School Facilities: Reported Condition and Costs to Repair Schools Funded
by Bureau of Indian Affairs (Letter Report, 12/31/97, GAO/HEHS-98-47).
Pursuant to a congressional request, GAO presented information on the
physical condition of Bureau of Indian Affairs' (BIA) schools, focusing
on the: (1) amount of funding that BIA reports is needed to repair
educational facilities; (2) condition of BIA school buildings and
building features; (3) adequacy of school environmental conditions; and
(4) extent to which schools are physically capable of meeting the
functional requirements of education reform and computer and
communications technology.
GAO noted: (1) BIA reports that the cost of the total inventory of
repairs needed for BIA education facilities is $754 million; (2) this
includes the cost of repairs to all school buildings, including
dormitories for students and employee housing; and (3) data from GAO's
1994 National School Facilities Survey show that, compared to other
schools nationally, responding BIA schools: (a) are generally in poorer
physical condition; (b) have more unsatisfactory environmental factors;
(c) more often lack key facilities requirements for education reform;
and (d) are less able to support computer and communications technology.
--------------------------- Indexing Terms -----------------------------
REPORTNUM: HEHS-98-47
TITLE: School Facilities: Reported Condition and Costs to Repair
Schools Funded by Bureau of Indian Affairs
DATE: 12/31/97
SUBJECT: Facility maintenance
Facility repairs
Educational facility construction
Educational facilities
Repair costs
Safety standards
Native American education
Indian lands
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Cover
================================================================ COVER
Report to the Honorable
Byron L. Dorgan, U.S. Senate
December 1997
SCHOOL FACILITIES - REPORTED
CONDITION AND COSTS TO REPAIR
SCHOOLS FUNDED BY BUREAU OF INDIAN
AFFAIRS
GAO/HEHS-98-47
Condition of BIA Schools
(104896)
Abbreviations
=============================================================== ABBREV
BIA - Bureau of Indian Affairs
SMSA - standard metropolitan statistical area
Letter
=============================================================== LETTER
B-278570
December 31, 1997
The Honorable Byron L. Dorgan
United States Senate
Dear Senator Dorgan:
In 1995, we reported on the condition of the nation's school
buildings, but we did not separately describe the state of schools
funded by the Bureau of Indian Affairs (BIA).\1 On the basis of
schools' responses to our 1994 nationally representative survey
regarding the condition of school facilities, we estimated that the
nation's schools needed about $112 billion\2 to repair or upgrade
facilities to good overall condition.\3 Responses to our survey
indicated that about 33 percent of America's schools reported needing
extensive repair or replacement of one or more buildings; almost 60
percent reported problems with at least one major building feature,
such as plumbing; and about 50 percent reported unsatisfactory
environmental conditions. Furthermore, many reported lacking
critical physical capabilities to meet the functional requirements of
education reform and key technology elements to support computers and
communications technology.
BIA has invested millions of dollars in schools to create an
environment where Native American children can be educated and
prepared for the future. Like other schools in the nation, the BIA
schools require maintenance and capital investment and must be
designed and equipped to meet the needs of today's students and
tomorrow's workers. For these reasons, you asked for information on
the physical condition of BIA schools similar to that presented in
our earlier reports on the physical condition of the nation's
schools. In response to your request and subsequent discussions with
your office, this report presents information on (1) the amount of
funding that BIA reports is needed to repair educational facilities,
(2) the condition of BIA school buildings and building features, (3)
the adequacy of school environmental conditions, and (4) the extent
to which schools are physically capable of meeting the functional
requirements of education reform and computer and communications
technology.
To answer these questions, we obtained information from BIA about the
cost of repairing all BIA schools. We also analyzed the responses of
BIA schools to our 1994 School Facilities Survey and compared
responding BIA schools with other groups of schools in the nation.
In addition, we visited three BIA schools that had responded to our
survey, and seven additional BIA schools. During our visits, we
observed schools; interviewed school and tribal officials; and
examined relevant documents related to facilities. (See app. I for
a more detailed discussion of our methodology.)
As was the case with the data reported in our previous reports, all
data are self-reported, and we did not independently verify their
accuracy.
--------------------
\1 For more detailed discussion of the condition of the nation's
school buildings, including building features and environmental
conditions, and their ability to meet the functional requirements of
education reform and support technology, see School Facilities:
Condition of America's Schools (GAO/HEHS-95-61, Feb. 1, 1995) and
School Facilities: America's Schools Not Designed or Equipped for
21st Century (GAO/HEHS-95-95, Apr. 4, 1995), respectively.
