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 Pub Number  Title  Date
NCES 2019048 The National Indian Education Study 2015: A Closer Look

The National Indian Education Study (NIES) is designed to describe the condition of education for fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education.

This follow-up report focuses on two major concerns that have been raised throughout the first decade of NIES:

  • What contextual factors are associated with higher- and lower-performing AI/AN students on NAEP mathematics and reading assessments?
  • How do AI/AN students see themselves in terms of their Native languages, culture, and aspirations for the future?

First, the report examines various factors associated with AI/AN students who performed at or above the 75th percentile and below the 25th percentile (i.e., “higher-performing” and “lower-performing” AI/AN students). Second, the report explores results derived from the combination of multiple related survey questions (i.e., composite variables) centered around Native language exposure, knowledge and interest in Native cultures, and academic engagement and expectations.

The results presented in this report are focused on the responses of fourth- and eighth-grade AI/AN students to selected survey questions. Approximately 8,500 fourth-graders and 8,200 eighth-graders participated in the NIES 2015 student survey. The survey results displayed are reported as percentages of AI/AN students attending schools that varied in the proportion of AI/AN students within their student population—low AI/AN density public schools (less than 25 percent of students were AI/AN), high AI/AN density public schools (25 percent or more of students were AI/AN), or Bureau of Indian Education (BIE) schools.

5/7/2019
NCES 2019038 Status and Trends in the Education of Racial and Ethnic Groups 2018
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
2/20/2019
NCES 2018070 Digest of Education Statistics, 2017
The 53rd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
1/30/2019
NCES 2018158 NAEP 2015 NIES Restricted-Use Data Files (Y46NIES)
This CD-ROM contains data and documentation files for the NAEP 2015 National Indian Education Study (NIES) for use in the analysis of NAEP data by secondary researchers. NIES, which was administered as part of NAEP, is a two-part study designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. The data files include NAEP mathematics and reading assessment data from the samples of American Indian/Alaska Native (AI/AN) students at grades 4 and 8 who participated in the National Assessment of Educational Progress (NAEP) 2015 mathematics or reading assessments, as well as NIES survey response data of sampled AI/AN students in grades 4 and 8, their teachers, and their school principals. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
9/27/2018
NCES 2017094 Digest of Education Statistics, 2016
The 52nd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
2/20/2018
NCES 2017051 Status and Trends in the Education of Racial and Ethnic Groups 2017
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
7/18/2017
NCES 2017161 The National Indian Education Study: 2015
The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education.

The results presented in this report focus primarily on the educational experiences of AI/AN students at grades 4 and 8 based on their responses and the responses of their teachers and school administrators to selected NIES 2015 survey questions. Approximately 8,500 fourth-graders and 8,200 eighth-graders participated in the NIES 2015 student survey. Teachers and school administrators also completed surveys. The survey results displayed are reported as percentages of AI/AN students attending schools that varied in the proportion of AI/AN students within their student population—low AI/AN density public schools (less than 25 percent of students were AI/AN), high AI/AN density public schools (25 percent or more of students were AI/AN), and Bureau of Indian Education (BIE) schools.

