments focused on American Indian 

culture in order to preserve, enhance, and promote 

American Indian languages and traditions (Cahalan 

et al. 1998). They are intended to create learning 

opportunities for students with unique needs. 

For example, students at these institutions are 

generally older than 24 years of age. Also, tribally 

controlled colleges may function as community 

resources, providing social services to reservations in 

isolated areas (American Indian Higher Education 

Consortium 2005).

The total enrollment in tribally controlled colleges 

and universities increased by 23 percent, from 

14,100 in fall 2001 to 17,300 in fall 2006 (appendix 

table A-6.2). In 2006, some 13,600 students in 

tribally controlled colleges and universities were 

American Indian/Alaska Native, representing 79 

percent of total enrollment. Eight percent of all 

American Indian/Alaska Native college students 

were enrolled in tribally controlled colleges and 

universities.21American Indian/Alaska Native 

enrollment in tribally controlled colleges and 

universities increased at a faster rate between 2001 

and 2006 than did American Indian/Alaska Native 

college and university enrollment generally (17 

percent vs. 15 percent; data not shown).

6.2. Tribally Controlled Colleges

Total enrollment in tribally controlled colleges was over 17,000 in fall 2006.

Figure 6.2. Enrollment in tribally controlled colleges: Fall 1997 through fall 2006

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based 

on Integrated Postsecondary Education Data System (IPEDS), “Fall Enrollment Survey,” 1997 through 1999, and Spring 2001 

through Spring 2007.

Enrollment

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

0

4,000

8,000

12,000

16,000

20,000

Year

13,583 13,940 13,928 13,680 14,075

15,468

17,776 17,605 17,167 17,255

21 181,100 American Indian/Alaska Natives were enrolled in degree-granting institutions (Table A-6.1a) of which 13,600 were enrolled in tribally controlled colleges and universities (Table 6.2).
Status and Trends in the Education of American Indians and Alaska Natives: 2008 131Chapter III — 

Postsecondary Education

Table 6.2. Enrollment in tribally controlled colleges and number and percentage of students who are 

American Indians/Alaska Natives: Fall 2006

Tribally controlled college Location

Type of 

college Total

Number 

American 

Indian/

Alaska 

Native

Percent 

American 

Indian/

Alaska 

Native

Total 17,255 13,635 79.0

Bay Mills Community College Brimlay, MI 2 year 550 325 59.1

Blackfeet Community College Browning, MT 2 year 467 442 94.6

Cankdeska Cikana Community College Fort Totten, ND 2 year 233 219 94.0

Chief Dull Knife College1 Lame Deer, MT 2 year 359 285 79.4

College of the Menominee Nation Kashena, WI 2 year 513 427 83.2

Diné College Tsaile, AZ 2 year 1,669 1,635 98.0

Fond du Lac Tribal and Community College Cloquet, MN 2 year 2,181 310 14.2

Fort Belknap College Harlem, MT 2 year 161 148 91.9

Fort Berthold Community College New Town, ND 2 year 196 190 96.9

Fort Peck Community College Poplar, MT 2 year 441 369 83.7

Haskell Indian Nations University Lawrence, KS 4 year 889 889 100.0

Ilisagvik College Barrow, AK 2 year 203 138 68.0

Institute of American Indian Arts2 Santa Fe, NM 4 year 192 174 90.6

Lac Courte Oreilles Ojibwa Community College Hayward, WI 2 year 574 454 79.1

Leech Lake Tribal College Cass Lake, MN 2 year 198 172 86.9

Little Big Horn College Crow Agency, 

MT

2 year 312 290 92.9

Little Priest Tribal College Winnebago, NE 2 year 95 82 86.3

Navajo Technical College3 Crownpoint, NM 2 year 392 388 99.0

Nebraska Indian Community College Macy, NE 2 year 115 105 91.3

Northwest Indian College Bellingham, WA 2 year 623 506 81.2

Oglala Lakota College Kyle, SD 4 year 1,485 1,355 91.2

Saginaw Chippewa Tribal College Mount Pleasant, 

MI

2 year 125 108 86.4

Salish Kootenai College Pablo, MT 4 year 1,092 866 79.3

Sinte Gleska University Rosebud, SD 4 year 969 778 80.3

Sisseton Wahpeton Community College Sisseton, SD 2 year 279 251 90.0

Sitting Bull College Fort Yates, ND 4 year 286 254 88.8

Southwestern Indian Polytechnic Institute Albuquerque, 

NM

2 year 561 561 100.0

Stone Child College Box Elder, MT 2 year 397 370 93.2

Tohono O’odham Community College Sells, AZ 2 year 198 195 98.5

Turtle Mountain Community College Belcourt, ND 4 year 788 739 93.8

United Tribes Technical College Bismarck, ND 2 year 606 543 89.6

White Earth Tribal and Community College Mahnomen, MN 2 year 106 67 63.2

1 Previously named Dull Knife Memorial College.

2 Congressionally chartered under the name Institute of American Indian and Alaska Native Culture.

3 Previously named Crownpoint Institute of Technology.

NOTE: These colleges are, with few exceptions, tribally controlled and located on reservations. They are all members of the 

American Indian Higher Education Consortium. Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs. Totals include persons of other racial/ethnic categories not separately shown.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based 

on Integrated Postsecondary Education Data System (IPEDS), Fall 2006.
132 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 6.3 — Financial Aid

In the 2003–04 school year, 82 percent of American 

Indian/Alaska Native full-time, full-year undergraduates received financial aid of some kind.22 During 

that school year, a smaller percentage of Whites (74 

percent), Asians/Pacific Islanders (66 percent), and 

Hispanics (81 percent) than American Indians/Alaska 

Natives received financial aid. A larger percentage of 

Black (89 percent) students received financial aid than 

did American Indian/Alaska Native students.

American Indians/Alaska Natives receiving financial 

aid were awarded, on average, $9,500 for the 2003–

04 school year. During that school year, generally, the 

average amount of financial aid received by American 

Indian/Alaska Native students was not measurably 

different from the average amount of aid received by 

students in all other racial/ethnic groups.

6.3. Financial Aid

In the 2003–04 school year, 82 percent of American Indian/Alaska Native full-time, full-year undergraduates received financial aid. 

Table 6.3a. Percentage of full-time, full-year undergraduates receiving financial aid from any source, by 

race/ethnicity: 2003–04

Race/ethnicity Percent

Total1 76.1

White 74.0

Black 89.2

Hispanic 80.7

Asian/Pacific Islander 66.1

American Indian/Alaska Native 81.9

1 Total includes other race/ethnicity categories not separately shown.

NOTE: Students may receive aid from multiple sources. Financial aid includes assistance in the form of grants, loans, work 

study, or any other type of aid, including PLUS loans (loans to parents). Data include undergraduates in degree-granting and 

non-degree-granting institutions. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 National Postsecondary Student 

Aid Study (NPSAS:04).

22 Financial aid includes assistance in the form of grants, loans, workstudy, or any other type of aid.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 133Chapter III — 

Postsecondary Education

Table 6.3b. Average amount of financial aid awarded from any source per full-time, full-year 

undergraduate student, by type of aid and race/ethnicity: 2003–04

Type of aid and race/ethnicity Average per student

Any aid

Total1 $9,900

White 9,900

Black 10,500

Hispanic 9,000

Asian/Pacific Islander 10,000

American Indian/Alaska Native 9,500

Grants

Total1 $5,600

White 5,500

Black 5,700

Hispanic 5,400

Asian/Pacific Islander 6,700

American Indian/Alaska Native 5,400

Loans

Total1 $7,300

White 7,400

Black 7,100

Hispanic 7,000

Asian/Pacific Islander 7,100

American Indian/Alaska Native 6,900

1 Total includes other race/ethnicity categories not separately shown.

NOTE: All dollar values are in 2003–04 dollars. Students may receive aid from multiple sources. Financial aid includes assistance in the form of grants, loans, work study, or any other type of aid, including PLUS loans (loans to parents). Data include 

undergraduates in degree-granting and non-degree-granting institutions. Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 National Postsecondary Student 

Aid Study (NPSAS:04).

Figure 6.3. Average amount of financial aid awarded from any source per full-time, full-year 

undergraduate student, by race/ethnicity: 2003–04

NOTE: All dollar values are in 2003–04 dollars. Students may receive aid from multiple sources. Financial aid includes assistance in the form of grants, loans, work study, or any other type of aid, including PLUS loans (loans to parents). Data include 

undergraduates in degree-granting and non-degree-granting institutions. Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 National Postsecondary Student 

Aid Study (NPSAS:04).

White Black Hispanic Asian/

Pacific Islander

American Indian/

Alaska Native

$0

$2,000

$4,000

$6,000

$8,000

$10,000

$12,000

$9,900

$10,500

$9,000

$10,000

$9,500

Race/ethnicity

Financial aid
134 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 6.4 — Degrees Conferred by Degree-Granting Institutions

Between the 1976–77 and 2005–06 school years, 

the number of degrees awarded by colleges and 

universities to American Indians/Alaska Natives more 

than doubled for each degree level. In 1976–77, 2,500 

associate’s degrees were conferred to American Indians/

Alaska Natives. The number steadily increased to 

5,600 by 1995–96. The number of associate’s degrees 

awarded to American Indians/Alaska Natives rose 53 

percent between 1995–96 and 2005–06, reaching 

8,600 in 2005–06. By comparison, the number of 

associate’s degrees awarded to all students rose by 

28 percent during this time (U.S. Department of 

Education 2008).

This was also the pattern for the number of bachelor’s 

degrees earned by American Indians/Alaska Natives. 

In 1976–77, around 3,300 bachelor’s degrees were 

awarded to American Indians/Alaska Natives; by 

1995–96, the number increased to 7,000, and in 

2005–06, the number reached 11,000 bachelor’s 

degrees (appendix table A-6.4). The percentage 

increase for the number of bachelor’s degrees awarded 

to American Indians/Alaska Natives between 

1995-96 and 2005-06 was 57 percent, compared to 

28 percent for the total population (U.S. Department 

of Education 2008).

The number of post-baccalaureate degrees awarded 

to American Indians/Alaska Natives also increased 

between 1976–77 and 2005–06: from 970 to 3,500 

for master’s degrees, from 100 to 230 for doctoral 

degrees, and from 200 to 710 for first-professional 

degrees23 (appendix table A-6.4). 

Between 1976–77 and 2005–06, American Indians/

Alaska Natives earned a slightly increasing share of 

the degrees at every level. In 1976–77, American 

Indians/Alaska Natives received 0.6 percent of 

all the associate’s degrees awarded, 0.4 percent of 

all bachelor’s degrees, and 0.3 percent each of all 

master’s, doctoral, and first-professional degrees. 

These percentages increased to 1.2 percent of 

associate’s degrees, 0.8 percent of bachelor’s degrees, 

0.7 percent of master’s degrees, 0.6 percent of doctoral 

degrees, and 0.8 percent of first-professional degrees 

awarded in 2005–06 (appendix table A-6.4). 

In the 2005–06 school year, American Indians/

Alaska Natives earned a higher percentage of 

bachelor’s degrees than associate’s degrees. Of the 

total number of American Indians/Alaska Natives 

awarded degrees, 46 percent earned bachelor’s 

degrees and 36 percent earned associate’s degrees. 

Of American Indian/Alaska Native degree earners, 

49 percent of males earned bachelor’s degrees and 32 

percent earned associate’s degrees, while 44 percent 

of females earned bachelor’s degrees and 38 percent 

earned associate’s degrees. 

Since the 1980–81 school year, the number of 

associate’s, bachelor’s, and master’s degrees awarded 

each year to American Indian/Alaska Native females 

has exceeded the number of degrees awarded to 

American Indian/Alaska Native males. In 2005–06, 

more degrees were awarded at all levels to American 

Indian/Alaska Native females (15,300) than 

American Indian/Alaska Native males (8,700).

6.4. Degrees Conferred by Degree-Granting Institutions

The number of American Indians/Alaska Natives earning degrees has more than doubled for each degree 

level since 1976.

23 A degree that signifies both completion of the academic requirements for beginning practice in a given profession and a level of professional 

skill beyond that normally required for a bachelor’s degree. This degree usually is based on a program requiring at least 2 academic years of 

work prior to entrance and a total of at least 6 academic years of work to complete the degree program, including both prior required college 

work and the professional program itself. First-professional degrees are awarded in the fields of dentistry, medicine, optometry, osteopathic 

medicine, pharmacy, podiatric medicine, veterinary medicine, chiropractic, law, and theological professions.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 135Chapter III — 

Postsecondary Education

Table 6.4. Number and percentage distribution of degrees conferred by degree-granting institutions, 

by level of degree, race/ethnicity, and sex: 2005–06

Race/ethnicity, sex, and 

level of degree Total Associate’s Bachelor’s Master’s Doctoral

Firstprofessional1

Number of degrees

Total degrees conferred2 2,936,095 713,066 1,485,242 594,065 56,067 87,655

White 2,049,406 485,297 1,075,561 393,357 31,601 63,590

Male 856,763 190,139 467,467 150,954 14,659 33,544

Female 1,192,643 295,158 608,094 242,403 16,942 30,046

Black 300,525 89,784 142,420 58,976 3,122 6,223

Male 96,028 27,619 48,079 16,959 1,081 2,290

Female 204,497 62,165 94,341 42,017 2,041 3,933

Hispanic 227,208 80,854 107,588 32,438 1,882 4,446

Male 86,440 30,040 41,814 11,637 826 2,123

Female 140,768 50,814 65,774 20,801 1,056 2,323

Asian/Pacific Islander 185,508 35,201 102,376 34,029 3,257 10,645

Male 82,032 14,224 45,809 15,803 1,555 4,641

Female 103,476 20,977 56,567 18,226 1,702 6,004

American Indian/Alaska Native 23,936 8,552 10,940 3,504 230 710

Male 8,658 2,774 4,203 1,244 105 332

Female 15,278 5,778 6,737 2,260 125 378

Percentage distribution

Total degrees conferred2 100.0 24.3 50.6 20.2 1.9 3.0

White 100.0 23.7 52.5 19.2 1.5 3.1

Male 100.0 22.2 54.6 17.6 1.7 3.9

Female 100.0 24.7 51.0 20.3 1.4 2.5

Black 100.0 29.9 47.4 19.6 1.0 2.1

Male 100.0 28.8 50.1 17.7 1.1 2.4

Female 100.0 30.4 46.1 20.5 1.0 1.9

Hispanic 100.0 35.6 47.4 14.3 0.8 2.0

Male 100.0 34.8 48.4 13.5 1.0 2.5

Female 100.0 36.1 46.7 14.8 0.8 1.7

Asian/Pacific Islander 100.0 19.0 55.2 18.3 1.8 5.7

Male 100.0 17.3 55.8 19.3 1.9 5.7

Female 100.0 20.3 54.7 17.6 1.6 5.8

American Indian/Alaska Native 100.0 35.7 45.7 14.6 1.0 3.0

Male 100.0 32.0 48.5 14.4 1.2 3.8

Female 100.0 37.8 44.1 14.8 0.8 2.5

1 A degree that signifies both completion of the academic requirements for beginning practice in a given profession and a 

level of professional skill beyond that normally required for a bachelor’s degree. This degree usually is based on a program 

requiring at least 2 academic years of work prior to entrance and a total of at least 6 academic years of work to complete the 

degree program, including both prior required college work and the professional program itself. First-professional degrees are 

awarded in the fields of dentistry, medicine, optometry, osteopathic medicine, pharmacy, podiatric medicine, veterinary medicine, chiropractic, law, and theological professions.

