School Context, Teacher Characteristics, and Indigenous Students: Findings From the 2007-2008 Schools and Staffing Survey

• In Event: Roundtable Session 2
  In Roundtable Session: How Do Contexts Influence Teachers and Teaching Practices?

Abstract

Using data from the 2007-2008 Schools and Staffing Survey, we examine the effects of school context and teacher characteristics on academic outcomes in schools serving American Indian and Alaska Native (AI/AN) students. Preliminary results indicate (1) differences in teachers (racial composition, experience, and attitudes) and academic peer groups (graduates, college attendees) between schools with low percentages of AI/AN students and those with high percentages of AI/AN students, and (2) differences in teachers and academic peer groups based on geographic location of the school. Implications for future research, practice and policy are discussed.

Authors

• Susan C. Faircloth, North Carolina State University

• Erica Frankenberg, The Pennsylvania State University