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Record identifier : 569313
Personal Name - Primary Intelectual Responsibility : Amiotte, Shannon
Title and statement of responsibility : Bureau of Indian Education and tribal school leaders' perceptions of school-level factors leading to academic achievement for Native American students [Thesis]
Publication, Distribution,Etc. : University of South Dakota, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , University of South Dakota
Summary or Abstract : The United States federal government has a unique, trust responsibility and obligation to provide for the education of Native American children. Today, while the vast majority of Native American children attend public schools, the Bureau of Indian Education (BIE) continues to oversee 174 elementary and secondary schools located on 63 reservations in 23 states across the United States. Tragically, the academic achievement of students in these schools falls far below that of students in public schools. Less than one-fourth of the 174 schools under the direction of the Bureau of Indian Education are making adequate yearly progress (AYP) as defined by No Child Left Behind. This study examined BIE/Tribal school leaders' perceptions regarding the level of implementation of school-level factors related to student achievement and sought to identify the practices that exist in and distinguish BIE/Tribal schools that are making AYP from those that are not.A researcher-developed survey instrument was used to collect data from the population of 174 BIE/Tribal schools throughout the United States. Five-point Likert-type scales were used to measure respondents' perceptions of their school's level of implementation of seven school-level factors related to student achievement: opportunity to learn, high expectations, parental involvement, safe schools, collegiality and professionalism, leadership, and culturally relevant educational practices. Mean scores were calculated for individual items as were composite means for the seven school-level factors. Analysis of variance (ANOVAs) was used to identify differences in perceptions based on AYP status and school governance. Finally, discriminative analysis was used to address the predictive nature of the school-level factors on student achievement.Analysis of the data revealed that BIE/Tribal school leaders perceive their schools are regularly engaging in school-level practices that are linked to academic achievement. Two factors, high expectations and safe schools, were found to have significantly greater levels of implementation in those schools achieving AYP. The difference between high expectations and student achievement was so strong that this factor was found to be a reliable predictor of BIE/Tribal schools achieving AYP status. An additional finding was revealed in regards to school governance. A significant difference was noted in the perceived level of implementation of culturally relevant practices between schools under the direction of BIE and those controlled locally through Tribal grants and contracts. Tribal schools implement practices that support Native language, culture, and perspectives to a much greater extent than do BIE schools..
Topical Name Used as Subject : Bilingual education
: School administration
Information of biblio record : TL
 
 
 
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