\2 Sampling error is plus or minus 6.61 percent.
\3 "Good" condition means that only routine maintenance or minor
repair is required. "Overall" condition includes both physical
condition and the ability of the schools to meet the functional
requirements of educational programs.
RESULTS IN BRIEF
------------------------------------------------------------ Letter :1
BIA reports that the cost of the total inventory of repairs\4 needed
for BIA education facilities is $754 million. This includes the cost
of repairs to all school buildings,\5 including dormitories for
students and employee housing. Data from our 1994 National School
Facilities Survey show that, compared with other schools nationally,
responding BIA schools (1) are generally in poorer physical
condition, (2) have more unsatisfactory environmental factors, (3)
more often lack key facilities requirements for education reform, and
(4) are less able to support computer and communications technology.
--------------------
\4 This does not include the costs of replacing school buildings.
BIA's priority list for constructing education facilities includes
eight unfunded school replacement projects with a total estimated
cost of $112 million.
\5 Any one school may have more than one building.
BACKGROUND
------------------------------------------------------------ Letter :2
While most Native American children attend regular public schools,
about 10 percent attend BIA schools, which are funded by BIA and
operated either by BIA or by various tribes through grants or
contracts from BIA. BIA schools are found in 23 states but are
highly concentrated in 5--North Dakota, South Dakota, Arizona, New
Mexico, and Washington--as figure 1 shows. (See app. II for
information on individual BIA schools by state.)
Figure 1: Locations of BIA
Schools in School Year 1996-97
(See figure in printed
edition.)
Source: Data are from BIA, Office of Indian Education Programs.
BIA funded 173 schools\6 (including boarding schools) in school year
1996-97, with a total enrollment of 47,214. The schools ranged in
size from 15 to 1,144 students, with about one-half enrolling fewer
than 200 pupils. Enrollment in BIA schools is growing and overall
has increased 25 percent since 1987. Most of this growth has
occurred in the last 5 years. Growth in BIA's day schools,\7
which do not provide student housing, has increased more rapidly--47
percent since 1987, 24 percent since 1992.
BIA officials told us that BIA schools are often located in isolated
areas and have to provide and maintain extensive campus
infrastructures because they are too far from population centers to
have access to town or city services. For example, one school we
visited had to house and maintain a fire truck on campus because it
is too far from the nearest city to use its fire department. In
addition, some schools must provide dormitory space for students
and/or housing for faculty and staff because they are so distant from
population centers. BIA officials told us that this isolation may
also contribute to maintenance difficulties and costs when materials
have to be shipped long distances and construction/repair staff have
to be housed while on site.
Officials also told us that about 25 percent of BIA school buildings
are at least 50 years old,\8 and many of these buildings are on the
National Historic Register. BIA officials told us that this listing
often restricts the ability to make education-related renovations and
improvements.
--------------------
\6 BIA also funded 14 peripheral dormitories.
\7 In school year 1996-97, BIA's day schools enrolled 26,752
students.
\8 In our previous work on school facilities, we found that building
age alone is not significant; rather, building condition depends on
how buildings are maintained. See GAO/HEHS-95-61, Feb. 1, 1995.
BIA REPORTS NEEDING MILLIONS TO
IMPROVE EDUCATIONAL FACILITIES
------------------------------------------------------------ Letter :3
BIA reports that, as of October 1997, the cost of the total inventory
of repairs needed for education facilities at all BIA schools is $754
million. This includes $693 million for repairs to school buildings,
including dormitories for students. It also includes $61.7 million
in repairs needed for education quarters such as employee housing.
BIA's inventory of repairs needed--the facilities backlog--is an
amalgam of information collected by architects, engineers, and BIA
staff over the years. The inventory describes in detail individual
work items required by national standards and codes such as the
Uniform Building Code, National Fire Codes, and National Electrical
Codes to repair the facilities. The facilities backlog contains the
repair cost for deficiencies identified in a building or at a site.
The deficiencies may involve safety and health, access for persons
with disabilities, or noncompliance with other building codes. BIA
is currently developing a new Facilities Management Information
System and will be validating and reassessing the entire facilities
backlog and inventory. The validation will include professional
estimates of the cost of all backlog repair items and a determination
of the relative economic values of repair versus replacement. The
system development and validation projects are scheduled for
completion in fiscal year 1999.
