Academic Success Factors and Strategies
for American Indian and Other Student
Demographic Populations
Trek North Jr. & Senior High School
Bemidji, MN
January 28, 2015
Focus Features of TrekNorth
•
•
•
•
•
•
Successful Charter School
High Minority and Free/Reduced Lunch Count
Hi Caliber Curriculum
State and National Recognition
Waiting List
Resilient, Compassionate, Honest,
Responsible, Motivated
American Indian Students at TrekNorth
• In general, American Indian students are
enrolled in lower-standard academic programs
within District 31, while at TrekNorth they are
enrolled in AP/Pre-AP level programming.
Data related to enrollment in area schools
demonstrates the fact that TrekNorth is doing
more to deliberately address the achievement
gap than other schools. (2014 Annual Report)
And the Literature Says: Factors that May Impact
American Indian Student Success Are:
• Access and Enrollment in Early Childhood
Programs
• Free/Reduced Lunch Status (Poverty)
• High Minority Population in High Poverty School
• ESL Status
• Absences
• Percentage of Students Retained in a Grade
• Percentage of Students Suspended or Expelled
(Harwood, 2011)
And the Literature Says: Factors that May Impact
American Indian Student Success Are:
•
•
•
•
Quality of Teachers/Teacher Training
Class Size
Rigorous Curriculum
Before/After School Support and Summer
Programs
• Cultural Dissonance between Native American
Culture and the Traditional School Setting
• Cultural dissonance as a Result of Historical
Implications
(Harwood, 2011)
Factors that Do/Don’t Impact
American Indian Academic Success
• Self-Esteem
– Impacted by Personal Resources (perceived
competence, internal locus of control, problemfocused coping)
– Impacted by Problem Behaviors (antisocial
behavior, problems with alcohol, drug use).
• American Indian Identity
– No relationship
(Whitesell, Mitchell, Spicer)
Poverty, American Indian Status, and
Academic Achievement
• American educational research and research
across the world have identified
socioeconomic status (SES) to be recurrently
linked to students’ academic achievement
(Perry, Link, Boelter, Leukefeld, 2012; Tomul &
Savasci, 2012; Vale, Weaven, Davies, Hooley,
Davidson, & Loton, 2013).
American Indians in Poverty: 2012
Basics of Comprehensive Study of Education and
Related Services on the White Earth Indian
Reservation: Part II
• 2,800 students
• 140 parents
• 400 teachers
• 7 schools
• Grades 3-12
• Mixed-Methods
• Early childhood, social services, health
services
Predictor Variables
Appraisal Data (AAII)
– Self (e.g., “I feel that I do my best in
school”)
Demographic data
– Lunch code
– Absenteeism
– Tardiness
– Discipline
– among others
– Parents and Home
Environment (e.g., “I feel safe at home”
– Own Behavior (e.g., “I get in trouble
in school”)
– Teacher (e.g., “My teacher makes
sure that I know how to do something
before moving onto something else”)
– Relationships (e.g., “My classmates
influence my behavior and performance in
school more than any other thing”)
– School Environment (e.g., “I feel
safe at school”)
6 Constructs
• Self-Perception (favorite subject, good at, succeed in
school)
• Teachers (explains things, tests what is taught, helps
me)
• Parents/Home Life/Community (caregiver cares if
student goes to school, caregiver would rather watch
TV than help me, books in the home)
• Student Behaviors (do homework every night, read or
watch TV, drug and alcohol use)
• School Environment (school lunch, tired in school, safe
on bus)
• Relationships (I like teachers, teachers like me, bullied)
NSLP Demographic Information
White
Free
Reduced
American Indian
Full Payment
Free
Price
Grades
Reduced
Full Payment
Price
310
62
133
181
12
40
302
154
837
243
45
140
612
216
1070
424
57
180
3-5
Grades
6-12
Total
General Observations from the White
Earth Study
• Data showed that White students outperformed American
Indian students on both math and reading MCA tests and
reported higher levels of perception of the teacher,
parents, own behavior and relationships.
• Data also indicated that American Indian students were
involved in more disciplinary problems and had higher
absences and tardiness rates than their White peers.
• Groups were equal in their performance on both math
and reading MAP tests and the perception of self and
perception of the school environment.
SES Findings (White Earth Study)
• Overall, SES (as determined by lunch program)
determines differences in the students' appraisal
of variables we assumed could impact their
academic performance.
• American Indian students performed similarly on
MCAs and MAP, whether FREE, PAID, or
REDUCED, and there was virtually zero impact on
any of the selected variables among American
Indian students.
• The results tell a different story for White
students.
