American Indian Education Research in New York State: A Team Approach.

Autor/in	White, Minerva C.
Titel	American Indian Education Research in New York State: A Team Approach.
Quelle	(1993), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Achievement Tests; American Indian Education; Attendance; Data Collection; Dropouts; Elementary Secondary Education; Enrollment; Native Language Instruction; Public Schools; Reservation American Indians; Scores; New York + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Anwesenheit; Data capture; Datensammlung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Einschulung; Native language education; Muttersprachlicher Unterricht; Public school; Öffentliche Schule
Abstract	The New York State Department of Education contracts with 13 public school districts for the education of children residing on American Indian reservations. In addition to reporting on all students, the 13 districts must now report the following data on Native American students: (1) scores on standardized achievement tests, Regents competency tests and examinations, the SAT, and the ACT; (2) participation in language classes; (3) attendance; (4) promotion, retention, and dropout; and (5) type of high school diploma. A summary of 1991-92 data reveals that 2,690 Native American students were enrolled in prekindergarten through grade 12, including 251 in Individualized Education Programs or other certificate programs and 82 in gifted and talented programs. Among high school students, 56 percent were in the local diploma track and 39 percent were in the Regents-endorsed degree track. Among high school seniors, 42 percent took the SAT, averaging 393 in verbal and 438 in math, and 18 percent took the ACT, averaging about 21 in all subjects. Attendance rates of Native American students were as good or slightly better than those of all students. Only 31 percent were enrolled in a Native language, and 10 percent were enrolled in another language. In high school, 84 percent were promoted, 8 percent were retained, and 8 percent dropped out; 61 percent of all Native American dropouts were concentrated in two districts. Bar charts compare test scores for Native students, non-Native students, and all students statewide; present attendance rates by grade; and summarize employment of Native American teachers and other school personnel. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC