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The Indian Child Goes To School

APPENDIX C


Determining the Race-School Hierarchy of Achievement

Table C-la Comparison of Race-School Groups Within Each Area on All Skills and Total Score Using Ranks Converted to Normalized T-Scores
Table C-1b Comparison of Means of Normalized T-Scores Assigned to Ranks of Race-School Groups
Table C-2 Mean Raw Scores and Standard Deviations of Race-School Groups by Area
Table C-3 Differences Between Mean Scores of Race-School Groups According to Grade Level in Each Area


DETERMINING THE RACE-SCHOOL HIERARCHY OF ACHIEVEMENT

The same method was used to obtain a general hierarchy of race-school group achievement in each area as was used to obtain the area hierarchy. The method was described in detail in Appendix B. There were four race-school groups in each area except in the two Oklahoma areas, where no mission schools participated. The standard scores assigned to groups of three and four ranks are as follows:

Rank of l
2
3
4		 60
50
40		 62
53
47
38

The mean standard score of each race-school group in each area is shown in Table C-la. Sixty-three ranks were utilized to obtain the mean standard score assigned to the ranks of all the race-school groups, with the exception of Indian children in Federal schools in the Billings area. In that area there were too few Indian children in Federal schools beyond the tenth grade to utilize them. Tests for significance between mean standard scores were made between the groups (Table C-1b). All comparisons within an area, with but two exceptions, exceeded the .01 level of confidence, to indicate the high probability that the differences were due to other than chance variation. The two exceptions both involved the same two race-school groups, Indian children in public and mission schools, in the Aberdeen and Albuquerque areas. In both cases the probability exceeded .05, indicating a relatively high probability that the differences were due to chance variation.

Table C-2 provides the mean raw scores and the number in each race-school group in each area on each test for every grade. By an inspection of this table one may see how the standard scores were assigned since the highest mean for a grade in an area was given a rank of one, and so on.

Tests of significance of difference between mean raw scores of race-school groups in an area were made. The results of these tests are shown in Table C-3.

Table C-1a

Table C-1b

Table C-1b

Table C-1b

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-2

Table C-3

Table C-3

Table C-3

Table C-3

Table C-3

Table C-3

 

 

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Last modified August 17, 2006

 

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