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The failing gap between Native American and non-Native American students widened in the first post-pandemic term, reaching a low pass rate of 1 out of 11 in Fall 2021. The gap then narrowed gradually, with the lowest failing grades at 23% in Spring 2023, alongside culturally-responsive instructional practices and an alignment with a Benally learning cycle.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-post-pandemic-achievement-gap-in-indigenous-students-in-a-first-semester-mixed-level-language-course/600372/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-post-pandemic-achievement-gap-in-indigenous-students-in-a-first-semester-mixed-level-language-course/600372.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the achievement gap change after the first post-pandemic semester?","Question",{"text":112,"@type":113},"The gap widened during the first post-pandemic semester, reaching a point where only 1 out of 11 Native American students passed in Fall 2021.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which research questions does the paper address?",{"text":117,"@type":113},"It asks (1) the disparity in failing rates between Native American and non-Native American students in Spanish 101 and (2) which pedagogical modifications support Native American students’ academic success.",{"name":119,"@type":110,"acceptedAnswer":120},"What instructional approach does the author report using to support Native American students?",{"text":121,"@type":113},"The author describes a classic teaching style with longer lecture time, monitored note-taking, consistent attendance requirements, in-person communication, and clearly communicated grading differentiation strategies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600372,1792165193,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| | The Post-Pandemic Achievement Gap in Indigenous Students ina First-Semester Mixed-Level Language Course |\n| --- | --- |\n|  |  |\n\nAna Maria Diaz-Collazos, Fort Lewis College  \nAbstract  \nThis paper analyzes data from Native American students' attainment in a first-semester Spanish language course at an indigenous-serving institution before, during, and after the pandemic. The gap between Native American and non-Native American students increased during the first post-pandemic semester to the point that just one out of 11 Native Americans passed the course in the fall of 2021. After that, the gap between Native American and non-Native American students gradually narrowed until reaching the lowest failing grades of 23% in the spring 2023. In my teaching, Native American students benefit from a classic teaching style involving longer lecture time, monitored note-taking, consistent attendance requirements, in-person communication, and clearly communicated differentiation strategies for grading. This may align with the cycle of learning outlined by Benally (1994): Nitsáhákees (Thinking), Nahat’á (Planning), Iiná (Living) and Sihasin (Assuring).  \nKeywords: COVID education, achievement gaps, Native American students, indigenous pedagogies, culturally-responsive teaching  \nIntroduction  \nThis paper presents a case study in which I examine the performance of Native American students enrolled in a first-semester Spanish course in comparison to their non-Native American counterparts. Specifically, I analyze the outcomes of DFW grades (D=failing grade, F=non-attendance, W=withdrawal) among Native American students and non-Native American students at Fort Lewis College, a public liberal arts institution located in Southwest Colorado. Native American students at this college benefit from a full tuition waiver, incurring mainly in fee charges. This information is public through the college database which I accessed through Ask Analytics. This case study investigates students’ performance before (Fall 2019), during (Fall 2020-Spring 2021), and after (Fal 2021-Spring 2023) the COVID-19 pandemic.  \nThis paper seeks to respond to the following research questions:  \nResearch Question 1: What is the disparity in failing rates between Native American and non-Native American students in Spanish 101 classes?  \nResearch Question 2: Which pedagogical modifications appear to be effective in supporting Native American students for academic success?  \nTo address these questions, I present the amount of DFWs among Native American students in my Spanish courses against non-Native American students. I qualitatively examine the pedagogical strategies I applied during post-pandemic learning loss to reduce the achievement gaps between Native American and non-Native American students. Native American students encompass those registered to United States reservations, representing diverse tribal indigenous nations like Diné (Navajo), Comanche, Lakota, Ute, Apache, Pueblo, but this also includes Alaska Natives and Pacific Islanders. Non-Native American students include individuals of various ethnicities, including White, African American, Hispanic, and others. To maintain clarity, the terminology “Native Americans” and “non-Native Americans” will be used throughout the study. Also, in reference to the population, I’ll refer to them as Diné since this is most commonly used by students when stating the cultural origins. Their name using tribal language is Diné, while “Navajo” was a label given by the Spanish conquerors.  \nThis paper starts by describing the student population at Fort Lewis College and the development of my Spanish courses, to follow with a comprehensive examination of the existing literature on several key themes, including post-pandemic learning setbacks, and achievement disparities within racialized student populations. Following this literature review, I outline my research methodology, to later present quantitative data and findings derived f","cbCaidSnm2w6H0zJ","https://ap.wps.com/l/cbCaidSnm2w6H0zJ","pdf",327223,"English","# Introduction\n## Research questions and study scope\n## Positionality and terminology\n# The Setting\n## Fort Lewis College context\n## Program history and course development","[{\"question\":\"How did the achievement gap change after the first post-pandemic semester?\",\"answer\":\"The gap widened during the first post-pandemic semester, reaching a point where only 1 out of 11 Native American students passed in Fall 2021.\"},{\"question\":\"Which research questions does the paper address?\",\"answer\":\"It asks (1) the disparity in failing rates between Native American and non-Native American students in Spanish 101 and (2) which pedagogical modifications support Native American students’ academic success.\"},{\"question\":\"What instructional approach does the author report using to support Native American students?\",\"answer\":\"The author describes a classic teaching style with longer lecture time, monitored note-taking, consistent attendance requirements, in-person communication, and clearly communicated grading differentiation strategies.\"}]","The Post-Pandemic Achievement Gap in Indigenous Students in a First-Semester Mixed-Level Language Course | PDF",1792090557,48]