White
One-Way
ANOVA
Effect
MCA Math
Lunch Program
and Academic
Achievement
Grades 6-12
American
Indian
MCA
Reading
MAP Math
MAP
Reading
F(2,542) = 14.64, p = .000
No Effect (NE)
Effect
NE
F(2,678) = 8.66, p = .000
No Effect (NE)
NE
NE
NE
One-Way
ANOVA
Lunch Program
and Behavioral
Demographics
and Appraisal
of Influences
Grades 6-12
Discipline
Absenteeism
White
American Indian
No Effect (NE)
No Effect (NE)
Effect
NE
F(2,466) = 6.79, p = .001
Tardy Days
Effect
NE
F(2,445) = 9.25, p = .000
Perception of Self
NE
NE
Perception of Own
Behavior
Effect
NE
Perception of Parents and
Home Environment
F(2,325) = 4.40, p = .013
Effect
NE
F(2,360) = 3.25, p = .040
Perception of School
NE
NE
Perception of Teachers
NE
NE
Perception
NE
NE
of School Relationships
SES Impact of White Students
• On MCAs, FREE lunch program White students
obtained the lowest scores across grades.
• White students in the FREE lunch program
obtained the highest rates of absenteeism and
tardiness and reported the lowest levels of
appraisal of own behavior, parent and home
life, and relationships.
SES Impact on White Students
(continued)
• Free lunch students were tardy and absent far
more than reduced-pay students, who were tardy
more than full-pay students.
• Free lunch students had lower self-perception
than reduced-pay students, who had lower selfperception than full-pay students.
• Perception of parents and home life is highest for
full-pay students, followed by reduced, followed
by free lunch students (significantly lower).
Team Time
• The question that follows from these results is
what could possibly explain these differentiated
results across ethnicities?
• We know that White students with the lowest
SES are absent more, tardy more, have a lower
self-perception, lower perception of home life,
lower self-perception, lower perception of own
behavior, and lower perception of relationships.
• Possible Interventions?
Impact of Variables
MCA – Math (6-12)
12)
MAP – Math (6MAP
Reading
MCA
Reading
(.85**)
(.73**)
MAP
Math
MCA Math
NA
NA
Percept.
of
Behavior
(.37**)
Percept
Parents
(.36**)
MCA
Reading
(.26**)
Impact of Variables
MCA – Reading (6-12)
MAP – Reading (6-12)
MCA
Math
MAP
Math
(.78**)
Percept. of
Behavior
(.40*)
Percept.
of School
(.32**)
MAP Math
(.85**)
(.26**)
MAP
Reading
MCA
Reading
(.34**)
NA
Percep.
of Parents
MCA
Reading
MAP
Reading
Percept.
of Parents
(.34**)
NA
.23**
GPA
(.46**)
(.25**)
Absence
Discipline
Percept.
of
Behavior
(-.28**)
(-.23*)
(.47**)
Impact of Variables
Cumulative GPA (6-12)
MCA
Reading
(.46**)
Percept. of
Relats.
(.19*)
Percept. of
School
(.20**)
Discipline
(-.40**)
Cum.
Absence
GPA
(-.52*)
NA
Percept. of
Teacher
Tardiness
-.42**
(.20*)
Percept. of
Self
(.27**)
Impact of Variables
MCA – Math (6-12)
MCA – Reading (6-12)
MCA Reading score (an increase
increases MCA Math score)
MCA Math score (an increase
increases MCA Reading score)
Model fit R2 = .53 (53%)
Model fit R2 = .34 (34%)
The MCA Reading score can
predict 53% of the changes on
students’ MCA Math scores.
The MCA Math score can
predict 34% of the changes on
students’ MCA Reading scores.
Impact of Variables (continued)
MAP – Math (6-12)
MAP Reading score (an increase
increases MAP Math score)
MAP – Reading (6-12)
MAP Math score (an increase
increases MAP Reading score)
Model fit R2 = .72 (72%)
The MAP Reading score can
predict 72% of the changes on
students’ MAP Math scores.
Model fit R2 = .72 (72%)
The MAP Math score can
predict 72% of the changes on
students’ MAP Reading scores.
TrekNorth Reading Goals
• 2013-14 Proficiency Goals
• Reading
• The percentage of all students enrolled October 1 in
grades 6-11 at TrekNorth High School who earn an
achievement level of Meets the Standards or Exceeds
the Standards on all reading state accountability tests
(MCA, MOD, MTAS) will increase from 60.2% in 2013 to
63.2% in 2014. (Increase of 3 percentage points)
• 2014 TrekNorth Reading Proficiency for Grades 6, 7, 8,
10 = 62% (82/133)
(2014 Annual Report)
Team Time
• Reading skills limit American Indian students’
ability to succeed on the MCA math tests.
