Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders.

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Abstract

Using the NAEP nationally-representative data collected from eighth-graders, we investigated the relative exposure of American Indian/Alaska Native (AIAN) students to mathematics teachers who are knowledgeable about standards, participate in standards-based professional development, and practice standards-based instruction; American Indian/Alaska Native student reports of standards-based classroom activities; and how student reports of classroom activities and teacher reports of their knowledge, professional development, and practices are associated with mathematics achievement of American Indian/Alaska Native students. We found that AIAN students had among the lowest exposure to teachers who reported they were knowledgeable about standards, who participated in standards-based professional development, and who practiced standards-based instruction. In addition, AIAN students were less likely than African American and Latino students to report that they experienced standards-based classroom activities. Our data showed that teacher reports of standards-based knowledge and practice of standards-based instruction were not significantly associated with mathematics achievement of AIAN students. However, student reports of classroom activities characterizing standards-based instruction was associated with higher mathematics achievement of AIAN students.

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How to Cite
Akiba, M., Chiu, Y.-F., Zhuang, Y.-L., & Mueller, H. E. . (2008). Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders. Education Policy Analysis Archives, 16, 20. https://doi.org/10.14507/epaa.v16n20.2008
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Author Biographies

Motoko Akiba, University of Missouri

Motoko Akiba is an Assistant Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri. Her research focuses on teacher quality, school safety, and comparative and international education.

Ya-Fang Chiu, Soochow University, Republic of China

Ya-Fang (Grace) Chiu is an Assistant Professor in the Center for Teacher Education at the Soochow University, Taiwan. Her recent research is on the effects of policy on mentoring and teacher quality, and on the quality of college students’ engagement with schooling.

Yue-Lin Zhuang, University of Missouri

Yue-Lin Zhuang is a doctoral candidate in the Department of Educational Leadership and Policy Analysis at the University of Missouri. His research interest is on teacher and student learning.

Heather E. Mueller, University of Missouri

Heather Eastman-Mueller is a Researcher and Health Promotion Professional for the Student Health Center at the University of Missouri. Her research interests focus on curriculum development, evaluation, and social justice issues.