2 Totals include degrees conferred to nonresident aliens who are not shown in the table.

NOTE: Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based 

on 2005–06 Integrated Postsecondary Education Data System (IPEDS), Fall 2006. 
136 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 6.4 — Degrees Conferred by Degree-Granting Institutions

Figure 6.4. Number of degrees awarded to American Indian/Alaska Native students, by level of degree: 

1976–77 to 2005–06

1 A degree that signifies both completion of the academic requirements for beginning practice in a given profession and a 

level of professional skill beyond that normally required for a bachelor’s degree. This degree usually is based on a program 

requiring at least 2 academic years of work prior to entrance and a total of at least 6 academic years of work to complete the 

degree program, including both prior required college work and the professional program itself. First-professional degrees 

are awarded in the fields of dentistry, medicine, optometry, osteopathic medicine, pharmacy, podiatric medicine, veterinary 

medicine, chiropractic, law, and theological professions.

NOTE: For the years 1984–85 to 2005–06, reported racial/ethnic distributions of students by level of degree, field of degree, 

and sex were used to impute race/ethnicity for students whose race/ethnicity was not reported. Some data may have been 

revised from previously published figures.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007,

based on Higher Education General Information Survey (HEGIS), “Degrees and Other Formal Awards Conferred,” 1976–77 

through 1984–85; and 1986–87 through 2005–06 Integrated Postsecondary Education Data System, “Completions Survey” 

(IPEDS-C:87–99), and Fall 2000 through Fall 2006.

� Associate’s degrees � Bachelor’s degrees � Master’s degrees

� Doctoral degrees � First-professional degrees1

0

2,000

4,000

6,000

8,000

10,000

12,000

1977 1979 1981 1985 1987 1989 1991 1993 1995 1997 1999 2001 2003 2006

Number

Year ending

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This page intentionally left blank.
138 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 6.5 — 

Bachelor's Degrees Earned by Field

In the 2005–06 school year, business, education, and 

social sciences were the most popular majors among 

American Indians/Alaska Natives earning bachelor’s 

degrees. Nineteen percent of American Indian/Alaska 

Native college and university graduates studied 

business, while 12 percent studied a social science or 

history and 8 percent studied education. Compared 

with 2005–06 graduates in general, American 

Indians/Alaska Natives earned a smaller percentage 

of business and communications degrees and a larger 

percentage of education and social science degrees. 

There was a difference of less than 0.5 percent 

between the percentage of American Indians/Alaska 

Natives and the percentage of the total population 

earning degrees in visual and performing arts, health 

professions and related clinical sciences, biological 

and biomedical sciences, and psychology. 

6.5. Bachelor’s Degrees Earned by Field

While a greater percentage of American Indian/Alaska Native students earned their bachelor’s degrees 

in business than in other fields in the 2005–06 school year, the percentage who earned their degrees in 

business was smaller than that of all students.

Table 6.5. Percentage of bachelor’s degrees conferred in total and to American Indians/Alaska Natives 

by degree-granting institutions, by the 10 most popular fields of study: 2005–06

Field of study All students

American Indian/ 

Alaska Native

Biological and biomedical sciences 4.7 4.5

Business 21.4 19.1

Communications, journalism, and related programs and communications technologies 5.2 4.0

Education 7.2 8.2

Engineering and engineering technologies 5.5 4.6

English language and literature/letters 3.7 3.1

Health professions and related clinical sciences 6.2 6.2

Psychology 5.9 5.7

Social sciences and history 10.9 11.9

Visual and performing arts 5.6 5.6

NOTE: Detail do not sum to totals because colleges and universities conferred degrees in many other fields not shown separately. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based 

on 2005–06 Integrated Postsecondary Education Data System (IPEDS), Fall 2006.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 139Chapter III — 

Postsecondary Education

Figure 6.5. Percentage of bachelor’s degrees conferred in total and to American Indians/Alaska Natives 

by degree-granting institutions in the 10 most popular fields of study: 2005–06

NOTE: Detail do not sum to totals because colleges and universities conferred degrees in many other fields not shown separately. Data are graphed using unrounded estimates while the value labels are rounded. Race categories exclude persons of 

Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based 

on 2005–06 Integrated Postsecondary Education Data System (IPEDS), Fall 2006.

Visual and performing arts

Social sciences and history

Psychology

Health professions and

related clinical sciences

English language and

 literature/letters

Engineering and engineering

 technologies

Education

Communications, journalism,

and related programs and

communications technologies

Business

Biological and

biomedical sciences

Field of study

Percent

0 10 20 30 40 50

� Total � American Indian/Alaska Native

6

6

12

11

6

6

6

6

3

4

5

5

8

7

4

5

19

21

4

5
140 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 6.6 — 

Master's and Doctoral Degrees Earned by Field

Out of the master’s degrees awarded to American 

Indians/Alaska Natives during the 2005–06 school 

year, 32 percent were conferred in the field of 

education and 20 percent were in business. These two 

fields were also the most frequently studied among 

master’s candidates in the general population: 28 

percent of the general population’s master’s degrees 

were awarded for education and 23 percent were 

awarded for business. 

In 2005-06, the distribution of doctoral degrees 

awarded differed between American Indians/Alaska 

Natives and the total population. For example, 22 

percent of doctoral degrees awarded to American 

Indians/Alaska Natives were in education, compared 

to 12 percent of the total population. Sixteen percent 

of doctoral degrees awarded to American Indians/

Alaska Natives were in the field of psychology, 

compared to 8 percent of the total population. Nine 

percent of doctoral degrees awarded to American 

Indians/Alaska Natives were in social sciences 

and history, compared to 6 percent of the total 

population. Conversely, only 3 percent of doctoral 

degrees awarded to American Indians/Alaska Natives 

were in the field of engineering and engineeringrelated technologies, compared to 12 percent of the 

total population. 

6.6. Master’s and Doctoral Degrees Earned by Field

In 2005–06, more than half of the master’s degrees awarded to American Indians/Alaska Natives were 

in the fields of education or business. Nearly half of the doctoral degrees awarded to American Indians/

Alaska Natives were in the fields of education, psychology, and social sciences and history.

Table 6.6. Percentage of master’s and doctoral degrees conferred in total and to American Indians/

Alaska Natives by degree-granting institutions, by the most popular fields of study: 2005–06

Degree type and field of study Total

American Indian/ 

Alaska Native

Master’s degrees

Business 23.0 20.1

Computer and information sciences 2.7 1.9

Education 27.5 31.5

Engineering and engineering technologies 5.3 2.9

English language and literature/letters 1.4 1.7

Health professions and related clinical sciences 8.1 9.6

Psychology 3.1 3.9

Public administration and social services 4.8 7.7

Social sciences and history 2.7 3.0

Visual and performing arts 2.1 2.1

Doctoral degrees

Biological and biomedical sciences 9.0 7.9

Business 2.7 5.0

Education 11.8 22.2

Engineering and engineering-related technologies 11.7 3.3

Health professions and related clinical sciences 11.1 7.5

Physical sciences and science technologies 7.0 3.8

Psychology 7.7 16.3

Social sciences and history 6.1 9.2

NOTE: Detail do not sum to totals because colleges and universities conferred degrees in many other fields not shown separately. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based 

on 2005–06 Integrated Postsecondary Education Data System (IPEDS), Fall 2006.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 141Chapter III — 

Postsecondary Education

Figure 6.6. Percentage of master’s and doctoral degrees conferred in total and to American Indians/

Alaska Natives by degree-granting institutions in the most popular fields of study: 2005–06

NOTE: Detail do not sum to totals because colleges and universities conferred degrees in many other fields not shown separately. Data are graphed using unrounded estimates while the value labels are rounded. Race categories exclude persons of 

Hispanic ethnicity.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based 

on 2005–06 Integrated Postsecondary Education Data System (IPEDS), Fall 2006.

Visual and performing arts

Social sciences and history

Public administration

and social services

Psychology

Health professions and

related clinical sciences

English language and 

literature/letters

Engineering and

engineering technologies

Education

Computer and

information sciences

Business

Field of study

Percent

Master’s degrees

0 10 20 30 40 50

� Total � American Indian/Alaska Native

Social sciences and history

Psychology

Physical sciences and

 science technologies

Health professions and

 related clinical sciences

Engineering and engineering−

related technologies

Education

Business

Biological and

 biomedical sciences

6

9

8

16

7

4

11

8

12

3

12

22

3

5

9

8

Field of study

Percent

Doctoral degrees

0 10 20 30 40 50

2

2

3

3

8

5

4

3

10

8

2

1

3

5

31

27

2

3

20

23
142 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 6.7 — Faculty in Degree-Granting Institutions

In 2005, American Indians/Alaska Natives accounted for 0.5 percent of faculty in degree-granting 

institutions. Differences by level of faculty are apparent. American Indians/Alaska Natives constituted 1.0 

percent of instructors, but 0.3 percent of professors 

and 0.4 percent of associate professors. As a point of 

comparison, in 2006 American Indian/Alaska Native 

students made up 1.1 percent of the total enrollment 

in degree-granting institutions (indicator 6.1). 

6.7. Faculty in Degree-Granting Institutions

American Indians/Alaska Natives constitute less than 1 percent of faculty in degree-granting institutions 

in 2005.

Table 6.7. Percentage distribution of full-time instructional faculty in degree-granting institutions, by 

race/ethnicity and academic rank: 2005

Faculty/rank White

Total 

 minority 

faculty Black Hispanic

Asian/

Pacific 

Islander

American 

Indian/

Alaska 

Native

Total 82.8 17.2 5.6 3.6 7.6 0.5

Professors 87.5 12.5 3.3 2.3 6.6 0.3

Associate professors 83.4 16.6 5.5 3.2 7.5 0.4

Assistant professors 78.6 21.4 6.8 3.9 10.2 0.5

Instructors 80.6 19.4 7.9 5.6 5.0 1.0

Lecturers 82.9 17.1 5.1 4.9 6.8 0.4

Other faculty 81.9 18.1 5.6 3.5 8.4 0.6

NOTE: Detail may not sum to totals because of rounding. Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics 2007, based 

on 2005–06 Integrated Postsecondary Education Data System (IPEDS), Winter 2005–06.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 143Chapter III — 

Postsecondary Education

Figure 6.7. Percentage distribution of full-time instructional faculty in degree-granting institutions, by 

race/ethnicity and academic rank: 2005

NOTE: Detail may not sum to totals because of rounding. Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics 2007, based 

on 2005–06 Integrated Postsecondary Education Data System (IPEDS), Winter 2005–06.

Other faculty

Lecturers

Instructors

Assistant

 professors

Associate

 professors

Professors

Total

Faculty rank

Percent

0 20 40 60 80 100

� White � Black � Hispanic � Asian/Pacific Islander � American Indian/Alaska Native

82 6 4 8 0.6

83 5 5 7 0.4

81 8 6 5 1.0

79 7 4 10 0.5

83 5 3 8 0.4

87 3 2 7 0.3

83 6 4 8 0.5
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Chapter IV

Outcomes of Education
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An important objective of a successful educational 

system is producing an educated, capable, and 

engaged public. This section contains indicators on 

social and economic outcomes associated with education, measured by unemployment rates and income.

7 Social and 

Economic 

Outcomes
148 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 7.1 — Educational Attainment

In 2007, some 44 percent of American Indians/

Alaska Natives age 25 or older had attended some 

college or completed an undergraduate or graduate degree. Approximately 36 percent of American 

Indians/Alaska Natives had completed high school 

without continuing on to a postsecondary institution, and 20 percent had not finished high school.24

A higher percentage of American Indians/Alaska 

Natives did not finish high school when compared to 

Whites (9 percent), Asians (12 percent), and Native 

Hawaiians/Pacific Islanders (11 percent). However, 

a lower percentage of American Indians/Alaska Natives did not finish high school when compared to 

Hispanics (40 percent). 

A lower percentage of American Indians/Alaska Natives completed a bachelor’s degree (9 percent) as their 

highest level of educational attainment than all other 

racial/ethnic groups, with the exception of Hispanics. No measurable difference was detected between 

American Indians/Alaska Natives and Hispanics at 

this level. In addition, a lower percentage of American 

Indians/Alaska Natives obtained a graduate degree 

(5 percent) than their White (11 percent) or Asian 

(21 percent) peers. No measurable differences were 

detected between American Indians/Alaska Natives 

and Blacks, Hispanics, and Native Hawaiians/Pacific 

Islanders at this level. 

7.1. Educational Attainment

In 2007, some 13 percent of American Indians/Alaska Natives 25 years or older held a bachelor’s or graduate degree.

