NCLB had negative effects on AI/AN education, including declines in Navajo students' standardized test scores of up to 50 percent over three years under scripted English-only programs¶

Claim · All claims
Evidence · 1 study (2 entries) · review r1–r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Standardized test scores of Navajo students taught through highly scripted English programs declined as much as 50 percent over the three-year period studied, per research the report cites. → Nelson-Barber 2015 q2 i? NCLB eroded programs based in students' cultures and rolled back tribal sovereignty in AI/AN education through greater state and federal control. → Nelson-Barber 2015 (2)

Evidence¶

Nelson-Barber 2015¶

Nelson-Barber, S., & Trumbull, E. (2015). The Common Core Initiative, Education Outcomes, and American Indian/Alaska Native Students: Observations and Recommendations [a report from the Center on Standards & Assessment Implementation (CSAI) at WestEd]. San Francisco: WestEd. https://eric.ed.gov/?id=ED570362

q2 · i? · review · r1

The report attributes this finding to McCarty and colleagues' research (McCarty & Romero-Little, 2005; Romero-Little et al., 2007), reporting that "standardized test scores of Navajo students taught through highly scripted English programs declined as much as 50 percent." No effect size is printed.

"McCarty and colleagues found that standardized test scores of Navajo students taught through highly scripted English programs declined as much as 50 percent over the three-year period they studied"

Nelson-Barber 2015 (2)¶

Nelson-Barber, S., & Trumbull, E. (2015). The Common Core Initiative, Education Outcomes, and American Indian/Alaska Native Students: Observations and Recommendations [a report from the Center on Standards & Assessment Implementation (CSAI) at WestEd]. San Francisco: WestEd. https://eric.ed.gov/?id=ED570362

q2 · i? · review · r2

The report's synthesis of prior research states NCLB "eroding programs that were based in students' cultures" and, citing Trujillo & Alston (2005), rolling back tribal sovereignty via greater state and federal control. This is the report's narrative-review attribution, not a new empirical analysis.

"By all accounts, NCLB has had a calamitous effect on AI/AN education — eroding programs that were based in students' cultures (Reyhner & Hurtado, 2008)"

Discussion¶

Related Claims¶

• Structural/policy research terms consistently decreased between eras, with accountability down 73 percent and NCLB mentions down 97 percent following ESSA's 2015 replacement of NCLB — related
• Research priority shifts between eras correlate with federal policy changes and national events, as when chronic absenteeism research emerged only after ESSA created federal reporting requirements — related
• The NCLB era's focus on targets and sanctions without educator capacity-building or component alignment was a key barrier to implementing new standards — related
• State tests under NCLB measured little higher-order thinking, with only 2 percent of math items qualifying — related
• High-stakes testing accountability is pervasive in American K-12 schooling while its efficacy remains contested — a broader claim this one bears on
• Sociocultural contexts—school, professional community, policy, and society—shape teachers' motivational beliefs about TSRs — a broader claim this one bears on