One criticism of the academic standards (and the tests used to assess student performance) is how they reflect the dominant White majority history, culture and values.
"We want our children to see themselves reflected in
the diversity of the curriculum and teaching staff."
— Saint Paul NEAT
May 15, 2009 - Advisory Task Force on Minnesota American Indian Tribes and Communities and K-12 Standards-Based Reform Report To the Legislature - Examines and provides recommendations related to the impact of state and federal standards-based reform on American Indian students enrolled in Minnesota schools, including whether the state education standards and assessments are appropriate for American Indian students; American Indian students are fairly compared; American Indian students receive the assistance they need to achieve the state standards; and schools receive financial and technical assistance sufficient to meet the educational needs of American Indian students, Minnesota Department of Education.
"The state’s current standards/assessment design forces cultural assimilation practice by excluding American Indian culture, history, or contributions from the state’s Academic Standards."
September 8, 2008 - Minnesota Comprehensive Assessment-Series II (MCA-II) Minnesota Test of Academic Skills (MTAS) Report on Standard Setting: Science - Documents the procedures and the outcomes of the standards setting meetings held for the MCA–II and the MTAS in Science, grades 5, 8 and high school, Minnesota Department of Education.
MCA-II Educator Panel Evaluation Results
Nineteen of 23 educators participating in the MCA-II Science standard setting meetings indicated the process was fair and unbiased. The remaining panelists abstained from indicating their opinion (page 32).
MTAS Educator Panel Evaluation
26 of 32 panelists indicated the MTAS Science standard setting process was fair and unbiased. One panelist could not say it was unbiased due to not all cultural points-of-view being included.
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