Table 7.1. Percentage distribution of adults ages 25 and over, by highest level of educational attainment 

and race/ethnicity: 2007

Race/ethnicity

Less 

than 

high 

school 

completion

High school completion or higher

Total

High 

school 

completion1

Some 

college

Associate’s 

degree

Bachelor’s 

degree

Graduate degree

Total

Master’s 

degree

Doctorate 

or firstprofessional 

degree

Total 14.3 85.7 31.6 16.7 8.6 18.9 9.9 7.0 2.9

White 9.4 90.6 32.2 17.4 9.1 20.7 11.1 7.9 3.2

Black 17.2 82.8 36.3 18.9 8.8 13.0 5.7 4.4 1.3

Hispanic 39.7 60.3 28.4 13.0 6.2 9.4 3.3 2.4 0.9

Asian 12.1 87.9 19.9 9.3 6.3 31.7 20.7 13.6 7.1

Native Hawaiian/Pacific Islander 11.4 88.6 34.4 21.2 9.2 17.7 6.1 3.7 2.5!

American Indian/Alaska Native 19.7 80.3 35.8 21.8 9.5 8.6 4.5 3.1 1.4

! Interpret data with caution.

1 High school completion includes equivalency (e.g., General Education Development certificate or GED).

NOTE: Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), Annual Social and Economic 

Supplement, 2007.

24 This is different from the status dropout rate of 15 percent reported in indicator 3.4. The 20 percent reported here represents adults 25 years 

and older who have not completed a high school credential. The status dropout rate is the percentage of 16- to 24-year-olds who are out of 

school and who have not completed a high school credential.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 149Chapter IV — Outcomes of Education

Figure 7.1. Percentage of adults ages 25 and over, by highest level of educational attainment and race/

ethnicity: 2007

1 High school completion includes equivalency (e.g., General Education Development certificate or GED).

NOTE: Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), Annual Social and Economic 

Supplement, 2007.

� White � Black � Hispanic � Asian

� Native Hawaiian/Pacific Islander � American Indian/Alaska Native

Less than high

 school completion

High school completion1 Bachelor’s degree Graduate degree

0

20

40

60

80

100

Percent

Educational attainment

9

17

40

12 11

20

32

36

28

20

34 36

21

13

9

32

18

9 11

6 3

21

6 5
150 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 7.2 — Unemployment 

Rates

7.2. Unemployment Rates

In 2007, unemployment rates were lower for American Indians/Alaska Natives with higher levels of educational achievement. 

Figure 7.2a. Unemployment rates for persons ages 16 and over, by race/ethnicity: 1997 through 2007

NOTE: The unemployment rate is the percentage of the total labor force population that is jobless, looking for a job, and available for work. Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), Annual Demographic Supplement, 1997–2002, and Annual Social and Economic Supplement, 2003–2007.

� White � Black � Hispanic � Asian/Pacific Islander � American Indian/Alaska Native

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

0

5

10

15

20

25

Rate

Year

� � � � �

� � � � � �

�

�

� �

�

� � � � �

�

�

�

� � �

� � �

� � �

� � � � �

�

�

�

� � �

� �

�

� �

�

�

�

�

�

�

People who have no job and are not looking for one, 

such as those going to school, those retired, or those 

who have a physical or mental disability that prevents 

them from participating in the labor force, are not 

included in the labor force. The unemployment rate is 

the percentage of the total labor force population that 

is jobless, looking for a job, and available for work. In 

2007, some 5 percent of the labor force ages 16 and 

over was unemployed (appendix table A-7.2). 

Between 1997 and 2007, the unemployment rate for 

American Indians/Alaska Natives fluctuated, but did 

not significantly increase or decrease overall. In 2007, 

some 12 percent of American Indians/Alaska Natives 

ages 16 and over were unemployed (appendix table 

A-7.2). This estimate was higher than the percentages of Whites (4 percent), Hispanics (6 percent), 

and Asians/Pacific Islanders (3 percent) who were 

unemployed. 

Generally, for all race/ethnicities, including American Indians/Alaska Natives, unemployment rates 

were lower for those with higher levels of educational 

attainment. Specifically, 2 percent of American Indians/Alaska Natives with a bachelor’s degree or higher 

were unemployed, compared with 12 percent of high 

school completers and 29 percent of those who were 

not high school completers. The unemployment rate 

of American Indians/Alaska Natives who did not 

complete high school (29 percent) was higher than 

the rates of Whites (12 percent), Blacks (19 percent) 

and Hispanics (9 percent). 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 151

Table 7.2. Unemployment rates of persons 16 years old and over, by educational attainment and 

Chapter IV — Outcomes of Education

race/ethnicity: 2007

Race/ethnicity

All education 

levels

Less than 

high school

High school 

completion1

Some 

college, no 

degree

Associate’s 

degree

Bachelor’s 

degree or 

higher

Total2 4.7 11.3 5.4 4.5 3.2 1.9

White 4.0 11.6 4.8 4.0 2.7 1.7

Black 8.2 19.5 9.4 6.5 5.3 2.7

Hispanic 5.6 8.7 4.1 5.4 3.5 2.3

Asian 3.2 4.5! 3.9 3.0! 3.6! 2.7

Pacific Islander 4.8! 12.8! 4.5! 4.1! ‡ #

American Indian/ 

Alaska Native 11.9 28.9 11.7 9.4! 5.0! 2.3!

! Interpret data with caution.

‡ Does not meet reporting standards.

# Rounds to zero.

1 High school completion includes equivalency (e.g., General Education Development certificate or GED).

2 Total includes other race/ethnicity categories not separately shown.

NOTE: The unemployment rate is the percentage of the total labor force population that is jobless, looking for a job, and available for work. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), Annual Social and Economic 

Supplement, 2007.

Figure 7.2b. Unemployment rates of persons 16 years old and over, by educational attainment and 

race/ethnicity: 2007

! Interpret data with caution.

# Rounds to zero.

1 Total includes other race/ethnicity categories not separately shown.

2 High school completion includes equivalency (e.g., General Education Development certificate or GED).

NOTE: Data are graphed using unrounded estimates while the value labels are rounded. Race categories exclude persons of 

Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), Annual Social and Economic 

Supplement, 2007.

Percent

Race/ethnicity

� High school completion � Less than high school completion 2 � Bachelor's degree or higher

Total1 White Black Hispanic Asian Pacific Islander America Indian/

Alaska Native

0

10

20

30

40

50

#

11

5

2

12

5

2

19

9

3

9

4

2

4! 4 3

13!

5!

29

12

2!
152 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Indicator 7.3 — 

Median Income

In 2006, the median earnings for young adult 

full-time, full-year wage and salary workers ages 

25–34 was $34,800. The median earnings of Asian 

($45,700) and White ($36,600) young adults were 

greater than the median earnings of their American 

Indian/Alaska Native peers ($28,400). 

There were no measurable differences in earnings 

among American Indian/Alaska Native young adults 

with lower levels of educational attainment—those 

who were not high school completers ($25,400), who 

were high school completers ($26,400), who had some 

college experience ($27,400), and who had an associate’s degree ($26,400). However, among American 

Indian/Alaska Native young adults, those who had 

a bachelor’s ($35,500) or graduate degree ($44,700) 

had higher median earnings than American Indian/

Alaska Native young adults who had completed high 

school or who had an associate’s degree. For example, 

American Indians/Alaska Natives with a bachelor’s 

degree as their highest level of education earned 26 

percent more than those whose highest level of education was high school completion.

 Median earnings by educational attainment varied 

between American Indian/Alaska Native young 

adults and those of other races/ethnicities. For those 

with less than a high school education, there were no 

measurable differences between the median earnings 

of American Indian/Alaska Native young adults and 

young adults from other race/ethnicities. Among 

those who have completed high school as their highest level of education, White young adults had higher 

median earnings ($30,500) than American Indian/

Alaska Native young adults ($26,400), but there were 

no measurable differences between American Indian/

Alaska Native young adults who had completed high 

school and those of other races/ethnicities. Among 

those with a bachelor’s degree as the highest level of 

education, Asian ($50,800) and White ($44,700) 

young adults earned more than their American 

Indian/Alaska Native peers ($35,500). In addition, 

American Indian/Alaska Native young adults with 

a graduate degree earned 15 percent less than their 

White peers and 28 percent less than their Asian 

peers who had graduate degrees.

7.3. Median Annual Earnings

In 2006, American Indian/Alaska Native young adults with a bachelor’s degree earned 29 percent more 

than American Indian/Alaska Native young adult high school completers.

Table 7.3. Median annual earnings of full-time, full-year wage and salary workers ages 25–34, by 

highest level of educational attainment and race/ethnicity: 2006 

Graduate degree

Race/

ethnicity Total

Less than 

high 

school 

completion

High

school 

completion1

Some 

college

Associate's 

degree

Bachelor's 

degree Total

Master's 

degree

Doctorate 

or firstprofessional 

degree

Total2 $34,800 $23,400 $28,300 $30,500 $33,500 $43,700 $52,800 $50,800 $60,900 

White 36,600 25,400 30,500 31,500 35,500 44,700 52,800 50,800 60,900 

Black 30,500 21,300 25,400 29,500 30,500 38,600 48,800 45,700 60,900 

Hispanic 27,400 21,100 25,400 30,500 31,500 40,600 48,800 48,800 48,800 

Asian 45,700 25,400 26,400 30,500 35,500 50,800 62,000 64,000 60,900 

Native Hawaiian/ 

Pacific 

Islander 30,500 20,300 27,400 31,500 29,500 41,600 43,700! 32,500! ‡ 

American 

Indian/ 

Alaska 

Native 28,400 25,400 26,400 27,400 26,400 35,500 44,700 42,700 45,700

! Interpret data with caution.

‡ Reporting standards not met.

1 High school completion includes equivalency (e.g., General Education Development certificate or GED).

2 Total includes other race/ethnicity categories not separately shown.

NOTE. Full-year worker refers to those who were employed 50 or more weeks the previous year; full-time worker refers to 

those who were usually employed 35 or more hours per week. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), Public Use Microdata 

Sample (PUMS) Files, 2006.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 153Chapter IV — Outcomes of Education

Figure 7.3. Median annual earnings of full-time, full-year wage and salary workers ages 25–34, by 

race/ethnicity and educational attainment: 2006 

1 High school completion includes equivalency (e.g., General Education Development certificate or GED).

NOTE: Full-year worker refers to those who were employed 50 or more weeks the previous year; full-time worker refers to 

those who were usually employed 35 or more hours per week. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), Public Use Microdata 

Sample (PUMS) Files, 2006.

Dollars

Race/ethnicity

� High school completion � Less than high school 1 � Bachelor's degree � Graduate degree

White Black Hispanic Asian Native Hawaiian/

Pacific Islander

America Indian/

Alaska Native

0

10,000

20,000

30,000

40,000

50,000

60,000

$70,000
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Appendix A: 

Supplemental Tables
160 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Supplemental Tables

Table A-2.1a. Enrollment, American Indians/Alaska Natives as a percentage of total enrollment, and 

percentage distribution of American Indians/Alaska Natives enrolled in public elementary 

and secondary schools, by region and state: 2005–06

Region/state

Total 

enrollment

American Indian/ 

Alaska Native 

enrollment

American Indians/ 

Alaska Natives as 

percent of total 

enrollment

Percentage 

distribution of American Indian/Alaska 

Native enrollment 

by region and state

Total 48,962,240 644,461 1.3 100.0

Northeast 8,258,658 27,345 0.3 4.2

Connecticut 575,058 2,062 0.4 0.3

Maine 195,498 1,057 0.5 0.2

Massachusetts 971,909 2,941 0.3 0.5

New Hampshire 205,767 645 0.3 0.1

New Jersey 1,395,602 2,493 0.2 0.4

New York 2,838,209 14,090 0.5 2.2

Pennsylvania 1,828,287 2,674 0.1 0.4

Rhode Island 151,690 966 0.6 0.1

Vermont 96,638 417 0.4 0.1

South 18,063,429 193,869 1.1 30.1

Alabama 741,547 5,729 0.8 0.9

Arkansas 474,206 3,089 0.7 0.5

Delaware 120,937 408 0.3 0.1

District of Columbia 76,876 79 0.1 #

Florida 2,675,024 7,927 0.3 1.2

Georgia 1,598,461 2,339 0.1 0.4

Kentucky 641,685 1,106 0.2 0.2

Louisiana 654,397 5,115 0.8 0.8

Maryland 860,020 3,487 0.4 0.5

Mississippi 494,954 887 0.2 0.1

North Carolina 1,416,436 20,463 1.4 3.2

Oklahoma 634,739 120,122 18.9 18.6

South Carolina 701,544 2,205 0.3 0.3

Tennessee 953,798 1,730 0.2 0.3

Texas 4,523,873 15,043 0.3 2.3

Virginia 1,214,229 3,811 0.3 0.6

West Virginia 280,703 329 0.1 0.1

Midwest 10,779,326 94,844 0.9 14.7

Illinois 2,111,706 3,948 0.2 0.6

Indiana 1,034,782 2,628 0.3 0.4

Iowa 481,099 2,839 0.6 0.4

Kansas 466,266 6,707 1.4 1.0

Michigan 1,711,544 16,366 1.0 2.5

Minnesota 839,084 17,400 2.1 2.7

Missouri 915,850 3,686 0.4 0.6

Nebraska 286,646 4,751 1.7 0.7

North Dakota 98,284 8,484 8.6 1.3

Ohio 1,836,991 2,570 0.1 0.4

South Dakota 122,008 12,775 10.5 2.0

Wisconsin 875,066 12,690 1.5 2.0

West 11,810,672 278,248 2.4 43.2

Alaska 133,292 35,396 26.6 5.5

Arizona 1,094,454 67,498 6.2 10.5

California 6,312,103 50,758 0.8 7.9

Colorado 779,826 9,173 1.2 1.4

Hawaii 184,925 1,102 0.6 0.2

Idaho 261,844 4,126 1.6 0.6

Montana 145,416 16,422 11.3 2.5

Nevada 412,407 6,679 1.6 1.0

New Mexico 326,758 36,210 11.1 5.6

Oregon 534,823 12,921 2.4 2.0

Utah 508,430 7,770 1.5 1.2

See notes at end of table.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 161

Table A-2.1a. Enrollment, American Indians/Alaska Natives as a percentage of total enrollment, and 

Appendix A

percentage distribution of American Indians/Alaska Natives enrolled in public elementary 

and secondary schools, by region and state: 2005–06—continued

Region/state

Total 

enrollment

American Indian/ 

Alaska Native 

enrollment

American Indians/ 

Alaska Natives as 

percent of total 

enrollment

Percentage distribution of American 

Indians/Alaska Natives by region and 

state

Washington 1,031,985 27,208 2.6 4.2

Wyoming 84,409 2,985 3.5 0.5

Bureau of Indian Education (BIE) schools1 50,155 50,155 100.0 7.8

# Rounds to zero.

1 Data for BIE schools are not separated by state. They are located in the South, Midwest, and West regions.

NOTE: Race categories exclude persons of Hispanic ethnicity. Total enrollment includes other race/ethnicity categories not 

shown. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public 

Elementary/Secondary School Universe Survey,” 2005–06.