Also included in this report are performance results for AI/AN students in the 14 states with samples large enough to report separate results for AI/AN students in 2015. State-level average scores in NAEP reading and mathematics for AI/AN fourth- and eighth- graders from earlier NAEP assessments in 2005, 2007, 2009, and 2011 are compared to their average reading and mathematics scores in 2015.
3/7/2017
NCES 2016014 Digest of Education Statistics, 2015
The 51st in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
12/8/2016
REL 2017202 The characteristics and education outcomes of American Indian students in grades 6–12 in North Carolina
The purpose of this study was to compare American Indian students in grades 6–12 in North Carolina to all other students in the same grades both within the same schools and statewide on student demographics, school characteristics, and education outcomes. The North Carolina State Advisory Council on Indian Education (SACIE) requested this research based on a prior report identifying achievement gaps between American Indian students and White students. The primary source of quantitative data for this study is longitudinal administrative data provided to the Education Policy Initiative at Carolina by the North Carolina Department of Public Instruction (NCDPI). These data include student-level outcomes for all students in grades 6–12 in North Carolina public schools for the school years 2010/11 through 2013/14. Outcomes considered include state test scores, attendance, retention in grade, advanced course taking, graduation rates, and disciplinary referrals. Quantitative analyses include all American Indian students in grades 6–12 in North Carolina public schools for school years 2010/11 through 2013/14. Students of other ethnicities in the same grades and years both within the same schools and statewide serve as comparison groups. Descriptive analyses compare averages for all student characteristics, school characteristics, and education outcomes for American Indian students compared to their within school and statewide peers. Regression analyses using multilevel modeling were used examine the extent to which controlling for student, school, and teacher characteristics accounts for differences in outcomes between American Indian students and their peers. The analyses found that American Indian students are demographically different from non-American Indian students statewide, but similar to other students attending the same schools. Schools attended by American Indian students are more likely to be rural and in the Coastal plain. American Indians also tend to attend schools that serve more economically disadvantaged students and more disadvantaged minority students. Across all middle school and high school standardized tests, American Indian students have lower average scores than other students statewide and within the same schools. American Indian students are absent more often on average than their peers both statewide and within the same school, are less likely to take advanced courses, and graduate at lower rates, but are equally likely to be retained in grade as their peers. When school and student demographics are held constant, the size of the gaps on most outcomes between American Indian students and their peers both within the same schools and statewide are substantially reduced.
11/17/2016
NCES 2016007 Status and Trends in the Education of Racial and Ethnic Groups 2016
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
8/11/2016
NCES 2016006 Digest of Education Statistics, 2014
The 50th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
4/28/2016
REL 2016113 Where American Indian Students Go to School: Enrollment in Seven Central Region States
This report provides descriptive information about the location and native language use of schools in the REL Central Region with high enrollment of American Indian students, whether Bureau of Indian Education schools or non–Bureau of Indian Education high-density American Indian schools (schools with 25 percent or more American Indian student enrollment). Of the 208 schools with high American Indian student enrollment (33 BIE and 173 HDAI schools), 83% are located in the region’s rural areas. The schools located in counties with the highest concentration of Native North American language speakers are in South Dakota, Wyoming, and Colorado.
1/6/2016
NCES 2015011 Digest of Education Statistics, 2013
The 49th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
5/7/2015
NCES 2014015 Digest of Education Statistics, 2012
The 48th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
12/31/2013
NCES 2012466 The National Indian Education Study: 2011
The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education. The results presented in this report focus on the performance of AI/AN fourth- and eighth-graders on the 2011 National Assessment of Educational Progress in reading and mathematics and on the educational experiences of AI/AN students based on NIES survey data.

Nationally representative samples of approximately 9,600 AI/AN students at grades 4 and 8 participated in the 2011 reading assessment and in the mathematics assessment. Students’ performance in 2011 is compared to earlier assessments in 2005, 2007, and 2009. Average reading and mathematics scores for AI/AN fourth- and eighth-graders in 2011 were not significantly different from the scores in either 2009 or 2005. At both grades 4 and 8, AI/AN students attending BIE schools scored lower on average in reading and mathematics than students attending public schools. Among the 12 states with samples large enough to report results for AI/AN students in both 2009 and 2011, average mathematics scores were lower in 2011 for fourth-graders in Montana and for eighth-graders in Minnesota and Utah. None of the participating states had a significant change in average reading scores from 2009 to 2011 at grade 4 or grade 8.

About 10,200 AI/AN students at grade 4 and 10,300 students at grade 8 participated in the 2011 NIES survey. Surveys were also completed by students’ teachers and school administrations. Results showed how the educational experiences of AI/AN students differed based on the type of school they attended and the proportion of AI/AN students in the school. For example, AI/AN students in BIE schools were more likely to report having some or a lot of knowledge about their AI/AN history, have teachers who reported learning about AI/AN students from living and working in the AI/AN community, and attend schools where members of the AI/AN community visit the school to discuss education issues.
7/3/2012
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