Our 1994 survey asked school officials to estimate the total cost of
all repairs, renovations, and modernizations required to put their
school buildings in good overall condition.\9 The amounts reported by
the 71 BIA schools responding to our survey were generally in
agreement with BIA's estimates of the costs required to address the
inventory of repairs needed at these schools.
--------------------
\9 We asked respondents to rate the overall condition of their school
buildings on a six-point scale: excellent, good, adequate, fair,
poor, or replace. See GAO/HEHS-95-61, Feb. 1, 1995.
MOST BIA SCHOOLS RESPONDING TO
OUR SURVEY REPORTED LESS THAN
ADEQUATE CONDITIONS
------------------------------------------------------------ Letter :4
Sixty-two percent of the BIA schools responding to our survey
reported having at least one building in need of extensive repair or
replacement. As shown in table 1, a greater number of the responding
BIA schools reported having buildings in less than adequate condition
than did rural/small town schools, central city schools, or all
schools nationally.
Table 1
Percentage of Schools With Buildings in
Less Than Adequate Condition
National estimates for
----------------------------
Respondi Rural/ Central All
ng BIA small town city scho
Type of building schools schools\a schools\b ols
------------------ -------- ---------- ---------- ----
Original buildings 46 24 31 26
Attached and/or 41 16 22 18
detached
permanent
additions to
original
buildings
Temporary 51 31 29 28
buildings
At least one 62 30 38 33
building in less
than adequate
condition
----------------------------------------------------------
\a Rural/small town is defined as either a rural area (a place with a
population of less than 2,500 and defined as rural by the Bureau of
the Census) or a small town (a place not within a standard
metropolitan statistical area (SMSA) with a population of less than
25,000 but greater than or equal to 2,500 and defined as urban by the
Bureau of the Census).
\b Central city is defined as a large central city (a central city of
a SMSA with population greater than or equal to 400,000 or a
population density greater than or equal to 6,000 per square mile) or
a mid-size central city (a central city of an SMSA but not designated
a large central city).
Officials at the three responding schools that we visited told us
that although some repairs and improvements had been made, overall
conditions had not changed materially since our 1994 survey. For
example, one school was completing a new permanent addition that will
provide classrooms for kindergarten, first, and second grades, but
most of its students will remain in temporary buildings, that is,
portable classrooms.
In addition, our survey data generally showed that the responding BIA
schools reported more inadequate building features and environmental
conditions than did schools nationally. These data also showed that
the responding BIA schools more often reported that they met the
requirements and needs for educational reform "not well at all."\10
However, with regard to technology elements, the responding BIA
schools were generally more comparable to schools nationally,
particularly central city schools.
--------------------
\10 Survey respondents rated the ability of their school facilities
to meet the financial requirements of key education reform activities
on the following scale: very well, moderately well, somewhat well,
and not well at all.
BUILDING FEATURES
---------------------------------------------------------- Letter :4.1
As shown in table 2, relatively more responding BIA schools reported
building features such as roofs; plumbing; and heating, ventilation,
and air-conditioning systems to be inadequate than did other schools.
Almost four-fifths of the responding BIA schools reported having at
least one inadequate building feature. In comparison, about one-half
to two-thirds of the other groups of schools reported at least one
inadequate building feature.
Table 2
Percentage of Schools With Inadequate
Building Features
National estimates for
----------------------------
Respondi Rural/ Central All
ng BIA small town city scho
Building feature schools schools schools ols
------------------ -------- ---------- ---------- ----
Roofs 49 24 33 27
Framing, floors, 46 17 22 18
and foundations
Exterior walls, 56 22 34 27
finishes,
windows, and
doors
Interior finishes 42 21 30 24
and trims
Plumbing 53 29 34 30
Heating, 66 33 42 36
ventilation, and
air-conditioning
Electrical power 36 23 32 26
Electrical 46 22 29 25
lighting
Life safety codes 59 16 22 19
At least one 79 52 66 57
inadequate
building feature
----------------------------------------------------------
During our visits to three responding schools, school officials told
us that some repairs had been made, but conditions had not changed
substantially. These repairs were often referred to as "Band-Aids"
that kept the school operating but did not permanently correct the
deficiency. Officials from the responding schools as well as the
other BIA schools we visited complained that the operations and
maintenance funds budgeted for their school were insufficient to
properly maintain their facilities. For example, several schools
were using outdated, difficult to maintain heating systems, but funds
were not budgeted for boiler replacements.
