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The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native students in the United States. NIES is conducted under the direction of the National Center for Education Statistics through the National Assessment of Educational Progress (NAEP) on behalf of the U.S. Department of Education's Office of Indian Education (OIE). This study provides information on the academic performance of fourth- and eighth-grade American Indian/Alaska Native students in mathematics and reading, and on their educational experiences. The report presents results from the 2019 National Indian Education Study (NIES), which surveyed students, teachers, and school principals about the experiences of American Indian/Alaska Native (AI/AN) students in grades 4 and 8. The survey, which has a particular emphasis on Native language and culture, also provides perspective on the overall educational context for AI/AN students in the United States. In addition to the survey results, this report provides performance results in reading and mathematics for AI/AN fourth- and eighth-graders in the nation as well as for 15 states that have relatively large proportions of AI/AN students such that their state-level results could be reported in 2019. [For "National Indian Education Study 2015: American Indian and Alaska Native Students at Grades 4 and 8. NCES 2017-161," see ED572961.]

The National Indian Education Study (NIES) is designed to describe the condition of education for fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education's Office of Indian Education. This follow-up report focuses on two major concerns that have been raised throughout the first decade of NIES: (1) What contextual factors are associated with higher- and lower-performing AI/AN students on NAEP mathematics and reading assessments?; and (2) How do AI/AN students see themselves in terms of their Native languages, culture, and aspirations for the future? First, the report examines various factors associated with AI/AN students who performed at or above the 75th percentile and below the 25th percentile (i.e., "higher-performing" and "lower-performing" AI/AN students). Second, the report explores results derived from the combination of multiple related survey questions (i.e., composite variables) centered around Native language exposure, knowledge and interest in Native cultures, and academic engagement and expectations. The results presented in this report are focused on the responses of fourth- and eighth-grade AI/AN students to selected survey questions. Approximately 8,500 fourth-graders and 8,200 eighth-graders participated in the NIES 2015 student survey. The survey results displayed are reported as percentages of AI/AN students attending schools that varied in the proportion of AI/AN students within their student population--low AI/AN density public schools (less than 25 percent of students were AI/AN), high AI/AN density public schools (25 percent or more of students were AI/AN), or Bureau of Indian Education (BIE) schools. [NIES is directed by NCES and carried out by Educational Testing Service, Pearson Educational Measurement, American Institutes for Research, Westat, and Fulcrum. Additional support in the development of this report was provided by CRP, Inc. For the first version of this study "National Indian Education Study 2015: American Indian and Alaska Native Students at Grades 4 and 8. NCES 2017-161," see ED572961.]

The National Indian Education Study (NIES) is administered as part of the National Assessment of Educational Progress (NAEP) to allow more in-depth reporting on the achievement and experiences of American Indian/Alaska Native (AI/AN)1 students in grades 4 and 8. This report focuses primarily on two themes identified during the development of the NIES survey questionnaires: (1) To what extent are AI/AN culture and language part of the curricula?; and (2) To what extent are school resources available for improving AI/AN student achievement? The student survey questions selected for this report asked AI/AN students about the knowledge they had of their Native culture and language and their opportunities to learn more. Teacher survey questions asked teachers how they acquired and integrated culturally responsive materials, activities, and instruction into their lessons to enhance student learning. Questions from the school administrator survey asked school officials about how often members of the Native community participated in school events with students, parents, and teachers. This report is organized as follows: (1) The Introduction section includes information on sampling, participation, reporting, the NIES 2015 states, and the school types reported on in the survey question tables throughout this report; (2) The Survey Questionnaires section describes the purpose of the survey questions and the development process used to create them; (3) The Students and Native Culture section includes information about students' exposure to and participation in their Native culture and their experiences with Native language at home and in school; (4) The Teacher Characteristics section examines the ways in which teachers acquired the knowledge and skills they need to teach AI/AN students, teachers' self-identified race/ethnicity, and the culturally specific instructional practices used in reading and mathematics lessons; (5) The Schools and Community Engagement section examines AI/AN community member events that take place at school and the availability of good quality AI/AN books and other materials in school libraries or media centers; and (6) The Performance Results section provides information about the performance of AI/AN students at grades 4 and 8 in the nation and in the NIES states on NAEP reading and mathematics assessments from 2005 to 2015. Tables are appended.

A systematic survey of ions that could be responsible for features in the optical spectra of supernovae is carried out. Six different compositions that could be encountered in supernovae are considered. For each composition, the LTE optical depth of one of the strongest optical lines of each ion is plotted against temperature. For each ion that can realistically be considered as a candidate to produce identifiable features in supernova spectra, a sample synthetic spectrum is displayed. The optical depth plots and the synthetic spectra can provide guidance to studies of line identifications in the optical spectra of all types of supernovae during their photospheric phases., Comment: Accepted for a publication in the Astrophysical Journal Supplement Series. Figures and electronic versions of figures 10 may be obtained at: http: //www.nhn.ou.edu/~baron/papers.html

We use a Monte Carlo technique and assumed spatial distributions of dust and supernova (SN) progenitors in a simple model of a characteristic SN--producing disk galaxy to explore the effects of extinction on the radial distributions of SN properties in their parent galaxies. The model extinction distributions and projected radial number distributions are presented for various SN types. Even though the model has no core-collapse SNe within three kpc of the center, a considerable fraction of the core-collapse SNe are projected into the inner regions of inclined parent galaxies owing to their small vertical scale height. The model predicts that because of extinction, SNe projected into the central regions should on average appear dimmer and have a much larger magnitude scatter than those in the outer regions. In particular, the model predicts a strong deficit of bright core-collapse events inside a projected radius of a few kpc. Such a deficit is found to be present in the observations. It is a natural consequence of the characteristic spatial distributions of dust and core-collapse SNe in galaxies, and it leads us to offer an alternative to the conventional interpretation of the Shaw effect., Comment: 14 pages, 4 figures

NASA technical memorandum reports on research in damage and repair of composite-material structures of types used in airplane. Research includes: Identifying defect areas, determining whether particular kind of damage weakens structure in manner that degrades performance in intended application, developing repair procedures, and testing to demonstrate given repair procedure enables component to serve during remainder of its design life.

It is pointed out that graphite/polyimide (Gr/PI) composites are potential candidates for primary and secondary structural components in the next generation of reusable space vehicles and supersonic aircraft which are to possess operational capabilities involving the temperature range from 400 to 600 F. In connection with the considered applications, it is necessary to establish economic and reliable methods for the repair of Gr/PI composite components which have been damaged. The present investigation is concerned with the results of research conducted to develop a bonding process applicable to the repair of large areas in Gr/PI composite structural components. Attention is given to five repair techniques for Gr/PI composite materials. The techniques were employed to fabricate large panels from which flexure and short-beam-shear specimens were machined.

Repair techniques for graphite/epoxy and graphite/polyimide composite structures are discussed. Tension and compression test results for several basic repair processes that were applied to damaged specimens are shown to approach the strength of undamaged specimens. Other repair configurations currently under investigation are illustrated, and plans in the repair technology program are presented.

Parachutes lightweight coated fabrics air permeability under axial tensile loading and load cycling at room temperatures

Air permeability of lightweight fluorcarbon rubber-coated high temperature Nylon fabric under uniaxial tensile loads at room temperature

Axial slit effects on residual tensile strengths of polyethylene terephthalate film and fabric cylindrical shells

Stiffness properties of foam filled and air inflated fabric structures

Structural behavior and compressive strength of circular cylinders with longitudinal stiffening