The CHAIRMAN. And they all have to go through the council. In the Navajo system, are they required to go through the council also, if they want their names to be considered? Mr. BONNER. Frankly, sir, I do not know the precise policies or practices of NACIE in soliciting information from constituents, but I would assume that the Navajo Nation as well as other organizations have let their feelings be known. The CHAIRMAN. Secretary Bonner and gentlemen, I thank you very much for your assistance this morning. We will be submitting questions to you based on your data. Mr. BONNER. Thank you, sir. [Information appears in Mr. Bonner's prepared statement in appendix.] The CHAIRMAN. With that, I thank all of you for participating in our hearing this morning. As I indicated, this will be the first of many hearings on Indian education. The committee now stands adjourned. [Whereupon, at 11:50 a.m., the committee was adjourned, to reconvene at the call of the Chair.] APPENDIX ADDITIONAL Material SUBMITTED FOR THE RECORD STATEMENT OF SENATOR JOHN MCCAIN OVERSIGHT HEARING ON THE OFFICE OF INDIAN EDUCATION MR. CHAIRMAN, I WANT ΤΟ COMMEND YOU FOR CONVENING THIS HEARING ON THE PROGRAMS AND POLICIES OF THE DEPARTMENT OF EDUCATION CONCERNING INDIAN EDUCATION, BECAUSE THE DEPARTMENT HAS SUCH AN IMPORTANT ROLE ΤΟ PLAY IN THE EDUCATION OF AMERICAN INDIANS, AS WELL AS OTHER AMERICANS. AMERICAN INDIANS TODAY CAN BE PROUD OF THE EVER-LARGER NUMBER OF INDIANS WHO OCCUPY POSITIONS OF DISTINCTION AND WHO THERE ARE BRING LEADERSHIP TO THE DIFFICULT ISSUES OF OUR TIME. MANY MORE YOUNG PEOPLE IN OUR SCHOOLS AND COLLEGES WHO ARE RECOGNIZED FOR THEIR SCHOLARSHIP AND FOR THEIR PROMISE. BUT IT CONTINUES ΤΟ BE TRUE THAT THE AVERAGE LEVELS OF EDUCATIONAL ACHIEVEMENT AMONG INDIAN CHILDREN AND YOUTH REMAIN VERY LOW ACROSS THE NATION. BY VARIOUS STANDARDIZED TESTS, FAR TOO MANY READ TWO OR THREE GRADE LEVELS BELOW OTHER AMERICANS. I WISH I COULD SAY THAT ARIZONA WAS AN EXCEPTION, BUT I CANNOT. I RESPECT THE EFFORTS THAT ARE BEING MADE BY EDUCATORS THERE, AND VERY RECENTLY BECAUSE OF MY CONCERNS - I WROTE TO THE STATE BOARD, INQUIRING ABOUT PROGRESS THAT MAY HAVE RESULTED FROM NEW INITIATIVES THAT HAVE BEEN TAKEN THERE. (31) IN THE INDIAN EDUCATION ACT, WE ESTABLISHED FEDERAL GRANT PROGRAMS TO ENCOURAGE PLANNING AT THE LOCAL LEVEL TO BRING ABOUT HIGHER LEVELS OF ACHIEVEMENT AMONG INDIAN LEARNERS. WE CHARGED THE OFFICE OF INDIAN EDUCATION WITH THE ADMINISTRATION OF THESE PROGRAMS, AND WE ALSO CHARGED THE OFFICE WITH PROVIDING LEADERSHIP TO INDIAN PROGRAMS ELSEWHERE IN THE DEPARTMENT. TODAY, I HOPE WE WILL OBTAIN A BETTER UNDERSTANDING OF THOSE PROGRAMS, AND I HOPE THAT WE WILL LEARN HOW THE DEPARTMENT IS PLANNING TO MAKE THE OFFICE OF INDIAN EDUCATION INTO AN EFFICIENT AND EFFECTIVE AGENCY. JUST THIS WEEK, MR. CHAIRMAN, I HEARD FROM THE CHAIRPERSON OF A PARENT ADVISORY COMMITTEE IN MESA, ARIZONA. THOUGH SCHOOL BEGAN THERE ON AUGUST 28, THE GRANT AWARD NOTICE FROM THE OFFICE OF INDIAN EDUCATION WASN'T RECEIVED UNTIL SEPTEMBER 21. FUNDS WERE NOT AVAILABLE UNTIL OCTOBER 3, AND THE SCHOOL DISTRICT WAS UNABLE TO EMPLOY THE PERSONNEL TO CARRY OUT AN EFFECTIVE PROGRAM. MY UNDERSTANDING IS AND I HAVE SO INFORMED MY CONSTITUENT THAT THE DEPARTMENT WILL BE SPEAKING TO THE PROBLEM OF LATE GRANT PAYMENTS AND WHAT IT IS DOING то ASSURE THAT SCHOOL DISTRICTS ARE NOT HANDICAPPED THROUGH LACK OF TIMELY FUNDING. IN CLOSING, MR. CHAIRMAN, I AM HOPEFUL THAT THIS HEARING WILL RESULT IN REAL IMPROVEMENTS IN THE ADMINISTRATION OF INDIAN EDUCATION PROGRAMS AND A RENEWED UNDERSTANDING IN THE DEPARTMENT OF EDUCATION OF THE IMPORTANCE WE HERE IN THE SENATE ATTACH TO THESE PROGRAMS. STATEMENT OF SENATOR FRANK H. MURKOWSKI SELECT COMMITTEE ON INDIAN AFFAIRS Mr. Chairman, I thank you and commend you for convening today's hearing. It is important as one means of addressing the persisting low levels of achievement found among far too many American Indian and Alaska Native children and youth. Though most persons are likely to think of the Bureau of Indian Affairs when they think of Indian education, most Indian students are in public schools; their school districts look to the Department of Education for Federal assistance in bringing about improved levels of achievement among their Indian students. In Alaska, the Bureau of Indian Affairs neither operates nor funds any schools. Except for a small number who attend private schools, all 21,000 Alaska Native children and youth attend public schools. Even though levels of State support for education are among the highest in the nation, Alaska school districts look to the Department of Education for supplemental programs and for leadership. Despite high per pupil expenditures, the average achievement levels of Alaska national averages. Native children and youth are well below Money alone does not solve problems of |