ENVIRONMENTAL FACTORS
---------------------------------------------------------- Letter :4.2
Generally, the responding BIA schools also reported more
unsatisfactory environmental conditions than did schools nationwide.
As table 3 shows, on almost every environmental factor, about twice
as many responding BIA schools as all schools nationally reported
having unsatisfactory environmental conditions. Almost all of the
BIA schools reported having at least one unsatisfactory environmental
condition, exceeding even the problems reported by central city
schools. For example, several of the schools that we visited
reported outdated or inadequate heating systems. These systems are
difficult and costly to repair and are not energy efficient,
officials told us.
Table 3
Percentage of Schools With
Unsatisfactory Environmental Conditions
National estimates for
--------------------------------
Respondi Rural/ Central
Environmental ng BIA small town city All
factor schools schools schools schools
-------------- -------- ---------- ---------- --------
Lighting 30 11 20 16
Heating 44 17 23 19
Ventilation 52 24 32 27
Indoor air 38 17 22 19
quality
Acoustics for 49 27 32 28
noise control
Flexibility of 67 52 60 54
instructional
space
Energy 61 39 46 41
efficiency
Physical 57 24 26 24
security of
buildings
At least one 94 54 65 50
unsatisfactory
environmental
condition
----------------------------------------------------------
EDUCATIONAL REFORM
REQUIREMENTS
---------------------------------------------------------- Letter :4.3
Responding BIA schools also more often reported that their facilities
met the requirements and needs for educational reform "not well at
all." As table 4 shows, for many important educational reform
activities--such as large-group instruction, laboratory science, and
library/media center--substantially more of the responding BIA
schools than other groups of schools reported that their facilities
met the needs for educational reform "not well at all." For example,
one school we visited was originally designed for 250 students but
now has 354. A school official told us that in order to accommodate
the increased enrollment, the school has had to convert storage space
to other uses.
Table 4
Percentage of Schools Reporting They
Meet the Functional Requirements of Some
Key Educational Reform Activities "Not
Well at All"
National estimates for
--------------------------------
Respondi Rural/ Central
ng BIA small town city All
Activity schools schools schools schools
-------------- -------- ---------- ---------- --------
Instructional activities
----------------------------------------------------------
Laboratory 63 37 48 42
science
Large-group 72 40 39 38
instruction
Storage of 59 31 30 31
student
assessment
materials
Display 51 28 27 28
student
assessment
materials
Library/media 25 13 14 13
center
Small-group 12 8 12 10
instruction
Support activities
----------------------------------------------------------
Day care 80 82 76 78
Before-/ 67 66 54 59
after-school
care
Social and 52 28 27 27
health care
services
Parent support 43 23 24 24
activities
Private areas 42 23 30 26
for
counseling
and testing
Teacher 28 12 15 13
planning
----------------------------------------------------------
TECHNOLOGY ELEMENTS
---------------------------------------------------------- Letter :4.4
Finally, as table 5 shows, many of the responding BIA schools
reported having insufficient capability in each of several
communications technology elements needed to meet the functional
requirements of modern educational technology. However, in this
particular regard, these BIA schools were more comparable with other
schools in the nation. For example, a little more than one-half of
both the BIA schools and other schools reported insufficiency of
telephone lines for modems, and more than 80 percent of all groups of
schools reported insufficiency of fiber optic cable.
Table 5
Percentage of Schools Reporting
Insufficient Technology Elements
National estimates for
--------------------------------
Respondi Rural/ Central
Technology ng BIA small town city All
element schools schools schools schools
-------------- -------- ---------- ---------- --------
Computers for 31 21 32 25
instructional
use
Computer 37 25 38 29
printers for
instructional
use
Computer 62 46 61 52
networks for
instructional
use
Modems 70 54 65 58
Telephone 59 52 61 56
lines for
modems
Telephones in 75 58 67 61
instructional
areas
Television 26 13 19 16
sets
VCR/laser disk 34 31 39 34
players
Cable 68 30 33 32
television
Conduits/ 74 56 67 61
raceways for
computer/
computer
network
cables
Fiber optic 88 84 90 87
cable
Electrical 60 40 55 46
wiring for
computers/
communication
s technology
Electrical 41 28 43 35
power for
computers/
communication
s technology
----------------------------------------------------------
During our visits to BIA schools and interviews with BIA officials,
we were told that BIA schools had been acquiring additional computers
for the past several years and, in many instances, had installed
networks. Officials told us that many of the schools either have
Internet access or expect to be connected in the near future. On the
basis of these reports, it appears that our 1994 survey data on
computers and communications technology may be somewhat outdated.
