Volume 1 Number 3
May 1962

Kenneth L. Deissler

Instructor, Yankton High School

Yankton, South Dakota

Throughout the history of American education, problems have been encountered with the education of the Indians. Although some of these problems were peculiar only to Indian education, most of the current problems do not differ greatly from the general educational difficulties encountered throughout the nation. The thesis study from which this report was made attempted to point out some of the academic achievement problem areas encountered in Indian education.

Throughout this study, major emphasis was placed on the quantitative comparison of the individual test and composite scores of the Indian students with the South Dakota state norms, as measured by the Iowa Tests of Educational Development. The purpose of this study was to gather data which could be of value in the analysis and revision of curricula. More specifically, the purpose of this study was to find the answers to the following questions regarding achievement: H-low does the average South Dakota Indian student compare with the state norms? What are the particular strengths and weaknesses in the achievement of the average South Dakota Indian student? Is there any significant difference between the achievement levels of the Indian boys and the girls? Is there any significant difference between the achievement of Indian students who speak the Indian language in the home and those who do not?

The wealth of data collected in this study yielded many interesting facts. Some of the results were as expected, others came as a surprise. As with most surveys of this type, some of the findings would be explainable only by careful and detailed follow-up studies.

The Indian students showed an average achievement somewhat below that of the state norm on all nine of the tests. The differences in achievement level between the Indians and the state norms were statistically significant at the one-tenth percent level. This was also true for the various groupings of Indian students which were considered.

Notice should be given to the fact that the Indian norms on five of the nine tests ranked above the fortieth percentile nationally. Test 6, interpreting reading materials in the natural sciences, was of particular interest since the Indian group ranked in the fifty-first percentile nationally.

In contrast to the strength in reading natural science materials was a definite weakness in social studies background, quantitative thinking, and general vocabulary. Utilization of sources of information was another weakness.

The male Indian student reached a slightly higher over-all level of achievement than did the female Indian. This achievement differences was statistically significant at the five percent level only on Test 2, natural science background. The male Indian was superior to the female on this test.

The female students excelled in writing correctness, natural science and literature reading abilities, and general vocabulary; however, they were not significantly superior in any of those areas.

An interesting comparison can be made with the two natural science scores. While the boys scored significantly better than the girls in natural science background the girls scored slightly better than the boys in reading natural sciences. Perhaps the girls need a greater degree of motivation to learn natural science materials than the boys.

The composite score on Tests 1-8 showed that the Indian student coming from a home in which the Indian language was spoken had not reached as high a level of achievement as had the student coming from a home in which only English was spoken. The difference between the two composite achievement levels was statistically significant at the two percent level of significance.

In every test, the mean score of the Indian speaking students was below that of the English speaking students. In fact, the difference between the two means was significant at the five percent level on all tests except social studies background and reading ability in natural science and literature.

The fact that there is significantly no difference between the two groups in the reading of natural science materials is of considerable interest. While the average student speaking Indian in the home ranked below the fortieth percentile on all other tests, he ranked at the fiftieth percentile in natural science reading ability. Perhaps, high motivation in this area his compensated for lack of acculturation. As was expected, the students speaking Indian in the home had a significantly poorer vocabulary mean score than did those speaking only English in the home.

The effect of cultural assimilation would indicate great possibilities for the future educational growth of the Indian students. With further acculturation and good instruction, there is good reason to assume that the Indian student will eventually attain an educational achievement level comparable to that of the white student.

A thorough search of available reference sources yielded very little research directly related to the survey of Indian achievement. The few reports available were quite thorough, covering broad areas of Indian education. The research studies of greatest significance are the Peterson studies, conducted in 1944, 1945, and 1946; the Anderson study, conducted in 1950 as a follow-up to the Peterson studies; and the Coombs study, conducted in 1955. Many more studies are necessary to determine the specific educational needs of the Indian, in order that curricula may be developed to meet these needs.

I.T. E. D. TEST RESULTS FOR SELECTED
SOUTH DAKOTA INDIAN STUDENTS

*Indicates mean score differences statistically significanat at the 5% level.

The percentile achievement level is given in terms of the national norms.