Some of us on the committee wrote the Bureau of Indian Affairs in mid-December. The only answer we received was when we were sent the notice of closure that went out to the school operators in early February, and a personal call that I had from Assistant Secretary Smith.

When we questioned the BIA concerning the reasons for the closures and the proposed placement of the students currently enrolled in the schools, we became concerned that the justification for closure of the schools and the plans for the students were questionable.

The purpose of this hearing is to give the administration the opportunity to explain the rationale for the closure of the schools and the plans for the current student population.

It is also in the best tradition of congressional hearings, established over decades in this country, to give the opportunity for people back home, who know these issues firsthand, to be heard in public hearings so that case will be there, and be a balanced presentation.

Actually, we have a situation where testimony will be presented by more Members of Congress, by tribal leaders, by school board members and concerned citizens. In fact, I invited an old-time friend of mine, Judge Weisenburger, from the State of North Dakota-who I see is here who has a long-time experience in the family relationship of American Indians, and I am very glad that he took the time to come down because I am sure he can answer many of the committee's questions from a firsthand basis.

Written testimony will be accepted by the committee. The record will remain open for further written testimony until March 15, 1982. In chairing the hearing, I intend to offer most of my comments during the questioning opportunities that I have with the assistant secretary, who has assured the committee that he will stay during the presentation of testimony by the people from the areas involved. I appreciate his being here.

At the present time. I would like to yield to my colleague, Senator Burdick, who I invited to ioin the committee for this hearing because of his deep interest in the Wahpeton school.

Senator Burdick, do you have an opening statement?

Senator BURDICK. Yes, sir.

STATEMENT OF QUENTIN BURDICK, A U.S. SENATOR FROM NORTH DAKOTA

Senator BURDICK. Thank you, Mr. Chairman.

I have been in contact with the Bureau of Indian Affairs since August 1981, on the possible closure of the Wahpeton Indian School. My first contact with concerned members from the WahpetonBreckenridge community and Indian Country came in a trickle, but it suddenly turned into a deluge when it became apparent and obvious that the Bureau intends to close the school as part of a package to save $5 million in fiscal year 1983.

My constituent letters have been direct and to the point. The school is providing a necessary role in caring for Indian children. It if were not for the existence of such an elementary boarding school, many of these children would be unable to obtain any basic educational requirements.

Further, is the fact that 85 percent of these students do not come from a stable family environment, and that has been substantiated by the Bureau.

These children were referred to the school for what the Bureau terms "social reasons." These reasons include chronic truancy in other school systems, single parents who are unable to provide a minimally secure home environment and social referrals in accordance with the courts.

I have personally visited with the children and toured the facility earlier this year. From that experience, I can well understand the very genuine respect that the community and Indian people have for those who provide a positive educational and secure atmosphere for these children.

According to Mr. Ken Smith's advance copy of the Bureau's testimony, the assumption has been made that a majority of the children attending a particular off-reservation boarding school will attend public schools. This assumption, by the Bureau's own admission, does not apply to the Wahpeton students because the lack of parents and/or homes does not allow them suitable education alternatives in either public school or other BIA schools and programs.

During my visit to the school, there was little that I could offer, as a U.S. Senator, in response to these children's inquiries about their immediate future. I think that everyone in this room can understand that without an immediate family support system, these children must have many anxieties.

Prior to my visit, Senator Andrews and myself wrote a letter to Mr. Smith on December 14, 1981, regarding our concerns for the children and the Bureau's plans to provide for alternative care. Finally after eight versions and 2 months, his letter was hand-delivered to our offices on Monday.

I am grateful that this oversight hearing allows my colleagues the opportunity to comment on the Bureau's proposal, its educational trust responsibilities, and its failure to consult with the 13 different reservations involved in this matter as directed by the policies of the Office of Indian Education Programs.

I am pleased that North Dakota was able to send such a good crosssection of expert witnesses to testify this morning. I think that they, along with the excellent selection of questions which will be directed to Mr. Smith by Senator Andrews and others, will more than adequately convey my personal feelings that the Wahpeton Indian School remain open beyond June 15.

Continuation of this elementary boarding school is the only clear alternative open to these children between the ages of 8 and 15.

As one Oglala Sioux student explained, "We want to finish school and do something with our lives, just like you people." Wahpeton offered this little girl hone, something that a public school and an unstable family life could not.

