Survey Looks at Feasibility of

CBE Studies

It is possible—but potentially difficult—to scientifically measure the value of culturally based education (CBE) at Native American schools. That's the conclusion of a national study conducted by the Northwest Regional Educational Laboratory.

A NWREL study team surveyed more than 100 CBE sites to uncover existing interventions and to determine the feasibility of doing experimental or quasi-experimental research on whether the programs increase academic achievement. Now NWREL researchers are taking the next step and designing a study to measure the programs' effects.

Prior to conducting the feasibility survey, a NWREL-led coalition completed an exhaustive review of CBE research. They found that only a handful of rigorous studies exist, and just one used random samples to examine the causal link between CBE and student achievement. "Using that study as an example, we said, 'such studies probably can be done.' But then we surveyed schools with CBE programs to see if random assignment is feasible in their situations," says Kim Yap, director of NWREL's Center for Research, Evaluation, and Assessment.

About 18 percent of the schools believed a random study could be carried out, while 38 percent said no and the remaining 44 percent were undecided. According to Yap, one of the main barriers is that parents perceive CBE as a benefit and would not support withholding such programs from students. One way to address that is to structure the study so that one sample receives CBE interventions while the other sample is placed on a "waiting list" and is served at a later time. "Another way to address the barrier is to create a CBE intervention from scratch and implement it with fidelity through federal or other funding," says Yap. "Students would be assigned randomly to participate in the intervention. Parents may be more willing to accept this arrangement since the program will be new and no students are deprived of any existing services."

While we don't know yet—empirically—whether CBE contributes to academic achievement, the initial NWREL survey did provide valuable information. "We now have a better sense of the lay of the land," says Yap. "We know what programs are out there, their characteristics, and which kids are being served. We also found that community cooperation—and perhaps even consent—is critical for a valid study."

NWREL researchers will be armed with that knowledge as they start the next phase, designing a framework to scientifically measure student achievement linked to CBE. The team will hold a national symposium to discuss the study design with other researchers and practitioners.

The study is available as a PDF online at www.nwrel.org/indianed/cbe/2004.pdf.