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

Motoko Akiba, Ya-Fang Chiu, Yue-Lin Zhuang, Heather E. Mueller

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.

Keywords


American Indian/Alaska Native Students; National Assessment of Educational Progress (NAEP); standards-based reform; student achievement.

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DOI: http://dx.doi.org/10.14507/epaa.v16n20.2008

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