From her perspective she said, "The public schools are the ones that should be closed down because all they do is fight, skip school, and drink. I was once like that, too, but since I came up here. I always stay out of trouble and am a good student." From my visit, I know that her story is similar to many other children's.

I, along with others here, am interested in how the Bureau will actually save the Federal Government money by closing the Wahpeton Indian School, as well as providing these children optimism about their personal lives.

Mr. Chairman, based on that visit where I had many interviews, particularly with the children themselves, and with the instructors, they convinced me that many of the gains made by these young people will simply be lost if this school is closed.

They come from broken homes; they come from a very bad environment, and this is giving a good segment of our Indian people a chance to succeed in this world.

I want to thank you. Mr. Chairman, for this opportunity to speak. Senator ANDREWS. Thank you for your contribution, Senator.

Next, I understand, Senator Nickles from Oklahoma has an opening statement and some questions.

We appreciate hearing from you, Senator.

STATEMENT OF DON NICKLES, A U.S. SENATOR FROM OKLAHOMA

Senator NICKLES. Thank you, Mr. Chairman. We appreciate your giving us the opportunity to share some of our concerns and also ask the Bureau some questions relating particularly to the school I am concerned about, which is the Concho School in Oklahoma.

Mr. Chairman, as you know, the Concho School is located in Oklahoma. The children enrolled at Concho are aged from 6 years to 12 years old. Many are from broken homes and have very deep emotional problems. I am sure that everyone here would agree that these children have special needs way beyond the normal.

I am concerned about adequate numbers of dorm parents attending to the everyday emotional needs of these children. I believe that inadequate counseling has been available.

For many years, studies such as the Meriam Report, the Kennedy Report in 1969, and the "American Indians for Opportunity" have recommended the closure of off-reservation elementary boarding schools that separate the children from family and tribal culture.

I am here today because of my concern that we meet the commitment to adequately care for these voung children.

Mr. Chairman, I would like to read a telegram that I think states some of the concerns from many of the Oklahomans that are closely associated with this problem.

With regards to the 169 children at Concho Indian School in El Reno, our understanding is that one-quarter of the children are orphans, and the majority of the others are from poor home environment.

Our main goal was to keep these children together, not by being placed in foster homes or sent back into poor home environments. Looking toward this goal, we suggest the following: One. Concho School dormitories be kept open and the children have access to the El Reno public school. We ask that they are staffed with adequate dorm superivsors and counselors.

If that first proposal is not feasible, we suggest moving the children to another Indian dormitory facility in the State where they could attend public school near that location. We recommend staffing with the proper number of dorm supervisors and counselors.

Third, the other possible option would be to use the BIA building in Anadarko as a dormitory for the children, which would allow them to attend Anadarko Public School. We recommend staffing with the proper number of dorm supervisors and counselors.

It is signed by a number of State legislators who have involvement in that area.

Mr. Chairman, I would like to notify the Bureau that I have another hearing at 9:30; so, I am going to have to leave, but I would like to read a couple of the questions, and then leave these questions for you if you might give BIA a chance to respond to them at the conclusion of your list of questions?

Senator ANDREWS. I would be glad to, Senator.

Senator NICKLES. I would appreciate that very much.

One, I would like to know, how many children are presently enrolled in Concho? And, how many of those happen to be Oklahomans?

Also, we have information, or it is my understanding that the staff/pupil ratio is one staff person for every 2.3 children. I would like to know if that is correct.

I would also like to know, how many of the staff are actually qualified counselors?

I would also like to know, how many dorm parents are on duty at night?

And, also, whether or not a counselor is on duty after school hours? I would also like to know-we have heard-is it true that the children's possessions, including such items as small as toothbrushes, are locked in a centralized room.

I would also like to know if it is true that no pictures are on the walls of the dorms.

How has the boarding dormitory program with children attending public schools met the needs of children when compared to the boarding schools environment?

I would also like to know whether or not that would work for the elementary school age children.

Also, if the Concho children lived in dormitories and attended public schools, can the amount of dorm parents and counselors be increased?

And, so with that, Mr. Chairman, I am going to try and stay so I can at least hear their statement. Is BIA going to testify?

Senator ANDREWS. They are testifying next, Senator.

Senator NICKLES. I would like to hear what they came to say as much as I can, but I will probably have to leave. I am scheduled to be at a 9:30 meeting, but I do appreciate this opportunity. I will leave these questions with you if I do need to scoot.