AGENCY COMMENTS
------------------------------------------------------------ Letter :5
In commenting on our draft report, the Department of the Interior
generally agreed with our findings. Interior suggested several
corrections in the numbers of schools and enrollment counts, which we
incorporated in the report. Interior also emphasized the unique
situation faced by BIA schools. It pointed out that, because of
their locations, many BIA schools require extensive infrastructure,
such as sewer lines and sewer lagoons, waterlines and elevated water
storage tanks, fuel storage tanks, and electrical back-up generators.
BIA funds the operation and maintenance of this infrastructure.
Interior's comments appear in appendix III.
---------------------------------------------------------- Letter :5.1
As agreed with your office, unless you release its contents earlier,
we will make no further distribution of this report until 30 days
after the date of this letter. At that time, we will send copies to
the Secretary of the Interior and other interested parties.
The major contributors to this report were D. Catherine Baltzell,
Assistant Director, and Wayne M. Dow, Evaluator-in-Charge. Please
call me at (202) 512-7014 if you or your staff have any questions
about this report.
Sincerely yours,
Carlotta C. Joyner
Director, Education and
Employment Issues
METHODOLOGY
=========================================================== Appendix I
In the spring of 1994, we undertook a survey to determine the
physical condition of America's 80,000 schools. All Bureau of Indian
Affairs (BIA) schools were included in our survey sample. We
surveyed a nationally representative sample of about 10,000 public
schools in over 5,000 school districts. We asked about (1) the
physical condition of buildings and major building features, such as
roofs, framing, floors, and foundations; (2) the status of
environmental conditions, such as lighting, heating, and ventilation;
(3) the ability of schools to meet selected functional requirements
of education reform, such as having space for small- and large-group
instruction; and (4) the sufficiency of data, voice, and video
technologies and the infrastructure to support these technologies.\11
Findings from the 1994 survey have been statistically adjusted
(weighted) to produce estimates that are representative nationally,
as appropriate. (The sampling errors for the national estimates
contained in this report do not exceed plus or minus 5 percentage
points unless otherwise stated.) However, although all BIA-funded
schools were included in our sample, only 41 percent, or 71,
responded to the survey. This response rate is too low to permit us
to make estimates for all BIA schools. Therefore, we have not
weighted the BIA data, but rather have reported only on the
responding BIA schools.
We augmented the 1994 survey with more recent visits to selected
school districts and schools. In September 1997, we visited three
BIA schools that had responded to our survey, and seven additional
BIA schools. During our visits, we observed schools; interviewed
school and tribal officials; and examined relevant documents related
to facilities. We also interviewed BIA officials, and examined data
from BIA's Facilities Management System.
All data are self-reported, and we did not independently verify their
accuracy. We conducted our study of BIA schools between August 1997
and December 1997 in accordance with generally accepted government
auditing standards.
--------------------
\11 See School Facilities: America's Schools Report Differing
Conditions (GAO/HEHS-96-103, June 14, 1996) for a copy of the survey
and discussion of the sampling strategy.
