U.S. Department of Education: Promoting Educational Excellence for all Americans

A r c h i v e d  I n f o r m a t i o n

Indian Education

Goal 8: To help American Indian and Alaska Native children achieve to the same challenging standards expected of all students by supporting access to programs that meet their unique educational and culturally related academic need.
Objective 1 of 3: AMERICAN INDIAN AND ALASKA NATIVE STUDENTS SERVED BY LEAS RECEIVING INDIAN EDUCATION FORMULA GRANTS WILL PROGRESS AT RATES SIMILAR TO THOSE FOR ALL STUDENTS IN ACHIEVEMENT TO STANDARDS, PROMOTION, AND GRADUATION.
Indicator 8.1.1 of 3: Student achievement: Increasing percentages of American Indian and Alaska Native students will meet or exceed the performance standards established by national assessments.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of American Indian and Alaska Native students in grade 4 who were at or above basic level in reading on NAEP
Year Actual Performance Performance Targets
1994
48
 
1998
47
 
2000
43
 Continuous Increase
2002
 
60

Percentage of American Indian and Alaska Native students in grade 8 who were at or above basic level in reading on NAEP
Year Actual Performance Performance Targets
1994
63
 
1998
61
 
2000
53
 Continuous Increase
2001
 
64

Percentage of American Indian and Alaska Native students in grade 4 who scored at or above basic level in math on NAEP
Year Actual Performance Performance Targets
1992
43
 
1996
52
 
2002
 
64

Percentage of American Indian and Alaska Native students in grade 8 who scored at or above basic level in math on NAEP
Year Actual Performance Performance Targets
1992
39
 
1996
52
 
2000
42
 Continuous Increase
2002
 
62
Status: Unable to judge.

Explanation: Increases in the percentage of students scoring above basic in math are occurring at the fourth grade level; however, similar increases are not occurring in reading and math at the eighth grade level. The schedule for testing is being revised to correspond with the No Child Left Behind Act's requirements. Assessments in reading and match for grades four and eight will be administered in all states every other year.  
Additional Source Information: National Assessment of Educational Progress, 2000, 2002; School and Staffing Survey, 1997.

Frequency: Biennially.
Collection Period: 2002.
Data Available: January 2003.
Validated By: NCES/Federal Statistical Agencies.
Data validated by National Center for Education Statistics review procedures and National Center for Education Statistics statistical standards.

Limitations: The small sample (for the sub-population of American Indian and Alaska Native students) means there is a high degree of standard error surrounding the estimates and limits data collection and possibilities for comparison to other populations. These estimates will vary greatly until a larger population is surveyed.

 
Indicator 8.1.2 of 3: Increasing percentages of American Indian and Alaska Native students will meet or exceed the performance standards established by states.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Number of states reporting an increase in the percentage of students in schools who meet proficient and advanced performance levels in reading and math
Year Actual Performance Performance Targets
- No Data -
Status: Unable to judge.

Explanation: The 1994 Elementary and Secondary School Act requires, by 2000-01, disaggregation of achievement data submitted by states to reflect American Indian and Alaska Native proficiency levels on state assessments.  
Additional Source Information: Performance Consolidated State Reports, Title I Section.

Frequency: Annually.
Validated By: No Formal Verification.
Verified by Department attestation process and Standards for Evaluating Program Performance Data.

Limitations: Substantial variation across states in their definitions of proficient student performance.

 
Indicator 8.1.3 of 3: Student promotion and graduation: Increasing percentages of American Indian and Alaska Native students will graduate at rates comparable to all students.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of American Indian and Alaska Native 20 to 24 years old who are high school graduates
Year Actual Performance Performance Targets
1998
70
 
2000
 
75
2001
 
80
Status: No current data but progress toward target is likely.

Explanation: Projects are targeting services to reduce dropouts and increase the graduation rates of American Indian and Alaska Native students. Increased promotion and graduation completion are expected. Unable to locate any specific racial/ethnic data on educational attainment from 2000 census data on website. Only total U.S. data are reported.  
Additional Source Information: NCES Transcript Data, 2000-01.

Frequency: Other.
Data Available: January 2003.
Validated By: No Formal Verification.
Census data validated by the Census Bureau review procedures and Census standards; OIE Annual Performance Report data supplied by grantees. No formal verification procedures applied; National Center for Educational Statistics Transcript data. Validated by the National Center for Educational Statistics review procedures and National Center for Educational Statistics statistical standards.

Limitations: Participation in Census surveys varies by regions and location, resulting in undercount of population.

 

Objective 2 of 3: HELP LOCAL EDUCATIONAL AGENCIES (LEAS) HELP THEIR STUDENTS REACH HIGH STANDARDS THROUGH THE COORDINATION AND INTEGRATION OF AMERICAN INDIAN AND ALASKA NATIVE EDUCATION PROGRAMS WITH ALL LOCAL, STATE, AND FEDERALLY FUNDED PROGRAMS.
Indicator 8.2.1 of 1: Comprehensive planning for school improvement: Increasing percentages of local educational agencies (LEAs) that serve American Indian and Alaska Native students will coordinate culturally related services with core academic subjects (mathematics, reading, science, and social studies).
Targets and Performance Data Assessment of Progress Sources and Data Quality
.
Year Actual Performance Performance Targets
- No Data -
Status: Unable to judge. Data are being collected.

Explanation: The Office of Indian Education's Annual Performance Report has been updated to assess the LEAs progress in implementing comprehensive planning to coordinate culturally related services to American Indian and Alaska Native students.  
Additional Source Information: Office of Indian Educational Animal Performance Report.

Frequency: Annually.
Collection Period: 2001.
Data Available: January 2002.
Validated By: No Formal Verification.

Improvements: Identify a benchmark for performance targets. Identify a process for validating Annual Performance Report data.

 

Objective 3 of 3: DISCRETIONARY PROGRAMS WILL FOCUS ON IMPROVING EDUCATIONAL OPPORTUNITIES AND SERVICES FOR AMERICAN INDIAN AND ALASKA NATIVE CHILDREN AND ADULTS.
Indicator 8.3.1 of 1: Increasing percentages of the teacher and principal workforces serving American Indian and Alaska Native students will themselves be American Indian and Alaska Native.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of principals and teachers in public schools with 25 percent or more American Indian and Alaska Native students
Year Actual Performance Performance Targets
 
Principals Teachers
Principals Teachers
1994
13 15
   
2001
   
18 20
Status: No current data but progress toward target is likely. Data are being collected. No 1999 data, but progress toward target is likely.

Explanation: Projects to train teachers were funded in FY 1999 for the first time since FY 1994. Because the projects are just beginning, some of the targeted number of participants will take part in these programs, and the number will increase.  
Additional Source Information: Schools and Staffing Survey, 1999; National Longitudinal Survey of Schools (1998-99 and 2000-01).

Frequency: Biennially.
Collection Period: 2001.
Data Available: January 2002.
Validated By: NCES/Federal Statistical Agencies.

Limitations: Sample size is small, and it is costly to add supplemental samples to data collection programs. National sample results in an under-representation in sample count.

Improvements: Monitor the number of American Indian and Alaska Native students through LEA's reporting on program effectiveness in their Annual Performance Report.

 

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