• Do you feel that you have observed deficient
reading skills as detrimental to success in math?
If so, provide an example.
• What strategies are you employing to improve
reading skills?
• Why do you think students (American Indian, in
particular) change their perception of math as
they advance through grades?
All Students
• Cumulative GPA (6-12)
Number of absences (an increase reduces GPA)
Number of tardy days (an increase reduces GPA)
Perception of student’s own behavior (an increase increases
GPA)
Model fit R2 = .48 (48%)
These three variables have the power to predict 48% of the
change on students’ cumulative GPA.
Questions within Behavior Construct
• I spend most of my afternoon and night after school
watching TV or playing video games.
• I do my homework every night that I have homework.
• Homework really helps me to learn .
• I would learn more if teachers spent more time in class
working with me on things and skills rather than assigning
me homework.
• I would rather read than watch TV.
• I play sports, play instruments, or do things with kids after
school and on weekends.
• I go to church and/or participate in church activities.
• I use tobacco, drugs, or alcohol.
Behavior Construct Questions
(continued)
• I get in trouble in school.
• My alcohol/drug use has a negative impact on my
performance at school (answer only if you use
alcohol/drugs).
• My alcohol/drug use causes me to skip school (answer
only if you use alcohol/drugs).
• I am involved in extracurricular (after school) activities.
• I do better in school because I’m involved in
extracurricular (after school) activities.
• I exercise (do physical activity) every day or almost
every day.
Behavior Construct Questions
(continued)
• I don’t participate in extracurricular (after school) activities
because I don’t have transportation to get to and from
practice and games.
• I don’t participate in extracurricular activities because I
don’t have the money to pay the activity fee.
• My coaches care about me as a person.
• My coaches care about me only if I can help them win
contests.
• Social networking (e.g. Face book) is a positive influence on
my behavior and performance in school.
• I stay up late on school nights chatting with my friends on
the cell phone, Face book, or in some other electronic way.
Team Time
• Think about the predictive value of reading test
scores on math test scores and vice-versa.
• Possible courses of action to increase test scores?
• Since a student’s perception of his/her own
behavior, combined with attendance (or lack of)
and punctuality/tardiness account for nearly ½ of
the influence on GPA, can you think of any
interventions that you could do or be part of at
TrekNorth in relation to the student behavior
construct questions in the previous slides?
Questions within Self-Perception Construct
(Grades 6-12)
• I like school.
• My family has enough money to meet my
needs.
• I feel that I do my best in school.
• I’m happy most of the time.
• I get picked on in school.
• My favorite subject in school is:
Questions within Self-Perception
Construct (Continued)
•
•
•
•
•
•
My least favorite subject in school is:
My hardest subject in school is:
I am good at:
I think success in school is:
If I succeed in school, it is usually due to:
If I don’t succeed in school, it is usually due to:
Team Time
• What was the favorite subject?
• What was the least favorite subject?
• What do you think was selected as the hardest
subject?
• What defines success in school?
• Kids attributed success to who/what?
• So what?
Answers to Previous Slide
• Favorite Subject
Subject
White Students
(Grades 6-12)
American Indian
Students (Grades 6-12)
Math
23.6 %
16%
Reading
10.3%
11.7%
Science
19.7%
15.6%
Social Studies
14.6%
13.5%
Another Subject
24.8%
36.5%
Answers to Previous Slide
• Least Favorite Subject
Subject
White Students
(Grades 6-12)
American Indian
Students (Grades 6-12)
Math
32.7%
40.1%
Reading
21.1%
18.1%
Science
14.6%
12.1%
Social Studies
10.7%
11.7%
Another Subject
10.8%
9.6%
Answers to Previous Slide
• Hardest Subject
Subject
White Students
(Grades 6-12)
American Indian
Students (Grades 6-12)
Math
38.8%
45.4%
Reading
11.8%
9.6%
Science
16%
16.6%
Social Studies
15.4%
15.6%
Another Subject
6.9%
6.7%
Answers to Previous Slide
• Both White children and American Indian
children define success in school as good
grades.
• White = 70.3
• American Indian = 71.3
Answers to Previous Slide
Children attributed success to:
Factor
White Students
(Grades 6-12)
American Indian Students
(Grades 6-12)
Attendance
3.8%
6%
Coaches
1.4%
1.1%
Friends
4.5%
7.1%
Myself
51.5%
43.3%
Other Reasons
5.8%
7.8%
Parents/Caregivers
11.5%
13.5%
Teachers
16.7%
17.7%
Recommendations: Qualitative
(Self-perception Construct: General)
• Reading: Pre-assessment is critical at all levels.
– Leveling
– Differentiation
• Math is found to be difficult by many students, and it is the
least-liked subject overall.
