Factors Predicting Native American Students' High Achievement on NAEP

• In Event: Roundtable Session 34
  In Roundtable Session: International Perspectives on Gifted Education

Abstract

This quantitative study examines what student- and school-level factors may predict high-achieving Native American students’ NAEP reading and mathematics achievement. Data analyzed come from secondary, restricted data approved by Institute of Education Sciences (IES). This important work adds to the limited research that focuses on factors predicting high-achieving students’ achievement, particularly Native American students. Results showed that Native students’ status as English Language Learner, school lunch program eligibility, and number of books in home are three primary factors that predict Native American students’ NAEP achievement across grades, subjects, and years. Findings provide insights into possible reasons for low achievement performance and can serve as a basis for intervention study and actions to address this problem.

Authors

• Jiaxi Wu, Bucknell University

• Marcia L. Gentry, Purdue University

• Yukiko Maeda, Purdue University