concerns and try to bring about some sort of understanding about why the basic needs are for Native people. When we can get those peop together to talk about their problems then I think we can start helping them.

Mr. HALL. May I interrupt here?

Mr. MEEDS. Yes.

Mr. HALL. Can you tell us why you consider this to be such problem?

Mrs. LAMEBULL. I think this is a problem all over the country. T Native people all over the country have never been in any sort of a power position or have never had a personal say in things that afet their lives and as a consequence have been suspicious and are suspicios of people who do have that power to say what's going to happen their lives and the lives of their children.

There have been in places I've worked and places I've been ther have been attempts made to try to bring the Native people and the powers that be together but these efforts have failed in some instances and people have become even more suspicious and more withdrawn. I think that may have happened in this area, too.

Mr. HALL. You mean one level of administration or several levels! Are you speaking about school administration now?

Mrs. LAMEBULL. Because that's what I'm involved in, ves, but I think that happens at all different levels. And I think that when the peop get together and they can talk about mutual problems then they ca probably start solving them--but there's that level of suspicion on both sides whether by-it's hard to start talking when you don't trust some body you can't talk your problems out on a truthful level. So it takes time to get that trust and that feeling that we're all working for the same thing.

Mr. MEEDS. How much did the Anchorage School District receive under the Indian Education Act in the last year?

Mrs. LAMEBULL. A little over $500,000.

Mr. MEEDS. Five hundred thousand.

Mrs. LAMEBULL. Five forty-something.

Mr. MEEDS. What kinds of programs did you spend that money on? Mrs. LAMEBULL. Those things that I talked about-the community counselors

Mr. MEEDS. About how much of it went for the community counselors?

Mrs. LAMEBULL. We have five community counselors in the schoolin this district that would be I'd say a little less than $100,000. Mr. MEEDS. OK, and what else?

Mrs. LAMEBULL. Three teachers who taught within the school dis trict, taught Native land claims, Native cultures, and their salaries I'd say was better than $50,000.

Mr. MEEDS. Anything else?

Native

Mrs. LAMEBULL. Special project tutors who worked within the 10 elementary schools that had the most number of Native students and the Native hospitals-they work 6 hours a day tutoring young children in various Indian cultures-those who needed help. Mr. MEEDS. Only young Native children?

Mr. MEEDS. Do you think any of the Johnson-O'Malley funds program benefit students other than Native students?

Mrs. LAMEBULL. Excuse me, it's not Johnson-O'Malley funds, it's Indian education funds.

Mr. MEEDS. But I'm still asking you the same question

Mrs. LAMEBULL. When we have Native resource people going into the classroom she'd talk to all the students in the classroom.

Mr. MEEDS. Can you give me an example of that?

Mrs. LAMEBULL. OK, let's say you're a teacher here in the District and you're doing a unit of the Eskimos in the Bethel area-you call our office and say "I'd like to have someone come in to demonstrate some of the art work that the people in the Bethel area are doing"- so we'll find somebody who can do that and send them out there.

Mr. MEEDS. Any other kinds of programs where the beneficiaries are other than Native children?

Mrs. LAMEBULL. None that I can recall.

Mr. MEEDS. The gentleman from Oklahoma.

Mr. RISENHOOVER. No questions.

Mr. MEEDS. Gentleman from Iowa.

Mr. BLOUIN. If possible Mr. Chairman I'd like to continue the breakdown of how that money was spent. You mentioned-you started on the 11 tutors. do you have a ball park figure on the cost of that? Mrs. LAMEBULL. It would be for salaries and training materials. Mr. BLOUIN. How much?

Mrs. LAMEBULL. $80,000.

Mr. BLOUIN. $80,000 can you think of anything other that's about half of the money, a little less.

Mrs. LAMEBULL. We offered a summer camping program this year from the funds that we had

Mr. BLOUIN. How much?

Mrs. LAMEBULL. That was about $50,000.

Mr. BLOUIN. If surplus funds-do you think the program is being over-funded or do you feel you haven't had time to get into gear and get moving on it or what?

Mrs. LAMEBULL. I think the way the program is funded when we don't hear until end of June or first part of July you can't get things going, you can't make commitments to people about positions or anything like that it hampers the program.