BIA SCHOOLS FOR SCHOOL YEAR
1996-97, BY STATE
========================================================== Appendix II
Percentage change
-----------------------
Enrollment Number of
, Since FY Since FY portable
Name City Grades FY 1997 1987 1992 classrooms
------------------ ------------ -------- ---------- ------------ --------- ----------
Arizona
-------------------------------------------------------------------------------------------
Casa Blanc Day Bapchule K-4 332 148 36 6
School
Wide Ruins Chambers K-6 242 69 30 3
Boarding School
Black Mesa Chinle K-8 93 79 16 2
Community School
Cottonwood Day Chinle K-8 250 -7 30 0
School
Low Mountain Chinle K-5 245 83 28 2
Boarding School
Rough Rock Chinle K-12 349 -9 -25 \a
Community School
Cibecue Community Cibecue K-12 468 138 75 13
School
Blackwater Coolidge K-2 63 19 0 1
Community School
Dennehotso Dennehotso K-8 342 36 13 1
Boarding School
Theodore Roosevelt Fort Apache 6-8 110 31 41 0
School
Greasewood Springs Ganado K-8 384 -13 10 0
Community School
Kinlichee Boarding Ganado K-6 139 15 -1 1
School
Nazlini Boarding Ganado K-6 131 -9 -1 0
School
Hotevilla Bacavi Hotevilla K-7 132 33 15 3
Community School
Pine Springs Houck K-4 89 89 33 0
Boarding School
Kaibeto Boarding Kaibeto K-8 455 8 35 0
School
Chilchinbeto Day Kayenta K-8 126 -5 -7 0
School
Kayenta Boarding Kayenta K-8 444 -3 19 3
School
Hopi High School Keams Canyon 7-12 476 -15 -9 1
Keams Canyon Keams Canyon K-6 115 -21 95 0
Boarding School
Hopi Day School Kykotsmovi K-6 86 -16 41 0
Rocky Ridge Kykotsmovi K-8 206 -2 -15 1
Boarding School
Gila Crossing Day Laveen K-6 111 -24 12 3
School
Lukachukai Lukachukai K-8 421 1 7 0
Boarding School
Chinle Boarding Many Farms K-8 513 -12 -7 0
School
Many Farms High Many Farms 9-12 351 -25 -2 23
School
Polacca Day School Polacca K-6 177 3 38 7
Cove Day School Red Valley K-6 74 14 19 0
Red Rock Day Red Valley K-8 238 -7 6 \a
School
Rock Point Rock Point K-12 547 25 16 0
Community School
Salt River Day Scottsdale K-6 228 24 51 2
School
Second Mesa Day Second Mesa K-6 241 1 10 8
School
San Simon School Sells K-8 286 -11 -10 0
Santa Rosa Sells K-8 331 -27 -7 2
Boarding School
Tohono O'Odham Sells 9-12 166 \b -17 0
High School
Shonto Preparatory Shonto K-8 656 -13 5 0
School
Hunters Point St Michaels K-5 124 -2 8 0
Boarding School
Havasupai School Supai K-8 95 25 8 2
T'iis Nazbas Teecnospos K-8 357 -18 -13 0
Community School
Tonalea (Red Lake) Tonalea K-8 310 -9 7 3
Day School
Greyhills High Tuba City 9-12 434 -4 -3 0
School
Moencopi Day Tuba City K-6 179 281 52 4
School
Tuba City Boarding Tuba City K-8 1,110 23 28 1
School
Santa Rosa Ranch Tucson K-8 127 28 3 2
School
John F. Kennedy White River K-8 185 23 6 3
Day School
Dilcon Boarding Winslow K-8 417 -28 -6 0
School
Leupp Boarding Winslow K-12 421 13 7 0
School
Little Singer Winslow K-6 99 102 29 0
Community School
Seba Dalkai Winslow K-6 165 -22 -5 0
Boarding School
California
-------------------------------------------------------------------------------------------
Sherman Indian Riverside 9-12 518 -2 36 0
High School
Noli School Santa 6-12 47 \b \b 0
Jacinto
Florida
-------------------------------------------------------------------------------------------
Ahfachkee Day Clewiston K-12 80 67 33 0
School
Miccosukee Indian Miami K-12 82 58 5 \a
School
Iowa
-------------------------------------------------------------------------------------------
Sac & Fox Tama K-8 80 8 27 3
Settlement School
Idaho
-------------------------------------------------------------------------------------------
Coeur D'Alene De Smet K-8 80 45 82 \a
Tribal School
Shoshone-Bannock Fort Hall 7-12 186 389 88 \a
School
Kansas
-------------------------------------------------------------------------------------------
Kickapoo Nation Powhattan K-12 100 25 35 \a
