The standards-based reform movement has the potential to improve American Indian education. The philosophy underlying the language arts standards that promotes the active use of authentic language and the teaching of skills in context, and the constructivist theory of learning reflected in the mathematics and science standards are both consistent with American Indian ways of teaching. Performance-based assessment and multiple measures can avoid the cultural bias found in standardized tests. The Bureau of Indian Affairs has developed complementary standards that infuse aspects of Indian culture into the national standards. The application of the new standards to special education students and the emphasis on inclusion should result in fewer Indian children being misplaced into special education programs. Some concerns around standards-based reform that Indian people must address include the need for improved instruction and assistance for students who need it to meet the standards and pass graduation exams; the need to assure that standards and assessments are appropriate for Indian students; the need for increased professional development and teacher preparation programs; and the need to demand that states and the Bureau of Indian Affairs assist schools that have low-performing students. American Indians must understand what standards-based reform means for their children, demand the good parts of it, and protect their children from abuse that might come from it. Implications and recommendations for future research are discussed. (Contains 45 references.) (TD)