Mr. BLOUIN. Do you think the moneys are coming through too late to be of value in the immediate school year?

Mrs. LAMEBULL. Definitely. One of the programs that we couldn't run this past year was the land claims course we wanted to offer the first land claims course in the high school.

Mr. BLOUIN. Maybe you could carry this thing one step further and start with your talking about new programs that you intend to kick in to this coming school year out of the funds you know are available. Mrs. LAMEBULL. The funds we will have available this year will be a decrease of about $100,000.

Mr. BLOUIN. It's about $400,000 this year.

Mrs. LAMEBULL. $406,000, as opposed to $540,000. So I don't know if there are going to be any new programs or not.

62-746-76-18

Mr. BLOUIN. So this list you've given us of ongoing programs isn't complete, there are other things?

Mrs. LAMEBULL. There are other things, right.

Mr. MEEDS. Will the gentleman yield for a question?

Mr. BLOUIN. Sure.

Mr. MEEDS. Do you expect any kind of a carryover in funds?
Mrs. LAMEBULL. Yes.

Mr. MEEDS. How much?

Mrs. LAMEBULL. $70,000.

Mr. MEEDS. That's still only $350,000.

Mr. BLOUIN. About $200,000 a month. Could you for the record supply this committee with your present budget breakdown for that 540-something? I think it would be very helpful if we could keep the record open, Mr. Chairman, until we receive that and make it part of the record.

Mr. MEEDS. Yes, without objection, when it is received it will be made part of the record at the end of your testimony.

Mr. BLOUIN. Thank you.

Mr. MEEDS. Any further questions? [No response.] Thank you both very much.

[Budget breakdown submitted by Mrs. Lamebull follows:]

Hon. CARL D. PERKINS,

ANCHORAGE SCHOOL DISTRICT, Anchorage, Alaska, November 19, 1975.

House of Representatives, Rayburn House Office Building, Washington, D.C. SIR: Please find enclosed a copy of our budget breakdown for academic year 74-75 as per your request. I trust that this is the information you need for the records.

If I can be of further assistance, please do not hesitate to ask.
Sincerely,

Line item

EDNA LAMEBULL, Director, Indian Education Act.

TITLE IV-INDIAN EDUCATION ACT PROJECT-02-000-242-251-FISCAL YEAR 1974-75

Budget

30, 249.94 2,500.00 58,416.58 100, 208.63

Balance Description

-282.78 Program directory.

1,265.28 Other professional, Kelly.

1,904.96 Technical, counselors and tutors.

9,833.78 Special project tutors, secondary classified 9 mo.
2,791.38 Clerical.

-2,437.98 Consultants Lamebull, Tetpon.

96.28 Added days.

1,795.25 Special teachers.

240.00 Substitute teachers.

136.

137.

200.

303.

311.

313

343.

3,200.00

6, 229.97

9,766.94

24,016.96 Contracted services.

421.27 Field trips.

-1.03 Activity trips.

199.58 In district mileage.

245.38 Out of district travel.

27.60 Supplies and materials, community counselors.

-2,214.23 Teaching supplies.

1,430.52 Miscellaneous.

-346.17 Equipment.

INDIAN EDUCATION ACT-SUMMER ENRICHMENT PROGRAM-02-000-242-252, AS OF OCT. 31, 1975

3,732 32,020

$3, 109. 19 Camp director, $46 per day for 32 days; academic tutors, 4; counselors, (8 times $40 per day for 28 days equals $8,960; 8 times $40 per day for 4 days equals $1,280).

3,732.00 Fringe benefits.

10,087.00 Contractual.

1,200.00 Field trips.

760.00 Transportation. 1,747.00 Equipment.

1, 200

760 1,747

51,827

20, 635. 19

Mr. MEEDS. Our next witness is Ms. June Nelson, education program rector, Mauneluk Association, Kotzebue.

[Ms. Nelson not present-not yet arrived.]

Mr. MEEDS. OK, next is Mr. Elmer Ipalook from Tok, Alaska.