School
Louisiana
Chitimacha Day Jeanerette K-8 53 51 13 1
School
Maine
-------------------------------------------------------------------------------------------
Indian Island Old Town K-8 89 3 -12 1
School
Beatrice Rafferty Perry K-8 109 -19 -17 \a
School
Indian Township Princeton K-8 134 41 -6 2
School
Michigan
-------------------------------------------------------------------------------------------
Bahweting Sault Sainte K-8 175 \b \b 1
Anishinabe Marie
Hannahville Indian Wilson K-12 157 85 112 0
School
Minnesota
-------------------------------------------------------------------------------------------
Bug-O-Nay-Ge Shig Cass Lake K-12 430 40 -16 0
School
Fond Du Lac Cloquet K-12 141 62 -15 5
Ojibway School
Nay Ah Shing Onamina K-12 323 773 546 0
School
Circle of Life White Earth K-12 168 102 24 2
Survival School
Mississippi
-------------------------------------------------------------------------------------------
Red Water Carthage K-8 109 22 31 2
Elementary School
Conehatta Conehatta K-8 199 30 39 0
Elementary School
Boque Chitto Philadelphia K-8 126 8 -5 1
Elementary School
Choctaw Central Philadelphia 9-12 402 \b 59 0
High School
Choctaw Central Philadelphia 7-8 142 \b 11 1
Middle School
Pearl River Philadelphia K-6 464 \b 40 3
Elementary School
Tucker Elementary Philadelphia K-8 89 -7 -19 0
School
Standing Pine Walnut Grove K-6 80 60 23 0
Elementary School
Montana
-------------------------------------------------------------------------------------------
Busby School Busby K-12 190 -7 27 0
Two Eagle River Pablo 7-12 138 151 55 0
School
Nevada
-------------------------------------------------------------------------------------------
Duckwater Shoshone Duckwater K-8 15 0 -25 0
Elementary
Pyramid Lake High Nixon 9-12 48 -4 41 2
School
New Mexico
-------------------------------------------------------------------------------------------
Sky City Community Acoma K-8 312 5 30 1
School\c
Dzilth-Na-O-Dith- Bloomfield K-8 344 4 -4 4
Hle Community
School
Dibe Yazhi Crownpoint K-8 244 18 32 0
Habitiin Olta Inc.
Lake Valley Navajo Crownpoint K-8 119 1 -2 0
School
Mariano Lake Crownpoint K-6 261 101 39 3
Community School
T' iists' oozi' Crownpoint K-8 573 28 34 0
Bi' O' lta
Tse' ii' ahi' Crownpoint K-4 168 167 47 3
Community School
Na' Neelzhiin Ji' Cuba K-8 393 16 7 0
Olta (Torreon)
Ojo Encino Day Cuba K-8 240 20 17 0
School
Pueblo Pintado Cuba K-8 345 70 33 3
Community School
Santa Clara Day Espanola K-6 129 13 -4 2
School
Navajo Preparatory Farmington 9-12 174 -21 10 0
School
Wingate Elementary Fort Wingate K-8 670 28 36 6
School
Wingate High Fort Wingate 9-12 634 -14 4 1
School
Nenahnezad Fruitland K-7 392 -12 -6 2
Community School
Bread Springs Day Gallup K-3 159 66 28 3
School
Isleta Elementary Isleta K-6 210 -23 -5 10
School\c
Jemez Day School Jemez Pueblo K-6 181 -1 -8 1
Laguna Elementary Laguna K-5 370 \b 3 7
School\c
Laguna Middle Laguna 6-8 191 \b 198 0
School\c
To' hajiilee-he Canoncito K-12 376 22 12 2
(Canoncito)\c
Alamo Navajo Magdalena K-12 371 2 5 0
School
Mescalero Apache Mescalero K-12 439 \b 121 4
School
Crystal Boarding Navajo K-6 168 24 -2 0
School
Tohaali Community Newcomb K-8 263 -37 -5 0
School
Pine Hill Schools Pine Hill K-12 501 37 34 3
Baca Community Prewitt K-4 166 54 14 2
School
San Felipe Pueblo San Felipe K-6 349 15 10 4
Elementary Pueblo
School\c
Ohkay Owingeh San Juan K-6 59 -16 37 \a
Community Pueblos
Sanostee Day Sanostee K-3 110 31 38 4
School
San Ildefonso Day Santa Fe K-6 24 -29 -23 2
School
Santa Fe Indian Santa Fe 7-12 545 13 -4 0
School\c
\TeTsu Geh Oweenge Sante Fe K-6 56 24 12 3
Day School\c
Atsa' Biya' a' zh Shiprock K-6 181 202 97 2
Community
Beclabito Day Beclabito K-4 99 -6 -12 4
School
Shiprock Northwest Shiprock 9-12 159 49 2 0
High School
