There have been numerous calls to increase quantitative studies examining the role of culturally responsive schooling (CRS) on American Indian and Alaska Native (AIAN) achievement. The National Indian Education Study (NIES) is the only large-scale study focused on (AIAN) students' cultural experiences within the context of schools. Given that NIES also includes achievement on the National Assessment of Educational Progress (NAEP), it has the potential to inform and guide policy directed specifically toward AIAN students. To examine ways NIES might potentially inform policy, the present study examined the degree to which AIAN student experiences as reflected in NIES are associated with achievement on NAEP. We then examined NIES against a CRS framework and found that NIES could inform policy to the detriment of AIAN students.
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