Table A-2.1b. Number and percentage distribution of public elementary and secondary students, by 

race/ethnicity and locale: 2005–06

Locale Total White Black Hispanic

Asian/

Pacific 

Islander

American 

Indian/Alaska 

Native

Number

Total 47,724,895 27,463,756 7,990,596 9,208,688 2,101,292 635,410

City 13,595,614 4,765,366 3,702,997 4,078,163 836,445 117,601

Suburban 17,236,014 10,224,868 2,496,677 3,300,001 964,452 97,497

Town 6,208,942 4,369,707 699,066 873,921 106,585 126,211

Rural 10,684,325 8,103,815 1,091,856 956,603 193,810 294,101

Fringe 5,673,247 4,079,796 678,895 644,120 160,052 79,977

Distant 3,462,537 2,835,639 297,985 213,660 23,855 80,738

Remote 1,548,541 1,188,380 114,976 98,823 9,903 133,386

Percentage distribution

Total 100.0 100.0 100.0 100.0 100.0 100.0

City 28.5 17.4 46.3 44.3 39.8 18.5

Suburban 36.1 37.2 31.2 35.8 45.9 15.3

Town 13.0 15.9 8.7 9.5 5.1 19.9

Rural 22.4 29.5 13.7 10.4 9.2 46.3

Fringe 11.9 14.9 8.5 7.0 7.6 12.6

Distant 7.3 10.3 3.7 2.3 1.1 12.7

Remote 3.2 4.3 1.4 1.1 0.5 21.0

NOTE: Includes students enrolled in Bureau of Indian Education (BIE) schools. Enrollment counts exclude schools with no 

reported enrollment. Race or locale information was not reported for 2.5 percent of students. Race categories exclude persons 

of Hispanic ethnicity. Rural areas are located outside any urbanized area or urban cluster. Urbanized areas are densely settled 

areas containing at least 50,000 people. Urban clusters are densely settled areas with a population of 2,500 to 49,999. Fringe 

rural areas are 5 miles or less from an urbanized area or 2 miles or less from an urban cluster. Distant rural areas are more 

than 5 miles but less than or equal to 25 miles from an urbanized area, or more than 2 miles but less than or equal to 10 miles 

from an urban cluster. Remote rural areas are more than 25 miles from an urbanized area or more than 10 miles from an urban 

cluster. For more details on Census-defined areas, see http://www.census.gov/geo/www/ua/ua_2k.html. Detail may not sum to 

totals because of rounding and categories not separately shown.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public 

Elementary/Secondary School Universe Survey,” 2005–06. 
162 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Supplemental Tables

Table A-2.1c. Number and percentage distribution of American Indians/Alaska Natives enrolled in 

public elementary and secondary schools, by percent of American Indian/Alaska Native 

enrollment: 2005–06

Percent American Indian/ 

Alaska Native enrollment Number Percent

Total 644,461 100.0

Less than 10 percent 276,967 43.0

10–24 percent 86,890 13.5

25–49 percent 84,764 13.2

50–74 percent 43,140 6.7

75–89 percent 21,275 3.3

90 percent or more 131,425 20.4

NOTE: Includes students enrolled in Bureau of Indian Education (BIE) schools. Detail may not sum to totals because of 

rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public 

Elementary/Secondary School Universe Survey,” 2005–06.

Table A-2.2. Number of Bureau of Indian Education(BIE)-funded school programs, by operational 

structure: Selected years, 1996–97 to 2006–07

Operational 

structure 1996–97 1998–99 2000–01 2002–03 2004–05 2006–07

Total 187 185 185 184 184 184

BIE-operated 83 69 65 76 62 61

Tribally operated 104 116 120 108 122 123

NOTE: U.S. Department of the Interior, Bureau of Indian Education (BIE), Office of Indian Education Programs (OIEP), 

1999–2000 OIEP School Report Card Summary; OIEP, Building Exemplary Schools for Tomorrow: 2002 Fingertip Facts and 

2004 Fingertip Facts; and 2009 Budget Justification and BIE budget tables.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 163Appendix A

Table A-2.3. Number of children ages 3 to 21 and number of children served under the Individuals with 

Disabilities Education Act (IDEA) ages 3 to 21, by race/ethnicity: 1998 to 2006—continued

Year

Hispanic Asian/Pacific Islander American Indian/Alaska Native

Number 

of children

Number of 

children served 

under IDEA

Number 

of children

Number of 

children served 

under IDEA

Number 

of children

Number of 

children served 

under IDEA

1998 11,775 788 2,940 106 796 76

1999 12,332 821 3,050 112 812 76

2000 12,867 878 3,027 121 762 80

2001 13,167 929 3,072 124 763 84

2002 13,442 981 3,106 130 762 87

2003 13,734 1,035 3,143 138 759 90

2004 14,078 1,082 3,197 144 755 100

2005 14,418 1,119 3,245 150 750 101

2006 14,887 1,154 3,322 153 745 101

NOTE: Data have been revised from previously published reports. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), “Children with 

Disabilities Receiving Special Education Under Part B of the Individuals with Disabilities Education Act,” 2006.

Table A-2.3. Number of children ages 3 to 21 and number of children served under the Individuals with 

Disabilities Education Act (IDEA) ages 3 to 21, in thousands, by race/ethnicity: 1998 to 2006

Year

Total White Black

Number 

of children

Number of 

children served 

under IDEA

Number 

of children

Number of 

children served 

under IDEA

Number 

of children

Number of 

children served 

under IDEA

1998 75,622 6,024 48,524 3,860 11,587 1,194

1999 76,460 6,016 48,558 3,807 11,708 1,199

2000 77,004 6,295 48,741 3,958 11,607 1,259

2001 77,302 6,401 48,655 3,976 11,645 1,288

2002 77,380 6,523 48,428 4,015 11,642 1,311

2003 77,454 6,634 48,188 4,036 11,630 1,335

2004 77,681 6,727 47,967 4,045 11,683 1,356

2005 77,802 6,720 47,684 4,004 11,706 1,346

2006 78,158 6,693 47,465 3,949 11,738 1,336

NOTE: Data have been revised from previously published reports. Race categories exclude persons of Hispanic ethnicity.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), “Children with 

Disabilities Receiving Special Education Under Part B of the Individuals with Disabilities Education Act,” 2006.
164 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Supplemental Tables

Table A-4.1a. Percentage of children demonstrating specific cognitive and motor skills at about 9 

months of age, by race/ethnicity: 2000–01

Race/ethnicity

Percent of children demonstrating specific cognitive skills

Explores 

objects

Explores 

purposefully

Jabbers 

expressively

Early 

problem solving

Names 

objects

Total 98.6 83.2 29.6 3.7 0.6

White 98.8 84.0 30.4 3.9 0.7

Black 98.1 80.8 27.9 3.4 0.6

Hispanic 98.5 82.9 29.0 3.4 0.6

Asian 98.8 83.3 28.2 3.1 0.5

Pacific Islander 98.9 81.8 23.7 2.0 0.3

American Indian/

Alaska Native 98.4 80.3 27.3 3.4 0.6

More than one race 98.6 82.8 29.5 3.8 0.8

Race/ethnicity

Percent of children demonstrating specific motor skills

Eye-hand 

coordination Sitting Pre-walking

Stands 

alone

Skillful 

walking Balance

Total 89.1 86.8 64.7 18.6 8.4 1.7

White 88.7 86.5 63.7 18.0 8.1 1.6

Black 91.1 88.6 69.8 22.9 10.4 2.6

Hispanic 88.4 86.1 63.4 17.0 7.8 1.6

Asian 89.4 87.1 65.0 18.1 8.1 1.6

Pacific Islander 95.4 93.0 79.9 34.6 15.0 3.9!

American Indian/

Alaska Native 90.2 87.8 66.7 19.6 8.5 1.5

More than one race 90.3 88.1 68.2 22.1 9.6 2.0

! Interpret data with caution.

NOTE: Estimates weighted by W1C0. The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) sampled children born 

in 2001 and was designed to collect information about them for the first time when the children were about 9 months of age 

(i.e., 8 to 10 months). Race categories exclude persons of Hispanic ethnicity. Due to a difference in how race/ethnicity is 

defined, estimates in this table may differ from previously published estimates presented in American Indian and Alaska Native 

Children: Findings From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (NCES 2005-116).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth 

Cohort (ECLS-B), Longitudinal 9-month–Preschool Restricted-Use Data File.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 165

Table A-4.1b. Percentage of children demonstrating specific cognitive and motor skills at about 2 years 

Appendix A

of age, by race/ethnicity: 2003–04

Race/ethnicity

Percentage 

distribution of 

population

Percent of children demonstrating specific cognitive skills1

Receptive 

vocabulary

Expressive 

vocabulary

Listening 

comprehension

Matching/

discriminationEarly 

counting

Total 100.0 84.3 63.7 36.4 31.7 3.8

White 54.5 88.5 70.5 42.0 36.9 5.1

Black 13.5 79.4 55.7 29.9 25.6 2.3

Hispanic 24.6 78.1 53.5 28.1 24.0 1.9

Asian 2.7 82.6 62.1 35.4 30.8 3.7

Pacific Islander 0.2 79.3 54.4 27.9 23.3 1.1

American Indian/Alaska Native 0.5 74.2 49.3 25.1 21.3 1.4

More than one race 3.9 84.7 64.1 36.7 31.9 3.6

Race/ethnicity

Percent of children demonstrating specific motor skills1

Skillful 

walking Balance

Fine motor 

control Uses stairs

Alternating 

balance

Motor 

planning

Total 92.5 89.3 55.4 48.0 29.9 10.2

White 92.8 89.8 55.8 48.3 30.2 10.3

Black 93.3 90.6 58.0 50.2 32.5 11.2

Hispanic 91.4 87.6 53.2 46.0 27.9 9.3

Asian 92.4 89.1 54.7 47.4 29.3 9.9

Pacific Islander 93.0 90.2 54.3 46.7 27.5 9.0

American Indian/Alaska Native 92.2 88.7 54.8 47.7 29.8 10.2

More than one race 92.5 89.1 54.6 47.3 29.0 9.8

1 Based on assessments collected using the Bayley Short Form Research Edition (BSF-R), a shortened field method of administering the Bayley Scales of Infant Development-II (BSID-II) (Bayley 1993). The scores are fully equated with the BSID-II. The 

proficiency probabilities indicate mastery of a specific skill or ability within mental or physical domains.

NOTE: Estimates weighted by W2C0. Estimates pertain to children assessed between 22 months and 25 months of age. Race 

categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth 

Cohort (ECLS-B), Longitudinal 9-month–Preschool Restricted-Use Data File. 
166 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Supplemental Tables

Table A-4.1c. Children demonstrating specific language, literacy, mathematics, color knowledge and 

fine motor skills at about 4 years of age, by race/ethnicity: 2005–06

Race/ethnicity

Percentage 

distribution of 

population

Language 

knowledge and 

skills Literacy knowledge and skills

Average 

receptive vocabulary 

score1

Average 

expressive vocabulary 

score2

Average 

overall 

literacy 

score3

Average 

proficiency 

probability 

letter 

recognition 

score4

Average 

phonological 

awareness 

score5

Average conventions of 

print score6

Total 100.0 8.6 2.5 13.2 32.7 3.3 2.5

White 54.6 9.3 2.6 14.2 36.8 3.5 2.7

Black 13.2 8.1 2.4 12.1 28.6 3.2 2.3

Hispanic 25.1 7.3 2.1 10.7 23.1 3.0 2.0

Asian 2.6 7.9 2.1 17.7 50.0 4.0 3.4

Pacific Islander 0.1 ‡ ‡ ‡ ‡ ‡ ‡

American Indian/ 

Alaska Native 0.5 7.9 2.1 9.7 19.2 2.9 1.9

More than one race 3.9 8.9 2.5 13.8 34.8 3.5 2.7

Race/ethnicity

Mathematics knowledge and skills Percent of children 

 with a perfect 

score in color 

identification9

Average fine motor 

skills score10

Average overall 

mathematics score7

Average proficiency 

probability number 

and shape score8

Total 22.8 65.6 64.1 3.4

White 24.3 73.2 71.7 3.5

Black 20.7 55.2 56.1 3.2

Hispanic 20.2 51.7 50.5 3.3

Asian 26.4 81.7 71.2 4.5

Pacific Islander ‡ ‡ ‡ ‡

American Indian/

Alaska Native 17.7 40.7 43.4 3.0

More than one race 22.8 64.2 61.8 3.5

‡ Reporting standards not met.

1 Ability to recognize and understand spoken words or to indicate a named object by pointing. Potential score ranges from 0 to 

15.

2 Verbal expressiveness using gestures, words, and sentences. Potential score ranges from 0 to 5.

3 Includes letter recognition, in both receptive and expressive modes; letter sounds; and early reading knowledge and skills. 

Potential score ranges from 0 to 37.