– Alternative approaches to teaching math
– Authentic education and assessment
– Allow re-takes of summative assessments (applicable to all
subjects)
• AI parents do not view attendance as critical to academic
success as do White parents.
– Work with AI parents to get their children to school on time.
Team Time
• What are your thoughts on previous slide?
– Pre-assessment (leveling/differentiation)
– Alternative approaches to teaching math
– Authentic assessment
– Re-takes
– Attendance efforts/Communication with home
Team Time
• Discuss your teaching methodology with your
colleagues. What does it look like? How do
you know that the kids “get it?”
Teacher Factors
Question
White Students American
Indian Students
The teacher has lots of things for students to do
every day
7.2%
10.3%
The teacher cares about me
5.1%
1.1%
The teacher makes sure kids behave well
2.4%
2.8%
The teacher is smart
3.3%
2.1%
The teacher can explain things
48.9%
39.4%
The teacher helps me in class
8.4%
12.1%
The teacher assigns homework about the things
that I learned in class
9.1%
11.7%
The teacher believes that I can learn
6.3%
7.8%
Team Time
• Discuss how you plan your lessons. What
drives your lesson? In particular, think about
activities, assessments, and outcomes.
• Do you ever assess students before they “get
it?”
Backward by Design
Outcomes
Assessments
Activities
• Determine Outcomes
• Formative Assessments
• Summative Assessments
• Teacher-Centered
• Student-Centered
Team Time
• If students are not succeeding in your class on
summative assessments, do you take time to
really look at what the student got wrong and
compare the assessment to the essential learning
outcome?
• Do you think about how you taught the material
and whether there would be alternative ways of
presenting and explaining it?
• Do you look at median scores?
Recommendations: Qualitative (Teacher
Construct: General)
• Teacher capacity to explain things was identified
as critical.
– Uniform methodological approach across all grades
and subjects.
– Madeline Hunter’s direct instruction is recommended.
•
•
•
•
•
•
Standards (outcomes)
Anticipatory Set (Hook)
Teaching (input, modeling, checking for understanding)
Guided Practice/Monitoring
Closure
Independent Practice
Recommendations: Qualitative (Teacher
Construct: General)
• There must be a cultural shift in thinking
among teachers.
– Teachers do not see themselves as a critical factor
in student underachievement.
• School administrators must stand accountable
for teacher implementation of
recommendations.
– Evaluations
– Professional Development
Recommendations: Qualitative (Parents/Home
Life Construct: General)
• All children should have access to breakfast,
regardless of free/reduced lunch status.
• Get books into the homes of American Indian
children.
• Increase teacher/parent communication,
especially with American Indian population.
Recommendations: Qualitative (Student
Behavior Construct: General)
• Homework should be assigned sparingly
– Up to 1/3 of students do not complete homework
when it is assigned.
– A majority of teachers would disagree that most
parents help their children with homework or
check for completion.
• Extracurricular fees should be reduced or
eliminated.
– Up to 1 in 5 children do not participate due to cost
and transportation.
Recommendations: Qualitative
(School Environment Construct: General)
• Spend more time on core subjects in school.
• Children are tired in school.
– Work with parents to encourage consistent sleep
schedules.
• Students should complete more work in class,
under the guidance of a licensed teacher.
– Many children do not or cannot do homework that is
assigned due to various reasons, including poor
pedagogy.
– A majority of students both prefer and feel that they
would learn more if they could complete work under
the guidance of a teacher as opposed to homework.
Concluding Remarks
• General Thoughts
• Questions?
Contact Information
• Boyd Bradbury, Ph.D., 1104 7th Avenue South
Moorhead, MN 56563, 218-477-2471,
bradbury@mnstate.edu
References
• National Center for Educational Statistics (2012). Children living in poverty.
Retrieved January 21, 2015 from
https://nces.ed.gov/programs/coe/pdf/coe_cce.pdf
• Perry, B.L., Link, T., Boelter, C., & Leukefeld, C. (2012). Blinded to science:
Gender differences in the effects of race, ethnicity, and socioeconomic
status on academic and science attitudes among sixth graders. Gender and
Education, 24(7), 725-743.
• Whitesell, M., Mitchell, C. (2009, January). A longitudinal study of selfesteem, cultural identity, and academic success among American Indian
adolescents. National Institute of Health. Retrieved January 21, 2015 from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2678750/
• Harwood, T.R. (2011). Examination of factors contributing to the
achievement gap of Native American students in select school districts in
Michigan. Eastern Michigan University. Retrieved January 21, 2015 from
http://commons.emich.edu/cgi/viewcontent.cgi?article=1363&context=th
eses