Senator ANDREWS. Thank you, Senator, and we will see that the questions are answered.

I might point out that the Chair has statements from Senators Domenici, Garn, and Exon. Without objection, I will now place those in the hearing record.

[The statements follow:]

PREPARED STATEMENT OF SENATOR PETE V. DOMENICI, A U.S. SENATOR FROM THE STATE OF NEW MEXICO

Mr. Chairman, I am most pleased to state my strong support for the continuation of Federal funding for the Southwestern Indian Polytechnic Institute in Albuquerque, New Mexico.

SIPI is an important national resource for Indians and Native Americans from every state in our union. The 1982 tribal count of enrollees shows a total of 546 students from 84 tribes. This November 16, 1981, report also shows that New

Mexico pueblos and tribes had 88 enrollees and the Navajo Nation had 214 students at SIPI. Thus, the pueblos, tribes, and Navajos combined total more than half (55 percent) of Indians learning vocational trades at SIPI.

The instructional program includes such skill training as accounting, electronics, optical technology, drafting, dental assistants, civil engineering, and food preparation. Basic skills include English, mathematics, and speech. The success of this program is affirmed by the hiring record of graduates and the related support from such employers as Xerox Corporation, National Cash Register, Mountain Bell Telephone Company, the Indian Health Service units, the Bureau of Land Management, and the IBM Company.

The evaluator from the Bureau of Indian Affairs commended SIPI for many points including: "Being able to offer post-secondary vocational-technical education to American Indians and Alaska Natives that is contemporary, futureoriented, and not duplicative of other programs in Indian education; meeting both individual and tribal needs; attracting major industries as bridges for gainful employment; being able to maintain North Central Association of Colleges and Schools accreditation; and operating an effective school."

With these kinds of findings, Mr. Chairman, I am quite surprised that professional educators were apparently ignored in the Department of the Interior's decision to eliminate funding for the instructional program in the fiscal year 1983 budget request of the Administration. The fiscal year 1982 funding levels were $2,484,000 for instruction and $924,000 for operation and maintenance. While the Administration's fiscal year 1982 budget includes the funds for operation and maintenance, I believe that it is imperative that we in the Congress restore the instructional funds at the fiscal year 1982 level of $2.5 million.

Mr. Chairman, I am working with the pueblos, tribes, and the Navajo Nation to help them realize the potential benefits of private initiative. It is my firm belief that we can be successful in our long term efforts to create and maintain jobs, but we must be careful not to remove essential programs like SIPI that have established records of success. I predict that the plan for Indian economic development now being hammered out by the Sub-Cabinet Working Group will require a national facility very similar to SIPI. Therefore, I cannot see the advantage in stopping a program that works, only to scramble to start it up again when this Administration finds out that SIPI is needed.

I would like to close my remarks, Mr. Chairman, by thanking the many witnesses who have worked hard to tell SIPI's story. I want them to know that they have my pledge of support for the continuation of this vital vocational education activity. I am also in support of the efforts to attract innovations that would broaden the funding base by adding private and state commitments. With the active cooperation of the federal government, private industry, and the State of New Mexico, I believe we can build SIPI into a more attractive training ground for those who would rather earn their way through life.

PREPARED STATEMENT OF SENATOR JAKE GARN, A U.S. SENATOR FROM THE

STATE OF UTAH

I appreciate the opportunity to voice my concerns regarding the proposed closure of certain off-reservation boarding schools now operated by the Bureau of Indian Affairs. I am concerned about the decision to close these schools, particularly the Intermountain Inter-Tribal School which is located in Brigham City, Utah.

Intermountain is a unique school within the Bureau of Indian Affairs' educational system. Over half of its current enrollment consists of students classified as "special students," who are either handicapped, mentally retarded, emotionally disturbed and/or require special attention because of emotional and social problems. These students have not been able to adjust well to the academic and social pressures existing in the public school system and at on-reservation boarding schools. They enroll at Intermountain because of the educational opportunities it offers them where other school systems have failed. For this reason, Intermountain has established a reputable name in the Bureau's school system and in educational areas. Some of the current programs offered more extensively at Intermountain include a single parent program, an intensive guidance program, a strong mental health program, and an effective program for students with alcohol and drug abuse problems. Because of the overwhelming positive effects these programs have on Indian children with special needs, I feel that