Volume 14 Number 1
October 1974

William J. Benham

In enrollment, a look at a five-year period, 1969 to 1973, reveals these developments for the service population of the Bureau of Indian Affairs. For the federal schools, the number of students served went from 51,976 to 50,199 a decrease of 1,777 students. Most of this change was in students served by boarding schools, which dropped in numbers from 36,263 in 1969 to 33,672 in 1973. This is a decrease of 2,591 boarding students with the number of day students increasing. Another change in the federal schools is the number of schools being operated under contract. In 1969 there was one school. In 1973, 12 schools were contracted to Indian groups serving 2,299 students.

The public schools also gained in enrollment. In 1969, 120,539 students were enrolled in these schools. In 1973, the number was 131,805--a gain of 11,266 for the period of 1969 to 1973.

The number of students in private (contract) or parochial schools increased from 17,056 in 1969 to 22,202 in 1973. The total number of students in school went from 189,571 in 1969 to 204,206 in 1973. This is an increase of 14,635 students of all ages in school.

These figures reflect developments on the reservations where most of the people served by the Bureau live. First, they probably reflect that as roads are developed or economic opportunities increase, the need for boarding schools is lessened. Economic development has been a main emphasis of most tribal groups. Second, it shows that the public schools are increasing in enrollment likely in direct ratio to the improvement in economic conditions.

What does the future hold for these Indian students? The answer to this is partially found in an objective of the Secretary of the Interior for the 1975 fiscal year. The objective is that "by the end of F.Y. 1975 at least one-fourth (50) of the Bureau schools will operate under the management system chosen by those served by the school."

In carrying out this objective, the people served by all schools operated by the Bureau of Indian Affairs--about 200--will review and determine the management system for that school (i.e., public, tribal contract or continued federal) including the various options available to upgrade, change, and innovate education programs for Indian children. This will be done through a series of meetings of tribal and community representatives with Bureau officials. A total of 100 presentations will be made during F.Y. 1975 to tribal groups and through the tribe, to local communities and school boards as a means of preparing one-fourth of the Bureau schools to undertake a comprehensive needs assessment leading to greater participation in program planning. The tribes and school boards at each of these 50 schools will be asked to prepare a resolution on their choice of a management system for the continued operation of the school.

This self-determination process could result in an increase in students enrolled in tribal contract schools or in public schools. Tribal contract schools began with the Rough Rock Demonstration School in 1967 which the writer helped establish. Such schools have the advantage of being under the direct authority of a Tribal Board of Education with opportunities to hire employees and purchase supplies and equipment not afforded the advisory boards which operate in conjunction with federal schools where Civil Service and federal procurement regulations provide a framework for school operations.

It is not unlikely that some of the tribal groups will choose the public schools. With Indian Education Committees which operate in conjunction with the Johnson-O’Malley funds gaining in authority and influence, it is possible that these schools will become increasingly responsive to the Indian people. Further, on many reservations such as Navajo and in Alaska, the number of Indian people serving on public school boards of education has increased dramatically.

Finally, as tribes succeed in their efforts to develop their land and improve social and economic programs, it would appear that the number of students enrolling in boarding schools will continue to decline.

All of this signals that this is indeed an era of change in Indian education. While the nature of the change is not known, evidence indicates that the direction for such change will come from the tribal groups themselves.

United States Department of Interior, Bureau of Indian Affairs, Fiscal Year 1973 Statistics Concerning Indian Education. Lawrence, Kansas: The Haskell Press, 1973, p. 6.

United States Department of Interior, Bureau of Indian Affairs, Fiscal Year 1969 Statistics Concerning Indian Education. Lawrence, Kansas: The Haskell Press, 1969, p. 7.