4 Ability to identify a letter by either its name or the sounds it makes. Potential score ranges from 0 to 100.

5 Measures understanding of the sounds and structure of spoken language, including rhyming, blending, segmenting, deleting, 

and substituting words, syllables, and sounds. Potential score ranges from 0 to 8.

6 Understanding of what print represents and how it works. Potential score ranges from 0 to 8.

7 Includes number sense, geometry, counting, operations, and patterns. Potential score ranges from 0 to 44.

8 Ability to recognize single-digit numbers and basic geometric shapes. Potential score ranges from 0 to 100.

9 Percentage of children able to correctly identify 5 out 5 colors. Potential score ranges from 0 to 100.

10 Measures the ability to use fine motor skills in drawing basic forms and shapes. Potential score ranges from 0 to 7.

NOTE: Estimates weighted by W3C0. Estimates pertain to children assessed between 48 months and 57 months of age. Race 

categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth 

Cohort (ECLS-B), Longitudinal 9-month–Preschool Restricted-Use Data File. 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 167

Table A-6.1a. American Indian/Alaska Native enrollment (in thousands) in public and private degreeAppendix A

granting institutions, by type of institution and sex: Selected years, 1976 through 2006

Year Total

Type of institution Sex

2-year 4-year Male Female

1976 76.1 41.2 35.0 38.5 37.6

1978 77.9 43.1 34.8 36.8 41.0

1980 83.9 47.0 36.9 37.8 46.1

1982 87.7 49.1 38.6 39.9 47.8

1984 83.6 45.5 38.1 37.4 46.1

1986 90.1 50.5 39.6 39.4 50.6

1988 92.5 50.4 42.1 39.1 53.4

1990 102.8 54.9 47.9 43.1 59.7

1991 113.7 62.6 51.1 47.6 66.1

1992 119.3 64.4 54.9 50.2 69.1

1993 121.7 63.2 58.5 51.2 70.5

1994 127.4 66.2 61.2 53.0 74.4

1995 131.3 65.6 65.7 54.8 76.5

1996 137.6 70.2 67.3 57.2 80.4

1997 142.5 71.0 71.5 59.0 83.4

1998 144.2 71.5 72.6 59.0 85.1

19991 145.5 72.1 73.4 58.6 86.8

2000 151.2 74.7 76.5 61.4 89.7

2001 158.2 78.2 80.0 63.6 94.5

2002 165.9 81.3 84.6 65.7 100.2

2003 172.6 82.3 90.4 67.1 105.5

2004 176.1 82.2 93.9 68.6 107.5

2005 176.3 80.7 95.6 68.4 107.9

2006 181.1 81.1 100.0 71.2 111.0

1 Data were imputed using alternative procedures.

NOTE: Race categories exclude persons of Hispanic ethnicity. Data from 1976 to 1996 are for institutions of higher education 

that were accredited by an agency or association that was recognized by the U.S. Department of Education, or recognized 

directly by the Secretary of Education. Data from 1996 and later years are for degree-granting institutions. The new degreegranting classification is very similar to the earlier higher education classification, except that it includes some additional 

institutions, primarily 2-year colleges, and excludes a few higher education institutions that did not award associate’s or higher 

degrees. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based 

on Higher Education General Information Survey (HEGIS), “Fall Enrollment in Colleges and Universities,” 1976 through 1986; 

and Integrated Postsecondary Education Data System (IPEDS), “Fall Enrollment Survey,” 1987 through 1999, and Spring 2001 

through Spring 2007.
168 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Supplemental Tables

Table A-6.1b. Percentage of total public and private degree-granting institution enrollment that is male, 

percentage that is female, and difference between male and female percentages, by race/

ethnicity: Selected years, 1976 through 2006

Year Total White Black Hispanic

Asian/

Pacific Islander

American Indian/

Alaska Native

Percent male

1976 52.7 53.0 45.5 54.6 54.8 50.6

1980 48.5 48.5 41.9 49.1 52.8 45.0

1990 45.5 45.3 38.9 45.2 51.5 42.0

2000 43.9 44.3 36.7 42.9 47.6 40.7

2001 43.7 44.2 36.3 42.6 47.2 40.2

2002 43.4 44.0 35.8 42.1 46.9 39.6

2003 42.9 43.7 35.3 41.3 46.3 38.9

2004 42.8 43.7 35.0 41.2 46.1 38.9

2005 42.6 43.6 35.0 41.2 46.0 38.8

2006 42.7 43.6 34.9 41.2 46.0 39.3

Percent female

1976 47.3 47.0 54.5 45.4 45.2 49.4

1980 51.5 51.5 58.1 50.9 47.2 55.0

1990 54.5 54.7 61.1 54.8 48.5 58.0

2000 56.1 55.7 63.3 57.1 52.4 59.3

2001 56.3 55.8 63.7 57.4 52.8 59.8

2002 56.6 56.0 64.2 57.9 53.1 60.4

2003 57.1 56.3 64.7 58.7 53.7 61.1

2004 57.2 56.3 65.0 58.8 53.9 61.1

2005 57.4 56.4 65.0 58.8 54.0 61.2

2006 57.3 56.4 65.1 58.8 54.0 60.7

Difference

1976 5.5 6.1 -9.0 9.3 9.6 1.3

1980 -2.9 -2.9 -16.2 -1.8 5.6 -10.0

1990 -9.1 -9.3 -22.3 -9.5 3.0 -16.1

2000 -12.2 -11.4 -26.6 -14.2 -4.7 -18.7

2001 -12.6 -11.6 -27.3 -14.9 -5.6 -19.5

2002 -13.3 -12.1 -28.4 -15.9 -6.2 -20.8

2003 -14.1 -12.6 -29.3 -17.3 -7.4 -22.3

2004 -14.5 -12.7 -29.9 -17.6 -7.7 -22.1

2005 -14.7 -12.9 -30.1 -17.7 -8.0 -22.4

2006 -14.7 -12.8 -30.2 -17.5 -8.0 -21.4

NOTE: Race categories exclude persons of Hispanic ethnicity. Data from 1976 to 1990 are for institutions of higher education 

that were accredited by an agency or association that was recognized by the U.S. Department of Education, or recognized 

directly by the Secretary of Education. Data after 1996 are for degree-granting institutions. The new degree-granting classification is very similar to the earlier higher education classification, except that it includes some additional institutions, primarily 

2-year colleges, and excludes a few higher education institutions that did not award associate’s or higher degrees. Detail may 

not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based 

on Higher Education General Information Survey (HEGIS), “Fall Enrollment in Colleges and Universities,” 1976 and 1980; and 

Integrated Postsecondary Education Data System (IPEDS), “Fall Enrollment Survey,” 1990, and Spring 2001 through Spring 

2007.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 169

Table A-6.2. Enrollment in tribally controlled colleges: Fall 1997 through fall 2006

Appendix A

Tribally controlled college 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Total 13,583 13,940 13,928 13,680 14,075 15,468 17,776 17,605 17,167 17,255

Bay Mills Community College 453 369 321 360 368 430 386 401 406 550

Blackfeet Community College 411 396 291 299 341 418 546 561 485 467

Cankdeska Cikana Community 

College 142 124 134 9 169 160 190 197 198 233

Chief Dull Knife College1 508 448 448 461 442 268 442 356 554 359

College of the Menominee Nation 225 249 385 371 407 530 499 507 532 513

Diné College 1,732 1,875 1,881 1,712 1,685 1,822 1,878 1,935 1,825 1,669

Fond du Lac Tribal and Community 

College 704 701 935 999 1,023 1,315 1,735 1,775 1,981 2,181

Fort Belknap College 218 163 266 295 170 158 215 257 175 161

Fort Berthold Community College 223 291 285 50 50 249 274 285 241 196

Fort Peck Community College 360 316 370 400 419 443 419 504 408 441

Haskell Indian Nations University 846 779 885 918 967 887 918 928 918 889

Ilisagvik College — — — 322 279 316 417 214 278 203

Institute of American Indian Arts2 109 109 133 139 44 155 154 176 113 192

Lac Courte Oreilles Ojibwa 

Community College 493 551 485 489 516 550 561 460 505 574

Leech Lake Tribal College 135 228 222 240 174 244 162 195 189 198

Little Big Horn College 243 324 207 320 203 275 394 291 259 312

Little Priest Tribal College — — 147 141 88 146 130 154 109 95

Navajo Technical College3 364 227 270 841 299 283 300 306 333 392

Nebraska Indian Community 

College 223 186 186 170 191 118 190 190 107 115

Northwest Indian College 677 695 548 524 600 667 643 519 495 623

Oglala Lakota College 1,219 1,137 1,198 1,174 1,270 1,279 1,441 1,501 1,302 1,485

Saginaw Chippewa Tribal College † — — — — 41 66 109 123 125

Salish Kootenai College 967 1,016 1,075 1,042 976 1,109 1,100 1,130 1,142 1,092

Sinte Gleska University 766 1,041 910 900 895 787 1,055 1,400 1,123 969

Sisseton Wahpeton Community 

College 199 201 219 250 275 285 287 287 290 279

Sitting Bull College 217 231 233 22 194 214 317 289 287 286

Southwestern Indian Polytechnic 

Institute 656 653 643 304 723 777 936 772 614 561

Stone Child College 166 255 188 38 242 83 434 347 344 397

Tohono O’odham Community 

College † † † — — — 181 169 270 198

Turtle Mountain Community College 579 624 665 686 684 897 959 787 615 788

United Tribes Technical College 263 311 299 204 302 463 466 536 885 606

White Earth Tribal and Community 

College

— — 99 — 79 99 81 67 61 106

— Not available.

† Not applicable.

1 Previously named Dull Knife Memorial College.

2 Congressionally chartered under the name Institute of American Indian and Alaska Native Culture.

3 Previously named Crownpoint Institute of Technology.

NOTE: These colleges are, with few exceptions, tribally controlled and located on reservations. They are all members of the 

American Indian Higher Education Consortium. Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based 

on Integrated Postsecondary Education Data System (IPEDS), “Fall Enrollment” surveys, 1997 to 1999, and Spring 2001 

through Spring 2007 surveys.
170 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Supplemental Tables

Table A-6.4. Number and percentage of degrees awarded to American Indian/Alaska Native students, by 

level of degree and sex: 1976–77 through 2005–06

Year

Number of degrees conferred

American Indians/Alaska Natives as a percent 

of all degrees conferred to U.S. citizens

Associate’s 

degrees

Bachelor’s 

degrees

Master’s 

degrees

Doctoral 

degrees

Firstprofessional 

degrees1

Associate’s 

degrees

Bachelor’s 

degrees

Master’s 

degrees

Doctoral 

degrees

Firstprofessional 

degrees1

Total

1976–77 2,498 3,326 967 95 196 0.6 0.4 0.3 0.3 0.3

1978–79 2,336 3,410 999 104 216 0.6 0.4 0.4 0.4 0.3

1980–81 2,584 3,593 1,034 130 192 0.6 0.4 0.4 0.5 0.3

1984–85 2,953 4,246 1,256 119 248 0.7 0.5 0.5 0.4 0.4

1986–87 3,195 3,968 1,103 105 304 0.7 0.4 0.4 0.4 0.4

1988–89 3,331 3,951 1,086 85 264 0.8 0.4 0.4 0.3 0.4

1989–90 3,430 4,390 1,090 98 257 0.8 0.4 0.4 0.3 0.4

1990–91 3,871 4,583 1,178 106 261 0.8 0.4 0.4 0.4 0.4

1991–92 4,060 5,228 1,280 120 298 0.8 0.5 0.4 0.4 0.4

1992–93 4,408 5,683 1,405 107 370 0.9 0.5 0.4 0.3 0.5

1993–94 4,876 6,192 1,699 134 371 0.9 0.5 0.5 0.4 0.5

1994–95 5,482 6,610 1,621 130 413 1.0 0.6 0.5 0.4 0.6

1995–96 5,573 6,976 1,778 159 463 1.0 0.6 0.5 0.5 0.6

1996–97 5,984 7,425 1,940 175 514 1.1 0.7 0.5 0.5 0.7

1997–98 6,246 7,903 2,053 186 561 1.1 0.7 0.5 0.5 0.7

1998–99 6,424 8,423 2,016 194 612 1.2 0.7 0.5 0.6 0.8

1999–2000 6,497 8,719 2,246 160 572 1.2 0.7 0.6 0.5 0.8

2000–01 6,623 9,049 2,481 177 543 1.2 0.8 0.6 0.5 0.7

2001–02 6,832 9,165 2,624 180 581 1.2 0.7 0.6 0.5 0.7

2002–03 7,461 9,875 2,858 196 586 1.2 0.8 0.6 0.6 0.7

2003–04 8,119 10,638 3,192 217 565 1.2 0.8 0.7 0.6 0.7

2004–05 8,435 10,307 3,295 237 564 1.2 0.7 0.7 0.6 0.7

2005–06 8,552 10,940 3,504 230 710 1.2 0.8 0.7 0.6 0.8

Males

1976–77 1,216 1,804 521 67 159 0.6 0.4 0.3 0.3 0.3

1978–79 1,069 1,736 495 69 150 0.6 0.4 0.4 0.3 0.3

1980–81 1,108 1,700 501 95 134 0.6 0.4 0.4 0.5 0.3

1984–85 1,198 1,998 583 64 176 0.6 0.4 0.5 0.4 0.4

1986–87 1,263 1,817 518 57 183 0.7 0.4 0.4 0.3 0.4

1988–89 1,323 1,730 476 50 148 0.7 0.4 0.4 0.3 0.3

1989–90 1,364 1,860 455 49 135 0.7 0.4 0.4 0.3 0.3

1990–91 1,439 1,938 488 59 144 0.7 0.4 0.4 0.3 0.3

1991–92 1,545 2,195 529 66 159 0.8 0.4 0.4 0.4 0.4

1992–93 1,680 2,450 584 52 192 0.8 0.5 0.4 0.3 0.4

1993–94 1,837 2,620 692 66 222 0.9 0.5 0.5 0.4 0.5

1994–95 2,098 2,739 659 58 223 1.0 0.5 0.4 0.3 0.5

1995–96 1,993 2,885 705 80 256 0.9 0.6 0.5 0.4 0.6

1996–97 2,068 2,996 734 87 290 0.9 0.6 0.5 0.5 0.7

1997–98 2,252 3,151 782 83 291 1.1 0.6 0.5 0.5 0.7

1998–99 2,241 3,323 771 92 333 1.0 0.7 0.5 0.5 0.8

1999–2000 2,225 3,464 836 57 293 1.0 0.7 0.5 0.3 0.7

2000–01 2,294 3,700 917 76 278 1.0 0.7 0.6 0.4 0.7

2001–02 2,308 3,624 993 67 292 1.0 0.7 0.6 0.4 0.7

2002–03 2,618 3,870 1,027 76 296 1.1 0.7 0.6 0.5 0.7

2003–04 2,740 4,244 1,127 90 275 1.1 0.7 0.6 0.5 0.7

2004–05 2,774 4,143 1,160 87 288 1.1 0.7 0.6 0.5 0.7

2005–06 2,774 4,203 1,244 105 332 1.0 0.7 0.6 0.6 0.8

See notes at end of table.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 171

