Indian students have the lowest level of academic achievement, and the highest dropout rates in the nation according to the United States Department of Education. Additionally, Indian students are disproportionately placed in special education and remediation programs in public schools. This research project investigates the possible reasons creating this massive social problem for American Indian tribes.

Guiding this research are the following questions: How do tribal cultures affect Indian student achievement? Why is there a continuing history of low educational performance among Indian students? Why do studies continue to support the general findings that Native American students continue to qualify for Title I compensatory programs; and disproportionately placed in special education classes compared to dominate Euro American students? Does a lack of understanding of tribal cultures by public schools adversely affect American Indian student achievement?

The purpose of this study is to determine if a common cluster of cultural characteristics between tribes, and the public schools lack of knowledge and understanding about Native cultures, contributes significantly to the poor performance of Native American students in all areas of educational indicators. Data were gathered through the qualitative method of in-depth personal interviews.

Information was recorded, transcribed and analyzed for emerging and recurring themes and patterns relating to the purpose of this study. Findings revealed an overwhelming wealth of information from the case studies directly related to Native culture and achievement in public schools.

This phenomenological study investigated an emergent theory that the unique cultures of Native Americans have a direct relationship to many Indian students' abilities to achieve in America's public schools. Throughout the history of Indian education, national reports have repeatedly stated that school curricula need to consider the cultural and language differences of Indian students.