The Iu Mien

This quantitative research study examined Iu Mien high school students of one high school in the Sacramento Valley for possible connections between their acculturation level and academic achievement to address the following research questions: 1. What impact does the degree of acculturation have on the academic success of the Iu Mien high school student? 2. What are appropriate instructional practices to assist Iu Mien high school students? The research study utilized two established Likert-type self-rating surveys to address research questions one (East Asian Acculturation Measure, EAAM, Barry, 2001) and two (Culturally Responsive Beliefs and Practices of General and Special Education Teachers Implementing Response to Intervention in Diverse Elementary School, RCELD, Robinson, 2010). Thus this quantitative research study provided the opportunity to triangulate student acculturation level, cumulative GPA, and learning environment conducive to multicultural education. The research study resulted in following four main findings: 1) The Iu Mien high school students rated themselves as being integrated, 2) The instructional faculty felt that they have implemented relevant multicultural education to support RCELD student needs in the following areas: Effective school-wide and classroom academic differentiated intervention pedagogy, and effective school-wide collaboration, 3) The school is participating between pervasive tolerance and pervasive acceptance level of multicultural education (Nieto, 2004), and 4) The cumulative assessment of the three previous finds indicated that there were no significant differences between Iu Mien students classified as being assimilated and integrated.