G. Field Report-New York

1. BACKGROUND

The Indian population in New York State numbers about 15,000, of whom about 10,000 live on 80,000 acres of reservation land. New York Indians differ from other states' Indian groups in their relationship to the Federal government. The State existed before the Federal government, did not cede any of its territory to the Federal government (as did some of the other states), and thus its Indian lands were at no time Federal property. Partly as a result of this history and partly in consequence of the State's pattern of direct dealings with the Indian residents, Federal authority through the Bureau of Indian Affairs has rarely been exercised. In New York State today, the state provides virtually all welfare services, has jurisdiction over all criminal offenses and civil disputes arising on Indian reservations, and takes full responsibility for the education of Indian children as well. The sole recent interaction between a New York Indian tribe and the Federal government was initiated in 1964 when the sum of $12,000,000 was paid to the Seneca Indians in compensation for the flooding of their lands occasioned by the building of the Kinzua dam; a BIA representative was assigned, and an office set up at Salamanca, to help administer the rehabilitation program.

Indian reservations in New York State, their tribe and membership, are shown in the table below;1 the map following shows their locations.

1 New York State Department of Social Welfare, The Indian Today in New York State, prepared by John Hathorn (Albany, 1967).

The Shinnecock and Poosepatuck Tribes, presumably of Algonquin Indian origin live on lands granted to them by the Colonial Government. New York State recognizes these as reservations although the Bureau of Indian Affairs does not.

SOURCE: New York State Department of Social Welfare, The Indian Today in New York State,

The great majority of New York's reservation Indian students attend public schools in one of the ten local school districts that contracts with the State Department of Education to provide for their education. Three all-Indian State-owned elementary schools remain. on reservations, also operated under contract with public school districts. Under these contracts, the Department pays all charges including transportation, tuition, and the cost of operating and repairing the three reservation schools.

With a total enrollment, kindergarten through grade twelve, in the 1966-67 school year of 2,543 students, enrollment of New York Indians has steadily increased; it continues to increase by about 50 each year. Enrollment statistics are presented in tables 2 to 4 below.

1 New York State Education Department, "Indian Education in New York State 1846-1968" (October 1968).

1 Annual reports of the Interdepartmental Committee on Indian Affairs, 1964-65; 1967-68, 1968-69.

The Department also makes available up to $1,000 each year for a maximum of four years for post high school training for each qualified reservation student. For the second time, in the 1967-68 school year, all New York reservations sent students into postsecondary institutions. Graduates who attend out of state schools, however, are not eligible for assistance.

35-479-69-vo!. 2-15

Onondaga..

St. Regis..

Tuscarora..

Total..

TABLE 4. INDIAN CHILDREN HOUSED IN SCHOOLS LOCATED ON THE RESERVATIONS

INDIAN CHILDREN HOUSED IN PUBLIC SCHOOLS ADJACENT TO THE RESERVATIONS

1 Annual Reports on the Interdepartmental Committee on Indian Affairs, 1964-65; 1967-68, 1968-69.

The cost to the State for the education of its Indian young people is shown in Table 5, below.

Since the total cost of all State services rendered to the Reservations during the 1967-68 year amounted to approximately $2,900,000, education consumed a major portion of the State's total Indian budget, and, one assumes, must be regarded with some importance.

Data regarding the Indian's performance is not readily available since the Indian student population is, by and large, integrated into public school systems. According to Harold Segerstrom, a member of the State Education Department and Chairman of the Committee on Student Aid to Indians, "The drop-out rate among Indian students is significantly higher than among their non-Indian counterparts in each of the contracting school districts," and "Eighteen percent of the Indian reservation pupils, grades 1-12, in addition to those attending ESEA Title I summer programs, need remedial and summer make-up study to maintain achievement at grade levels." 3 Mr. Donald Benedict, Director of the Division of School Supervision, says, "We should very much like to provide social workers for assignment in our schools to work with Indian youth and parents. We feel significant improvement can be made if this were done." Other goals which Mr. Benedict cites for Indian education in New York State are quoted below: *

(a) Pre-kindergarten programs should become a part of every reservation Indian child's education. This will require working with school administrators, boards of education, and, particularly, Indian parents.

(b) In-depth studies are needed to assess the effectiveness of present elementary school programs as related to Indian pupils in each of the contracting school districts. Supervisory assistance and more adequate financing may well be needed to strengthen recommended programs.

(c) Greater leadership on the part of the Department is needed to encourage high school drop-outs between the ages of 18-25 years to enroll in vocational programs and/or high school equivalency programs. This effort will require a closer liaison with the contracting school districts and the student drop-outs.

(d) Curriculum materials relating to New York State Indian culture should be prepared at the State level. Such materials, over and above those available through the regular State curriculum, are being requested by contracting school districts, parents, tribal groups, and the young people.

(e) Close supervision of post-secondary students is vitally needed. At one time, such supervision was found to be highly effective. The only reason supervision of these students is not carried out now is lack of staff. With the current group of 110 postsecondary students, at least a third should be visited this school year.

(f) The Department needs to give more attention to the adult population on all eight reservations. This will require more staff than is now available to work closely with the contracting school districts and reservation adults. Of current concern on all reservations are adult education for Indians and their participation in school and community affairs affecting the education of Indian children.

Harold Segerstrom, "A Proposal to Create a Bureau of Indian Education" (January 3, 1969) Memo to Donald O. Benedict.

Donald O. Benedict, Director of Division of School Supervision, the University of the State of New York, to Adrian Parmeter (September 24, 1968).