Table A-6.4. Number and percentage of degrees awarded to American Indian/Alaska Native students, by 

Appendix A

level of degree and sex: 1976–77 through 2005–06—continued

Year

Number of degrees conferred

American Indians/Alaska Natives as a percent 

of all degrees conferred to U.S. citizens

Associate’s 

degrees

Bachelor’s 

degrees

Master’s 

degrees

Doctoral 

degrees

Firstprofessional 

degrees1

Associate’s 

degrees

Bachelor’s 

degrees

Master’s 

degrees

Doctoral 

degrees

Firstprofessional 

degrees1

Females

1976–77 1,282 1,522 446 28 37 0.7 0.4 0.3 0.4 0.3

1978–79 1,267 1,674 504 35 66 0.6 0.4 0.4 0.4 0.4

1980–81 1,476 1,893 533 35 58 0.7 0.4 0.4 0.4 0.3

1984–85 1,755 2,248 673 55 72 0.7 0.5 0.5 0.5 0.3

1986–87 1,932 2,151 585 48 121 0.8 0.4 0.4 0.4 0.5

1988–89 2,008 2,221 610 35 116 0.8 0.4 0.4 0.3 0.5

1989–90 2,066 2,530 635 49 122 0.8 0.5 0.4 0.4 0.5

1990–91 2,432 2,645 690 47 117 0.9 0.5 0.4 0.4 0.4

1991–92 2,515 3,033 751 54 139 0.9 0.5 0.4 0.4 0.5

1992–93 2,728 3,233 821 55 178 0.9 0.5 0.4 0.4 0.6

1993–94 3,039 3,572 1,007 68 149 1.0 0.6 0.5 0.5 0.5

1994–95 3,384 3,871 962 72 190 1.1 0.6 0.5 0.5 0.6

1995–96 3,580 4,091 1,073 79 207 1.1 0.7 0.5 0.5 0.7

1996–97 3,916 4,429 1,206 88 224 1.1 0.7 0.6 0.6 0.7

1997–98 3,994 4,752 1,271 103 270 1.2 0.7 0.6 0.6 0.8

1998–99 4,183 5,100 1,245 102 279 1.2 0.8 0.5 0.6 0.8

1999–2000 4,272 5,255 1,410 103 279 1.3 0.8 0.6 0.6 0.8

2000–01 4,329 5,349 1,564 101 265 1.3 0.8 0.6 0.6 0.7

2001–02 4,524 5,541 1,631 113 289 1.3 0.8 0.6 0.7 0.8

2002–03 4,843 6,005 1,831 120 290 1.3 0.8 0.7 0.7 0.8

2003–04 5,379 6,394 2,065 127 290 1.4 0.8 0.7 0.7 0.7

2004–05 5,661 6,164 2,135 150 276 1.3 0.8 0.7 0.7 0.6

2005–06 5,778 6,737 2,260 125 378 1.3 0.8 0.7 0.6 0.9

1 A degree that signifies both completion of the academic requirements for beginning practice in a given profession and a 

level of professional skill beyond that normally required for a bachelor’s degree. This degree usually is based on a program 

requiring at least 2 academic years of work prior to entrance and a total of at least 6 academic years of work to complete the 

degree program, including both prior required college work and the professional program itself. First-professional degrees are 

awarded in the fields of dentistry, medicine, optometry, osteopathic medicine, pharmacy, podiatric medicine, veterinary medicine, chiropractic, law, and theological professions.

NOTE: For the years 1984–85 through 2005–06, reported racial/ethnic distributions of students by level of degree, field of 

degree, and sex were used to impute race/ethnicity for students whose race/ethnicity was not reported. Some data have been 

revised from previously published figures.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2007, based 

on Higher Education General Information Survey (HEGIS), “Degrees and Other Formal Awards Conferred,” 1976–77 through 

1984–85; and 1986–87 through 2005–06 Integrated Postsecondary Education Data System, “Completions Survey” (IPEDSC:87–99), and Fall 2000 through Fall 2006.
172 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Supplemental Tables

Table A-7.2. Unemployment rates for persons ages 16 and over, by race/ethnicity: 1997 through 2007

Year Total1 White Black Hispanic

Asian/

Pacific Islander

American Indian/ 

Alaska Native

1997 5.5 4.2 10.9 9.2 4.7 10.8

1998 5.0 4.0 9.3 7.6 4.3 10.1

1999 4.5 3.5 8.4 6.6 4.1 11.9

2000 4.3 3.4 7.6 6.8 3.9 9.7

2001 4.6 3.6 8.8 6.8 3.2 10.6

2002 6.2 5.1 10.9 8.1 5.7 13.1

2003 6.4 5.2 11.3 8.5 6.4 14.5

2004 6.1 5.1 10.7 7.6 5.2 10.4

2005 5.5 4.5 10.8 6.4 4.2 12.3

2006 5.0 4.1 10.1 5.8 3.8 7.3

2007 4.7 4.0 8.2 5.6 3.3 11.9

1 For 2003 through 2007, total includes other race/ethnicity categories not separately shown.

NOTE: The unemployment rate is the percentage of the total labor force population that is jobless, looking for a job, and available for work. Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), Annual Demographic Supplement, 1997–2002, and Annual Social and Economic Supplement, 2003–2007. 
Appendix B: 

Guide to Sources

The indicators in this report present data from a 

variety of sources that are described below. Most 

of these sources are federal surveys, and many are 

conducted by the National Center for Education 

Statistics (NCES). The majority of the sources are 

sample surveys; these are the sources of the estimates 

for which standard errors are provided on the NCES 

website: http://nces.ed.gov/. A few sources are universe surveys, meaning that they collect information 

on the entire population of interest; there are no 

standard errors in these surveys because there is no 

error introduced by sampling. 

Some of the indicators in this report use different 

data sources or different definitions of terms to present estimates on similar variables. It is important to 

note that comparisons between estimates with such 

differences should be made with caution, if at all, 

because differences in populations, methodologies, 

question phrasing, and other factors may compromise 

such comparisons.

U.S. Department of Education 

National Center for Education Statistics

Common Core of Data 

NCES uses the Common Core of Data (CCD) to 

acquire and maintain statistical data from each of 

the 50 states, the District of Columbia, the Bureau 

of Indian Education, Department of Defense dependents schools (overseas and domestic), and the other 

jurisdictions. Information about staff and students is 

reported annually at the school, local education agency 

(LEA) or school district, and state levels. CCD data 

include prekindergarten through 12th-grade schools 

and students.

CCD categories for student race/ethnicity are White, 

Black, Hispanic, Asian/Pacific Islander, and American Indian/Alaska Native. All students of Hispanic 

origin are included in the Hispanic category regardless of their race.

Data are collected for a particular school year via 

an online reporting system open to state education 

agencies during the school year. Beginning with the 

2006–07 school year, nonfiscal CCD data are collected through the Department of Education’s Education 

Data Exchange Network (EDEN). Since the CCD 

is a universe collection, CCD data are not subject to 

sampling errors. However, nonsampling errors could 

come from two sources: nonresponse and inaccurate 

reporting. Almost all of the states submit the five 

CCD survey instruments each year, but submissions 

are sometimes incomplete.

Further information on the CCD data may be 

obtained from http://nces.ed.gov/ccd. 
174 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Guide to Sources

Early Childhood Longitudinal Study, Birth Cohort 

of 2001

The Early Childhood Longitudinal Study, Birth 

Cohort (ECLS-B) is designed to provide decisionmakers, researchers, child care providers, teachers, 

and parents with nationally representative information about children’s early learning experiences and 

the transition to child care and school. Children’s 

physical and cognitive development, care, and learning experiences at home and school are measured 

using standardized assessments from birth through 

kindergarten entry.

At the 9-month parent interview, respondents indicated whether the child belonged to one or more of 

14 race categories: (1) White, (2) Black or African 

American, (3) American Indian or Alaska Native, (4) 

Asian Indian, (5) Chinese, (6) Filipino, (7) Japanese, 

(8) Korean, (9) Vietnamese, (10) Other Asian, (11) 

Native Hawaiian, (12) Guamanian or Chamorro, 

(13) Samoan, and (14) Other Pacific Islander. Data 

were collected on Hispanic ethnicity as well; specifically, respondents were asked whether the child was 

of Hispanic or Latino origin. A child’s ethnicity was 

classified as Hispanic if a parent respondent indicated 

the child’s ethnicity was Hispanic, regardless of the 

race identified. During the 2-year parent interview, 

for cases that were identified as being of American 

Indian/Alaska Native descent in the 9-month collection (by either the birth certificate data or during 

the parent interview), parent interview respondents 

were asked to confirm the child was of American 

Indian/Alaska Native descent. If the parent interview 

respondent indicated “no,” the case was reclassified as 

the race/ethnicity specified by the parent interview 

respondent. Similar procedures were repeated at the 

preschool round. In this report, the categories presented for race/ethnicity are as follows: White; Black; 

Hispanic; Asian; Pacific Islander; American Indian or 

Alaska Native; and children of more than one race. 

Data were collected from a sample of about 10,700 

children born in the United States in 2001, representing a population of approximately 4 million. The 

children participating in the study come from diverse 

socioeconomic and racial/ethnic backgrounds, with 

oversamples of Chinese, other Asian and Pacific Islander, American Indian/Alaska Native, twin, and 

moderately low and very low birth weight children. 

Children, their parents (including nonresident and 

resident fathers), their child care providers, and their 

teachers provide information on children’s cognitive, 

social, emotional, and physical development across 

multiple settings (e.g., home, child care, and school).

Further information on the ECLS-B may be obtained 

from http://nces.ed.gov/ecls/Birth.asp.

Education Longitudinal Study of 2002 

The Education Longitudinal Study of 2002 

(ELS:2002) is a longitudinal survey that is monitoring the transitions of a national probability sample of 

10th-graders in public, Catholic, and other private 

schools. Survey waves follow both students and high 

school dropouts and monitor the transition of the 

cohort to postsecondary education, the labor force, 

and family formation.

The ELS student questionnaire asks students to 

self-report race/ethnicity. Students are first asked 

whether they are Hispanic or Latino/Latina. Next, 

they are asked to select any of the following race 

categories that apply to them: White, Black/African 

American, Asian, Native Hawaiian or Other Pacific 

Islander, and American Indian or Alaska Native.

In the base year of the study, of approximately 

1,200 eligible contacted schools, 750 participated, 

for an overall weighted school participation rate of 

68 percent (62 percent unweighted). Of approximately 17,600 selected eligible students, 15,400 

participated, for an overall weighted student response rate of 87 percent. Information for the study 

is obtained not just from students and their school 

records, but also from the students’ parents, their 

teachers, their librarians, and the administrators 

of their schools.

The first follow-up was conducted in 2004, when 

most sample members were high school seniors. 

Base-year students who remained in their base 

schools were resurveyed and tested in mathematics, 

along with a freshening sample to make the study 

representative of spring 2004 high school seniors 

nationwide. Students who were not still at their base 

schools were administered a dropout or a transfer 

questionnaire.

The second follow-up, completed in 2006, continued 

to follow the sample of students into postsecondary 

education or work, or both. The next follow-up is 

scheduled for 2012.

Further information on ELS:2002 may be obtained 

from http://nces.ed.gov/surveys/els2002. 

High School and Beyond Longitudinal Study

The High School and Beyond Longitudinal Study 
Status and Trends in the Education of American Indians and Alaska Natives: 2008 175Appendix 

B

(HS&B) is a national longitudinal survey of individuals who were high school sophomores and seniors in 

1980. The base-year survey (conducted in 1980) was 

a probability sample of approximately 1,000 high 

schools with a target number of 36 sophomores and 36 

seniors in each school. Of the approximately 58,300 

students who participated in the base-year survey, 

over 30,000 were sophomores and over 28,000 were 

seniors. Substitutions were made for nonparticipating 

schools—but not for students––in those strata where 

it was possible. Overall, about 1,100 schools were selected in the original sample and 800 of these schools 

participated in the survey. An additional 200 schools 

were drawn in a replacement sample. Student refusals 

and absences resulted in an 82 percent completion 

rate for the survey.

Several small groups in the population were oversampled to allow for special study of certain types of 

schools and students. Students completed questionnaires and took a battery of cognitive tests. In addition, 

a sample of parents of sophomores and seniors (about 

3,600 for each cohort) was surveyed. Follow-up surveys were conducted in 1982, 1984, 1986 and 1992. 

HS&B categories for student race/ethnicity are 

White, Black, Hispanic, Asian/Pacific Islander, and 

American Indian/Alaska Native.

An NCES series of technical reports and data file 

user’s manuals, available electronically, provides 

additional information on the survey methodology. 

Further information on HS&B may be obtained from

http://nces.ed.gov/surveys/hsb.

Integrated Postsecondary Education Data System

The Integrated Postsecondary Education Data System 

(IPEDS) are universe surveys that collect data from all 

primary providers of postsecondary education in the 

United States. IPEDS surveys approximately 6,500 

postsecondary institutions, including universities and 

colleges, as well as institutions offering technical and 

vocational education beyond the high school level. 

IPEDS, which began in 1986, replaced the Higher 

Education General Information Survey (HEGIS).

IPEDS consists of nine interrelated components that 

obtain information on who provides postsecondary 

education (institutions), who participates in it and 

completes it (students), what programs are offered and 

what programs are completed, and both the human 

and financial resources involved in the provision of 

institutionally based postsecondary education. 

IPEDS asks institutions to provide enrollment and 

completion data on students based on the following race/ethnicity categories: Black, non-Hispanic; 

American Indian/Alaska Native; Asian/Pacific Islander; Hispanic; and White, non-Hispanic. Each 

student may only be reported in one category.

Further information on IPEDS may be obtained from 

http://nces.ed.gov/ipeds.

National Assessment of Educational Progress 

The National Assessment of Educational Progress 

(NAEP) is a nationally representative and continuing 

assessment of what America’s students know and can 

do in various subject areas. For over three decades, 

assessments have been conducted periodically in 

reading, mathematics, science, writing, history, geography, and other subjects. 

In the main national NAEP, a nationally representative sample of students is assessed at grades 4, 8, and 

12 in various academic subjects. The assessments 

change periodically and are based on frameworks 

developed by the National Assessment Governing 

Board (NAGB). Results are reported in two ways. 

Average scores are reported for the nation, for participating states and jurisdictions, and for subgroups 

of the population. In addition, the percentage of students at or above the Basic, Proficient, and Advanced

achievement levels is reported for these same groups. 

The achievement levels are developed by NAGB.

NAEP reports data on student race/ethnicity based 

on information obtained from school rosters. Race/

ethnicity categories are White, Black, Hispanic, Asian 

American/Pacific Islander, and American Indian/

Alaska Native. NAEP also provides data on students 

whose race/ethnicity is unclassified, but these are 

not presented in this report. All students of Hispanic 

origin are classified as Hispanic, regardless of race.

The assessment data presented in this publication 

were derived from tests designed and conducted by 

the Educational Testing Service (ETS).

Information from NAEP is subject to both nonsampling and sampling errors. Two possible sources of 

nonsampling error are nonparticipation and instrumentation. Certain populations have been oversampled 

to ensure samples of sufficient size for analysis. Instrumentation nonsampling error could result from failure 

of the test instruments to measure what is being taught 

and, in turn, what the students are learning. 
176 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Guide to Sources

Further information on NAEP may be obtained from 

http://nces.ed.gov/nationsreportcard.

NAEP National Indian Education Study

The National Indian Education Study (NIES) was 

conducted by the National Center for Education Statistics (NCES) at the request of the U.S. Department 

of Education, Office of Indian Education Programs 

(OIEP). The goal of the study is to describe the condition of education of American Indian/Alaska Native 

students by focusing on both their academic achievement (Part I) and educational experiences (Part II) in 

grades 4 and 8. This activity is part of a collaborative 

effort among Indian tribes and organizations, the 

Bureau of Indian Affairs (BIA), and state and local 

education agencies to ensure that programs serving 

American Indian and Alaska Native children are of 

the highest quality and meet their unique culturally 

related academic needs.

Conducted in 2005 and 2007, NIES provides data 

on a nationally representative sample of American Indian and Alaska Native students in public, 

private, Department of Defense, and Bureau of 

Indian Education funded schools. Part I of the 2007 

NIES presents the performance results of American 

Indian and Alaska Native students at grades 4 and 8 

on the National Assessment of Educational Progress 

(NAEP) in reading and mathematics. The first NIES 

studywas conducted in 2005, and the results for 2007 

are compared to results from that assessment. The 

Technical Review Panel, whose members included 

American Indian and Alaska Native educators and 

researchers from across the country, was assembled 

to advise the study and oversee the development of 

survey questionnaires.

In 2005, a nationally representative sample of about 

14,500 American Indian/Alaska Native students 

(combined grades 4 and 8 in reading and mathematics) were assessed in NIES Part I. Approximately 

5,100 American Indian/Alaska Native students, 1,300 

teachers of American Indian/Alaska Native students, 

and nearly 500 principals of American Indian/Alaska 

Native students completed survey questionnaires for 

NIES Part II. In 2007, a nationally representative 

sample of about 28,000 American Indian/Alaska 

Native students (combined grades 4 and 8 in reading 

and mathematics) were assessed in NIES Part I. Approximately 22,000 American Indian/Alaska Native 

students, and 7,600 teachers and 3,500 principals of 

these students completed survey questionnaires for 

NIES Part II . The Part I and Part II samples included 

students attending public, private, and Bureau of 

Indian Education (BIE) schools. 

Further information on NIES may be obtained from 

http://nces.ed.gov/nationsreportcard/nies/. 

National Education Longitudinal Study of 1988

The National Education Longitudinal Study of 1988 

(NELS:88) was designed to provide trend data about 

critical transitions experienced by young people as 

they develop, attend school, and embark on their 

careers. NELS:88 was the third major secondary 

school student longitudinal study conducted by 

NCES. The two studies that preceded NELS:88, the 

National Longitudinal Study of the High School Class 

of 1972 (NLS:72) and the High School and Beyond 

Longitudinal Study (HS&B) in 1980, surveyed high 

school seniors (and sophomores in HS&B) through 

high school, postsecondary education, and work and 

family formation experiences. 

Unlike its predecessors, NELS:88 began with a cohort 

of 8th-grade students. For the approximately 1,000 

public and private schools with 8th grades that were 

sampled and agreed to participate in NELS:88, 

complete 8th-grade rosters were produced for each 

school. From this roster, approximately 24 students 

were randomly selected. The remaining students on 

the roster were then grouped by race and ethnicity, 

and additional 2-3 Asian and Hispanic students 

were then selected for each school. In 1988, some 

25,000 8th-graders, their parents, their teachers, and 

their school principals were surveyed. Follow-ups 

were conducted in 1990 and 1992, when a majority 

of these students were in the 10th and 12th grades, 

respectively, and then in 1994, approximately 2 years 

after their scheduled high school graduation. A fourth 

follow-up was conducted in 2000. 

NELS respondents were asked to self-identify their 

race/ethnicity, first by indicating if they were of Hispanic origin. If they identified themselves as Hispanic, 

they were assigned to the Hispanic or Latino category. 

Respondents were then asked to identify their primary 

choice of race. Those who responded with more than 

one race/ethnicity category were put in the More than 

one race category. Thus, the resulting race/ethnicity 

categories are: 1) Asian or Pacific Islander; 2) Hispanic or Latino (any race); 3) Black, non-Hispanic; 4) 

White, non-Hispanic; 5) American Indian or Alaska 

Native; and 6) More than one race.

Further information on NELS:88 may be obtained 

from http://nces.ed.gov/surveys/nels88.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 177Appendix 

B

National Postsecondary Student Aid Study

The National Postsecondary Student Aid Study 

(NPSAS) is a comprehensive nationwide study of 

how students and their families pay for postsecondary 

education. It covers nationally representative samples 

of undergraduates, graduates, and first-professional 

students in the 50 states, the District of Columbia, 

and Puerto Rico, including students attending lessthan-2-year institutions, community colleges, 4-year 

colleges, and major universities. Participants include 

both students who do and those who do not receive 

financial aid, and their parents. Study results are used 

to help guide future federal policy regarding student 

financial aid. The first NPSAS study was conducted 

during the 1986-87 school year; subsequent studies 

have been carried out during the 1989-90, 1992-93, 

1995-96, 1999-2000, and 2003-04 school years.

NPSAS asks students to self-report race/ethnicity. 

Race/ethnicity categories are White, Black, Hispanic, 

Asian, American Indian, Pacific Islander, and Other. 

Students may select more than one race and students 

of Hispanic origin are classified as Hispanic regardless of race.

Further information on NPSAS may be obtained 

from http://nces.ed.gov/npsas.

Private School Universe Survey

The purposes of the Private School Universe Survey 

(PSS) data collection activities are (1) to build an 

accurate and complete list of private schools to serve 

as a sampling frame for NCES sample surveys of 

private schools; and (2) to report data on the total 

number of private schools, teachers, and students in 

the survey universe. Begun in 1989, the PSS has been 

conducted every 2 years, and data for the 1989–90, 

1991–92, 1993–94, 1995–96, 1997–98, 1999–2000, 

2001–02, 2003–04, and 2005–06 school years have 

been released.

The PSS is completed by administrative personnel 

in private schools and produces data similar to that 

of the CCD for public schools, and can be used for 

public-private comparisons. The target population for 

this universe survey is all private schools in the United 

States that meet the PSS criteria of a private school 

(i.e., the private school is an institution that provides 

instruction for any of grades K through 12, has one or 

more teachers to give instruction, is not administered by 

a public agency, and is not operated in a private home). 

The survey universe is composed of schools identified 

from a variety of sources. The main source is a list 

frame initially developed for the 1989–90 PSS. The 

list is updated regularly by matching it with lists provided by nationwide private school associations, state 

departments of education, and other national guides 

and sources that list private schools. The other source is 

an area frame search in approximately 124 geographic 

areas, conducted by the U.S. Census Bureau.

Race/ethnicity categories identified in the PSS survey 

are White, non-Hispanic, Black, non-Hispanic, Hispanic (regardless of race), Asian or Pacific Islander, 

and American Indian or Alaska Native.

Further information on the PSS may be obtained 

from http://nces.ed.gov/surveys/pss.

Other Department of Education Agencies

Bureau of Indian Education 

The Bureau of Indian Education (BIE), formerly 

known as the Office of Indian Education Programs 

(OIEP), is a service organization devoted to providing 

quality education opportunities for American Indian 

people. BIE was established in the latter part of the 

nineteenth century to carry out the Federal Government’s education commitment to Indian tribes. The 

BIE fulfills its mission through its headquarters, 

19 regional offices located throughout the United 

States, and 184 elementary and secondary schools 

and dormitories funded by the Federal Government 

that provide an education program to approximately 

50,000 students from birth through grade 12. The 

Bureau of Indian Education also operates two postsecondary institutions and funds 24 colleges operated 

by tribes and tribal organizations.

The BIE collects, analyzes, and reports on educational activities and results. BIE operates the Division 

of Compliance, Monitoring, and Accountability 

(DCMA) to collect data on over fifty different items 

related to school operations and effectiveness for use 

by both the BIE and the Department of Education. 

The DCMA monitors schools through on-site audits/

inspections. Analysis of the collected data is performed by BIE and any recommendations resulting 

from the analysis are developed in conjunction with 

consultations with Tribal leaders. The BIE makes data 

and results from the Tribal consultations available to 

the public through BIE maintained web sites.

Further information on BIE may be obtained from 

http://www.oiep.bia.edu/. 
178 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Guide to Sources

Office for Civil Rights

OCR Elementary and Secondary School Survey 

The OCR Elementary and Secondary School 

(E&S) Survey has been used since 1968 by the 

U.S. Department of Education’s Office for Civil 

Rights (OCR) to obtain trend data from the nation’s public elementary and secondary schools. 

The E&S Survey provides information about the 

enrollment of students in public schools in every 

state and about some education services provided 

to those students. These data are reported by race/

ethnicity, sex, and disability. OCR E&S Survey 

categories provided to the districts and schools for 

reporting student race/ethnicity are White, Black, 

Hispanic, Asian/Pacific Islander, and American 

Indian/Alaska Native.

Data in the E&S Survey are collected pursuant 

to 34 C.F.R. Section 100.6(b) of the Department 

of Education regulation implementing Title VI of 

the Civil Rights Act of 1964. The requirements 

are also incorporated by reference in Department 

regulations implementing Title IX of the Education Amendments of 1972, Section 504 of the 

Rehabilitation Act of 1973, and the Age Discrimination Act of 1975. School, district, state, and 

national data are currently available. Data from 

individual public schools and districts are used to 

generate projected national and state data. 

In recent surveys, the sample has been approximately 6,000 districts and 60,000 schools; 

however, in 2000, data were collected from all 

public school districts. In sample surveys, the 

following districts are sampled with certainty: 

districts having more than 25,000 students; all 

districts in states having 25 or fewer public school 

districts; and districts subject to federal court 

order and monitored by the U.S. Department of 

Justice. The survey is conducted biennially (with 

few exceptions); the most recent survey was conducted in 2006. Data currently are available from 

the 2006 survey.

Further information on the E&S Survey may be 

obtained from http://www.ed.gov/about/offices/list/

ocr/data.html?src=rt.

Office of Special Education and Rehabilitative 

Services 

Annual Report to Congress on the Implementation of 

the Individuals With Disabilities Education Act

The Individuals With Disabilities Education 

Act (IDEA), formerly the Education of the 

Handicapped Act (EHA), requires the Secretary 

of Education to transmit to Congress annually 

a report describing the progress made in serving the nation’s children with disabilities. This 

annual report contains information on children 

served by public schools under the provisions of 

Part B of the IDEA and on children served in 

state-operated programs for the disabled under 

Chapter I of the Elementary and Secondary 

Education Act. 

Statistics on children receiving special education 

and related services in various settings and school 

personnel providing such services are reported in an 

annual submission of data to the Office of Special 

Education and Rehabilitative Services (OSERS) 

by the 50 states, the District of Columbia, and 

the outlying areas. The child count information is 

based on the number of children with disabilities 

receiving special education and related services on 

December 1 of each year. Each child can only be 

reported in one of the following race/ethnicity categories: American Indian or Alaska Native, Asian or 

Pacific Islander, Black, Hispanic, and White. Since 

children may only be reported in one category, all 

children of Hispanic origin are reported as Hispanic, 

regardless of race, and are not included in any of the 

four race categories.

Since each participant in programs for the disabled 

is reported to OSERS, the data are not subject 

to sampling error. However, nonsampling error 

can arise from a variety of sources. Some states 

follow a noncategorical approach to the delivery 

of special education services, but produce counts 

by disabling condition because Part B of the 

EHA requires it. In those states that do categorize 

their disabled students, definitions and labeling 

practices vary.

