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Minority/Diversity IssuesAmerican Indian / Alaska Native / Native HawaiianSelected Research & Readings (Additional Resources)
 
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At-Risk (incl. Dropout Prevention)
High School--Dropout Rates/Graduation Rates
Minority/Diversity Issues
Postsecondary Students--Minority
Student Achievement
Student Achievement--Closing the Achievement Gap


The Disproportionate Number of Minority Students in Special Education MS Word PDF - According to this ECS StateNote, for problems that are readily observable and diagnosable by medical professionals (such as deafness, blindness or orthopedic impairment) there is no marked disproportion in the numbers of students referred for special education services. There are many disparities, however, found in the special education categories that carry the greatest stigma, including mental retardation, emotional disturbance and learning disabilities. (Andrea Paolino and Kirstin Craciun, Education Commission of the States, October 2003)...

Bureau of Indian Affairs and State Education Agencies: Roles and Responsibilities in Implementing IDEA - This document identifies the major issues related to Bureau of Indian Affairs (BIA) and state education agencies (SEAs) general supervision roles and responsibilities in implementing IDEA by building on the work of the Mountain Regional Resource Center through an analysis of information obtained from interviewing representatives of both the BIA and five SEAs. (Eve Muller, Project Forum at NASDSE, October 2006) ...

National Indian Education Study, Part II: The Educational Experiences of Fourth- and Eighth-Grade American Indian and Alaska Native Students - This report presents results from a national survey, conducted in 2005, that examined the educational experiences of American Indian/Alaska Native (AI/AN) students in 4th and 8th grades, with particular emphasis on the integration of native language and culture into school and classroom activities. Findings are presented in four broad areas: characteristics of AI/AN students, their schools, their teachers and their curriculum. Selected findings include: (1) more than one-half of AI/AN students were located in the mountain or south central regions of the country; (2) 37% of 4th grade AI/AN students and 38% of 8th grade AI/AN students attended schools where they had access to some sort of instruction in their own native languages; and (3) about 90% of AI/AN students in 4th grade and about 80% of AI/AN students in 8th grade had teachers who reported using state content standards “a lot” in planning mathematics and reading/language arts lessons. (Frances B. Stancavage, Julia H. Mitchell, Victor Bandeira de Mello, Freya E. Gaertner, Angeline K. Spain and Michelle L. Rahal, National Center for Education Statistics, October 2006) ...

Preliminary Report on No Child Left Behind in Indian Country - This paper is a preliminary report on the findings of hearings and consultation sessions involving tribal leaders, administrators, school board members, teachers, parents and students in Indian Country. The report is intended to provide insight on the impact the act has had on American Indian, Alaska Native and Native Hawaiian students and the educational institutions they attend. (National Indian Education Association, 2005)...

Status and Trends in the Education of American Indians and Alaska Natives - This report examines both the current conditions and recent trends in the education of American Indians and Alaska Natives, with sections on: (1) demographic overview; (2) preprimary, elementary and secondary education; (3) social and educational environments; (4) postsecondary education; and (5) outcomes of education. Selected highlights include: (1) in 2003, 4.4 million people living in the United States were American Indian/Alaska Native alone or in combination with one or more races, including those of Hispanic origin; (2) in 2003, relatively more American Indian/Alaska Native high school students took Advanced Placement tests than in prior years; and (3) in 2003, 42% of American Indians/Alaska Natives 25 years and older had attended at least some college. (Catherine Freeman and Mary Ann Fox, National Center for Education Statistics, August 2005)...

A Quiet Crisis - This report details the failure of various U.S. governmental agencies to address the needs of Native Americans, discussing the mismanagement of Individual Indian Money trust accounts, Native American healthcare, housing needs, law enforcement and education. Although the education of Native Americans is the responsibility of the federal government, this report finds primary, secondary, special and higher education programs for Native American students are frequently underfunded – or in some instances not funded at all – and consequently tend to be inferior, denying Native American students the same educational opportunities that other American students enjoy. (U.S. Commission on Civil Rights, July 2003)...

A Summary of Research and Publications on Early Childhood for American Indian and Alaska Native Children - Identifying and implementing effective early education practices can lead to improved educational achievement, especially for low-income children. Native American and Alaska native children bring unique aspects of their culture and background to such programs, and it is therefore necessary to tailor programs to these unique needs. This report summarizes research on early education for Native American and Alaska Native children. (Ellen L. Marks, Melinda K. Moyer, Michelle Roche and Elliott T. Graham, U.S. Department of Health and Human Services, March 2003)...


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