TATEMENT OF ELMER IPALOOK, STATEWIDE CHAIRMAN, STATEOPERATED SCHOOL SYSTEM, TOK, ALASKA, ACCOMPANIED BY NETTIE PERATROVICH, ALASKA UNORGANIZED BOROUGH SCHOOL DISTRICT, ANCHORAGE, ALASKA

Mr. IPALOOK. Mr. Chairman, I have no prepared testimony-howver, I am statewide chairman for the state-operated school system— hich is now the Alaska Unorganized Borough School District, Nettie ill speak for me.

Mr. MEEDS. Nettie, are you going to testify for Tok and also on your wn behalf--I'll give you 20 minutes if you want it.

MS. PERATROVICH. Mr. Chairman, Elmer Ipalook is our statewide hairman for the state-operated school system which is now the Alaska norganized Borough School District-at least the Alaska Legislature ave us that name.

My name is Nettie Peratrovich.

We have the largest grant awarded under title IV part A of the ndian Education Act in the Nation. The 5,595 Alaska Native students ve serve through this program are located from Metlakatla to Arctic Village, over to Wales, through the Aleutian chain and all other unrganized boroughs in the State. The Alaska Unorganized Borough School District, formerly the Alaska State-operated School System, s now in the process of regionalizing. The present system is being dministered here in Anchorage. These regions are served by regional Superintendents. This program had seven field coordinators in the regions last year.

The Indian Education program at AUBSD serves all Alaska Naive students in the Alaska school district-including American Indian students and Natives on military base schools. After administrative costs are subtracted from the total grant award, the rest is divided up on a per capita basis. Each school-117-will then be notified how much money the parent committee will have to plan with this year we have $85 as compared with $130 last year per Native student in the school. The larger schools such as those in the city of Bethel received over $90,000 last year. Last year our grant award was $1,121,000 so

each small rural school received a base grant of $2,000 to have a program, if there were less than 12 Native students.

The small base grant of $2,000 made it possible for even our smallest, poorest and most isolated of schools to receive this amount to have a program. Although it seems most fair that all students should share equally, there are other considerations both the district and parent committees took into account. Our larger schools such as Metlakatlaover 300 students-Tanana and Bethel are modern, well-equipped schools. Our smaller, more remote village schools are the exception when a final facility is found.

Our IEA field coordinators work with all the communities in their respective regions. Those regions not having a field coordinator are served by an at-large coordinator as well as the central office staff.

This year we have had to cut a coordinator's position due to a $285,000 cut in our grant award.

The Indian Education Act program has made many contributions to our farflung schools. In the Glennallen region-7 schools-ice hockey rinks were built last year, this year they purchased other P.E. equipment such as wrestling mats. In the Tanana region almost all of the parent committees have decided to have bilingual and bicultural programs. Over 80 schools in the district now have VTR's where none existed before. In many communities these serve as entertainment in the evening for everyone as well as an educational media instrument during the regular classroom hours. Last year over 30 schools built play decks or a play area to keep the children out of the mud that is often over a foot deep around the schools in the spring. Two schools purchased chemical toilets as the only other working toilet was an outhouse and located 200 feet from the school. Needless to say, the parent committee not being happy about having their children go out in 40- and 50-degree below zero weather to go, used their money wisely. Where some schools are inundated with all kinds of equipment and supplies most of our smaller schools face a lack of even the basic things. There are some schools without adequate books and not any, but the larger schools have specialized reading programs.

More and more we are hearing that field trips are being discouraged in the title IV, part A program at the national level. The parent committee feels, and we share their concerns, that field trips should not be prohibited. Our isolated students see very little outside their villages and fish camps. It is very difficult to teach our rural students to read from books that depict cars, highways, stop lights, and signs and never have they even seen these things-which of course handicaps them in the classroom.

Our pre and post testing on Iowa basis tests reveal that our students show remarkable grade increases after being exposed to the city contraptions they have only seen before in books.

There are continuing rumors that the Indian Education Act will come under the Indian Self-Determination Act. This program has been successful in involving the parents of our students in their school program. The Indian Self-Determination Act was written for reservation Indians. I personally feel that this would be a step backwards for us in Alaska in this particular program. Why should we not be contracting for those services that Americans enjoy, such as the right to a free public education. True, in Alaska we are millions of dollars away from