Standards-based Mathematics Instruction, Cultural Congruence and
Achievement of Native American Students
(Supported by AERA/IES Research Grant)

        Researchers and educators serving Native American students have argued for more than two decades about whether standards-based reforms benefit Native American students. Despite the fact, there are few empirical studies concerning the impact of standards-based reforms on Native American studentsˇ¦ learning. Utilizing the national and state datasets in the National Assessment of Educational Progress (NAEP), we propose to conduct research that examines the effects of standards-based mathematics instruction on the achievement of Native American students. We will specifically address the following research questions: 1) What individual and family characteristics are associated with the achievement level of Native American students?, 2) What are the effects of mathematics instruction and professional development aligned with NCTM (National Council of Teachers of Mathematics) standards on the achievement of Native American students? and 3) Does the training for teaching diverse students enhance the effects of the standards-based practices on the achievement of Native American students?