Further information on this annual report to Congress 

may be obtained from http://www.ideadata.org.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 179Appendix 

B

U.S. Department of Commerce 

Census Bureau 

Decennial Census

The Decennial Census is a universe survey mandated 

by the U.S. Constitution. It is a questionnaire sent to 

every household in the country composed of seven 

questions about the household and its members 

(the questions request the following information: 

name, sex, age, relationship, Hispanic origin, race, 

and whether the housing unit is owned or rented). 

About 17 percent of households receive a much 

longer questionnaire that includes questions about 

ancestry, income, mortgage, and size of the housing unit. The Census Bureau also produces annual 

estimates of the resident population by demographic 

characteristics (age, sex, race, and Hispanic origin) 

for the nation, states, and counties, as well as national 

and state projections for the resident population. 

The reference date for population estimates is July 

1 of the given year. With each new issue of July 1 

estimates, Census revises estimates for each year back 

to the last census. Previously published estimates are 

superseded and archived. 

Census respondents self-report race and ethnicity. 

In the 2000 Census, they were first asked “Is this 

person Spanish/Hispanic/Latino?” and given the 

response options “No, not Spanish/Hispanic/Latino,” “Yes, Puerto Rican,” “Yes, Mexican, Mexican 

American, Chicano,” “Yes, Cuban,” and “Yes, other 

Spanish/ Hispanic/Latino” (with space to print the 

group). The next question was “What is this person’s race?”. This question’s response options were 

“White,” “Black, African American, or Negro,” 

“American Indian or Alaska Native” (with space to 

print the name of enrolled or principal tribe), “Asian 

Indian,” “Japanese,” “Native Hawaiian,” “Chinese,” 

“Korean,” “Guamanian or Chamorro,” “Filipino,” 

“Vietnamese,” “Samoan,” “Other Asian,” “Other Pacific Islander,” and “Some other race.” The last three 

options included space to print the specific race. The 

2000 Census was also the first Census survey that 

gave respondents the option of choosing more than 

one race. The Census population estimates program 

modified the enumerated population from the 2000 

Census to produce the population estimates base 

for the year 2000 forward. As part of the modification, program staff recoded the “Some other race” 

responses from Census 2000 to one or more of the 

five OMB race categories used in the estimates program. Prior to 2000, the Census Bureau combined 

the categories Asian and Native Hawaiian or Other 

Pacific Islander. All persons of Hispanic origin 

were included in the Hispanic category regardless 

of the race option(s) chosen. Therefore, persons of 

Hispanic origin may be of any race.

Further information may be obtained from http://

www.census.gov/prod/www/abs/decenial.html.

American Community Survey (ACS)

The American Community Survey (ACS) is a sample 

survey conducted by the U.S. Census Bureau. The 

ACS was first implemented in 1996 and has expanded 

in scope in subsequent years. The ACS will replace 

the long-form survey in the Decennial Census by 

2010. The race/ethnicity questions in the ACS are 

the same as in the Decennial Census (see above). 

Therefore, prior to 1999, respondents could choose 

only one race, but from 2000 onward, respondents 

could choose one or more races. The ACS also asks 

respondents to write in their ancestry or ethnic origin. 

All persons of Hispanic origin are included in the 

Hispanic category regardless of the race option(s) 

chosen. Therefore, persons of Hispanic origin may 

be of any race. Data on persons who identified themselves as “Some other race” are included in the totals, 

but these data are not separately shown. 

The American Indian/Alaska Native categories 

presented in this report are Cherokee, Navajo, 

Latin American Indian, Choctaw, Sioux, Chippewa, 

Apache, Blackfeet, Iroquois, Pueblo (American 

Indian tribes), Eskimo, Tlingit-Haida, Alaska Athabascan, and Aleut (Alaska Native tribes). Tribal 

groupings compiled by the Census Bureau do not 

necessarily correspond with federally recognized 

tribes. Self-identified membership does not necessarily correspond with official membership in a 

federally recognized tribe. Tribal groupings are tallies 

of the number of American Indian and Alaska Native responses, rather than the number of American 

Indian and Alaska Native respondents. Respondents 

reporting several American Indian and Alaska Native 

tribes are counted several times.

Global differences exist between the ACS and 

Census. These include differences in universes, 

reference periods, residence rules, and the collection 

of race/ethnicity. Specifically, the 2006 ACS uses 

a “two-month” residence rule—defined as anyone 

living for more than two months in the sample unit 

when the unit is interviewed whereas Census uses a 

“usual residence” rule—defined as the place where 

a person lives or stays most of the time. In addition, 

counts of American Indians/Alaska Natives reported 

through the American Community Survey (Tables 
180 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Guide to Sources

1.1b, 1.2a, and 1.2b) are lower than those reported 

in the Population Estimates data series (Tables 1.1a 

and 1.1c). Data for Population Estimates are based 

on aggregations of racial/ethnic groups compiled 

from various Census Bureau sources. Racial/ethnic 

data reported through the American Community 

Survey are based on responses of individuals to a 

detailed question on race/ethnicity, which include 

more racial/ethnic groups, plus a category of “some 

other race.” Further information on the American 

Community survey may be obtained from http://

www.census.gov/acs.

Current Population Survey 

Prior to July 2001, estimates of school enrollment 

rates, as well as social and economic characteristics 

of students, were based on data collected in the 

Census Bureau’s monthly household survey of about 

50,000 dwelling units. Beginning in July 2001, this 

sample was expanded to 60,000 dwelling units. The 

monthly Current Population Survey (CPS) sample 

consists of 754 areas comprising 2,007 geographic 

areas, independent cities, and minor civil divisions 

throughout the 50 states and the District of Columbia. The samples are initially selected based on the 

decennial census files and are periodically updated 

to reflect new housing construction. 

The monthly CPS deals primarily with labor force 

data for the civilian noninstitutional population 

(i.e., excluding military personnel and their families 

living on bases and inmates of institutions). In addition, in October of each year, each member of a 

household is asked supplemental questions regarding 

highest grade completed, level and grade of current 

enrollment, attendance status, number and type of 

courses, degree or certificate objective, and type of 

organization offering instruction. In March of each 

year, supplemental questions on income are asked. 

The responses to these questions are combined with 

answers to two questions on educational attainment: 

what was the highest grade of school ever attended 

and was that grade completed.

CPS respondents are asked to identify their race. 

Between 1979 and 2002, respondents were asked to 

choose one of the following race categories: White, 

Black, Asian or Pacific Islander, or American Indian/ 

Aleut/Eskimo. For the years 2003, 2004, and 2005, 

respondents were asked to choose from White, Black 

or African American, Asian, Native Hawaiian or 

Other Pacific Islander, and/or American Indian/

Alaska Native. Beginning with the 2003 CPS, 

respondents had the choice of selecting more than 

one race category. Also, in 2003 and subsequent years, 

respondents were asked to specify whether or not they 

were of Hispanic origin following the race question.

Further information on CPS may be obtained from 

http://www.census.gov/cps.

Other Organization Sources

American College Testing Program

The American College Testing Program (ACT) is an 

independent, not-for-profit organization that provides 

services in the broad areas of education and workforce 

development. 

The American College Testing (ACT) assessment 

is designed to measure educational development in 

the areas of English, mathematics, social studies, 

and natural sciences. The ACT assessment is taken 

by college-bound high school students and by all 

graduating seniors in Colorado and Illinois. The test 

results are used to predict how well students might 

perform in college.

Separate ACT standard scores are computed for 

English, mathematics, science reasoning, and, as 

of October 1989, reading. ACT standard scores are 

reported for each subject area on a scale from 1 to 36. 

The four ACT standard scores have a mean (average) 

of 21.2 and a standard deviation of 5.0 for test-taking 

students nationally. A composite score is obtained by 

taking the simple average of the four standard scores 

and is an indication of a student’s overall academic 

development across these subject areas. 

Students taking the ACT college entrance exam 

are asked to self-select one of the following racial/ 

ethnic groups to describe themselves: AfricanAmerican/Black, American Indian/Alaskan Native, 

Caucasian-American/White, Mexican-American/

Chicano, Asian-American/Pacific Islander, Puerto 

Rican/Hispanic, Other, Multiracial, or “Prefer Not 

to Respond.”

It should be noted that graduating students who take 

the ACT assessment are not necessarily representative of graduating students nationally. Students who 

live in the Midwest, Rocky Mountains, Plains, and 

South are overrepresented among ACT-tested students as compared to graduating students nationally. 

These students more often attend public colleges and 

universities, which require the ACT assessment more 

often than the SAT test.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 181Appendix 

B

Further information on the ACT may be obtained 

from http://www.act.org.

The College Board 

The Admissions Testing Program of the College 

Board consists of a number of college admissions 

tests, including the SAT Reasoning Test (SAT) 

and Advanced Placement (AP) testing. High school 

students participate in the testing program as 

sophomores, juniors, or seniors—some more than 

once during these 3 years. If they have taken the 

tests more than once, only the most recent scores 

are tabulated. 

The SAT reports subscores in the areas of reading, 

writing and mathematics. Each section of the SAT 

is scored on a scale of 200-800, with two writing 

subscores for multiple-choice questions and the essay. It is administered seven times a year in the U.S., 

Puerto Rico, and U.S. Territories, and six times a year 

overseas. In recent years, more than 1.4 million high 

school students have taken the SAT examination annually. The latest version of the SAT, which includes 

the writing component, was first administered in 

March 2005.

Data on race and ethnicity come from the Student Descriptive Questionnaire (SDQ). SAT results are not 

representative of high school students or college-bound 

students nationally since the sample is self-selected, 

i.e., taken by students who need the results to apply 

to a particular college or university. Public colleges 

in many states, particularly in the Midwest, parts of 

the South, and the West, require ACT scores rather 

than SAT scores. The proportion of students taking 

the SAT in these states is very low and is inappropriate 

for comparison. 

The College Board collects race/ethnicity information 

for AP testing based on the categories American Indian/

Alaskan; Asian/Asian American; Black/Afro-American; 

Latino: Chicano/Mexican, Puerto Rican, and Other 

Latino; White; and Other. Black refers to test takers 

who identified themselves as Black/Afro-American, 

and Hispanic refers to the sum of all Latino subgroups. 

Pacific Islander may or may not be included in the 

Asian/Asian American category because the response 

option provided by The College Board was given only 

as Asian/Asian American. Possible scores on Advanced 

Placement (AP) examinations range from 1 to 5.

Further information on the SAT can be obtained 

from http://www.collegeboard.com.

Substance Abuse and Mental Health Services 

Administration 

National Survey on Drug Use and Health 

Conducted by the federal government since 1971, 

the National Survey on Drug Use and Health 

(NSDUH) is an annual survey of the civilian, noninstitutionalized population of the United States age 

12 or older. It is the primary source of information 

on the prevalence, patterns, and consequences of 

alcohol, tobacco, and illegal drug abuse. The survey 

collects data by administering questionnaires to a 

representative sample of the population (since 1999, 

the NSDUH interview has been carried out using 

computer-assisted interviewing). NSDUH collects 

information from residents of households, residents of 

noninstitutional group quarters, and civilians living 

on military bases. The main results of the NSDUH 

present national estimates of rates of use, numbers 

of users, and other measures related to illicit drugs, 

alcohol, and tobacco products. 

The survey asks separate questions about Hispanic 

ethnicity and race. Respondents’ race options are 

White, Black/African American, American Indian 

or Alaska Native, Native Hawaiian or Other Pacific 

Islander, and Asian. Respondents may choose more 

than one race.

Prior to 2002, the survey was called the National 

Household Survey on Drug Abuse (NHSDA). 

Because of improvements to the survey in 2002, the 

data from 2002 through 2006 should not be compared 

with 2001 and earlier NHSDA data for assessing 

changes in substance use over time. 

Further information on the NSDUH may be obtained 

from http://www.oas.samhsa.gov/nsduh.htm.

U.S. Department of Health and Human 

Services

Centers for Disease Control and Prevention

Youth Risk Behavior Survey 

The National School-Based Youth Risk Behavior 

Survey (YRBS) is one component of the Youth Risk 

Behavior Surveillance System (YRBSS), an epidemiological surveillance system developed by the Centers 

for Disease Control and Prevention (CDC) to monitor 

the prevalence of youth behaviors that most influence 

health. The YRBS focuses on priority health-risk 

behaviors established during youth that result in the 

most significant mortality, morbidity, disability, and 
182 Status and Trends in the Education of American Indians and Alaska Natives: 2008 Guide to Sources

social problems during both youth and adulthood. 

These include: tobacco use; unhealthy dietary behaviors; inadequate physical activity; alcohol and 

other drug use; sexual behaviors that may result in 

HIV infection or other sexually transmitted diseases; 

unintended pregnancies; and behaviors that may 

result in violence and unintentional injuries, as well 

as overweight.

Race/ethnicity of respondents is ascertained by the 

following two questions: “Are you Hispanic or Latino?” and “What is your race? (Select one or more 

responses.)”

Race/ethnicity categories identified in the YRBS 

survey are White, Black, Hispanic, Asian, Native 

Hawaiian or Other Pacific Islander, and American 

Indian/Alaska Native.

Further information on the YRBSS may be obtained 

from http://www.cdc.gov/yrbs.

National Vital Statistics System (NVSS) 

The NVSS is the method by which data on births, 

deaths, marriages, and divorces are provided to the National Center for Health Statistics (NCHS), part of the 

Centers for Disease Control and Prevention (CDC), 

by registration systems in various jurisdictions. 

Separate questions are asked about race and Hispanic 

ethnicity in the NVSS. Data are available for nonHispanic Whites and Blacks; however, the Asian/

Pacific Islander and American Indian/Alaska Native 

categories include persons of Hispanic origin. 

Race/ethnicity categories are White, Black, Hispanic, 

Asian/Pacific Islander, and American Indian/Alaska 

Native. In order to maintain continuity with previous 

years of data, all race categories may include persons 

of Hispanic origin. 

Further information on the NVSS may be obtained 

from http://www.cdc.gov/nchs/nvss.htm.
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