The Impact of Testing Variables on Math Performance Among American Indian Students in Minnesota

• In Event: Roundtable Session 7
  In Roundtable Session: Indigenous Education in K-12 Schools

Abstract

This paper presents data from a mixed-methods study focused on factors associated with successful math performance of American Indian (AI) students from 7 school districts serving an AI reservation in Minnesota. Since performance outcomes on the Minnesota Comprehensive Achievement (MCA) and Measures of Academic Progress (MAP) tests were significantly different, a variety of ecological components were analyzed using the item response theory as a framework. This explanatory process incorporated a qualitative comparative analysis of sample items from both assessment tools and identified phenomena from two focus group sessions. This study provides an explanation of performance differences of AI students on the MCA and MAP and findings refute the claim that the MAP results predict success on MCA tests.

Authors

• Ximena Patricia Suarez-Sousa, Minnesota State University - Moorhead

• Boyd Lee Bradbury, Minnesota State University - Moorhead