Taos Day School Taos K-7 164 82 40 0
Dlo' Ay Azhi Thoreau K-6 151 34 30 1
Community School
Chuska/Tohatchi Tohatchi K-8 635 13 15 0
Consolidated
School
Chi-Ch' il-tah/ Vanderwagon K-8 261 61 17 0
Jones Ranch
Zia Day School Zia Pueblo K-6 84 6 -6 3
North Carolina
-------------------------------------------------------------------------------------------
Cherokee Central Cherokee K-12 1,128 19 15 10
School
North Dakota
-------------------------------------------------------------------------------------------
Ojibwa Indian Belcourt K-8 340 -3 -1 25
School\c
Turtle Mountain Belcourt K-8 1,144 28 16 0
Elementary and
Middle School
Turtle Mountain Belcourt 9-12 572 57 25 2
High School
Theodore Jamerson Bismarck K-8 108 35 14 0
Elementary
Dunseith Day Dunseith K-8 237 45 44 0
School\c
Tate Topa Tribal Fort Totten K-8 464 21 13 4
School
Standing Rock Fort Yates K-12 597 32 7 7
Community School
Twin Buttes Day Halliday K-8 35 -24 6 6
School
Mandaree Day Mandaree K-12 250 37 20 1
School
White Shield Roseglen K-12 179 35 13 1
School
Trenton School Trenton K-12 77 \b \b 0
Circle of Nations Wahpeton 4-8 198 -33 -18 1
School
Oklahoma
-------------------------------------------------------------------------------------------
Riverside Indian Anadarko 4-12 355 14 11 3
School
Sequoyah High Tahlequah 9-12 297 49 41 0
School
Oregon
-------------------------------------------------------------------------------------------
Chemawa Indian Salem 9-12 341 -5 -1 0
School
South Dakota
-------------------------------------------------------------------------------------------
Tiospa Zina Tribal Agency K-12 432 118 79 \a
School Village
American Horse Allen K-8 187 43 8 0
School
Rock Creek Day Bullhead K-8 84 -6 1 2
School
Cheyenne-Eagle Eagle Butte K-12 1,009 12 17 3
Butte School
Flandreau Indian Flandreau 9-12 500 -14 -17 4
School
Crow Creek Sioux Fort K-5 198 32 6 4
Tribal Elem. Thompson
Swift Bird Day Gettysburg K-8 54 32 -16 \a
School
Takini School Howes K-12 309 \b 20 5
Little Wound Day Kyle K-12 818 60 20 4
School
Little Eagle Day Little Eagle K-8 100 -3 20 1
School
Lower Brule Day Lower Brule K-12 350 28 6 2
School
Wounded Knee Manderson K-8 203 12 -10 0
School District
Marty Indian Marty K-12 301 9 10 0
School
Promise Day School Mobridge K-8 19 -32 73 \a
Loneman Day School Oglala K-8 397 111 58 2
Pierre Indian Pierre 1-8 253 35 54 3
Learning Center
Pine Ridge School Pine Ridge K-12 863 51 16 0
Porcupine Day Porcupine K-8 152 103 79 0
School
St. Francis Indian St. Francis K-12 583 33 22 0
School
Crow Creek Stephan 6-12 352 133 56 6
Reservation High
Crazy Horse School Wanblee K-12 358 21 12 0
Enemy Swim Day Waubay K-8 81 224 153 3
School
White Horse Day White Horse K-8 37 -23 -3 \a
School
Utah
-------------------------------------------------------------------------------------------
Aneth Community Montezuma K-6 278 24 28 0
School Creek
Navajo Mountain Tonalea K-8 131 -10 7 0
Boarding School
Washington
-------------------------------------------------------------------------------------------
Muckleshoot Tribal Auburn K-8 102 437 108 2
School
Lummi High School Bellingham 9-12 84 \b \b 6
Lummi Tribal Bellingham K-8 225 196 39 7
School System
Quileute Tribal La Push K-12 79 52 98 3
School
Wah-He-Lute Indian Olympia K-9 51 82 9 \a
School
Paschal Sherman Omak K-8 166 78 20 3
Indian School
Chief Leschi Puyallup K-12 759 420 93 0
School System
Yakima Tribal Toppenish 7-12 89 78 98 1
School
Wisconsin
-------------------------------------------------------------------------------------------
Lac Courte Hayward K-12 300 91 56 0
Oreilles Ojibway
School
Menominee Tribal Neopit K-8 251 \b 27 0
School
Oneida Tribal Oneida K-12 587 299 125 0
School
Wyoming
-------------------------------------------------------------------------------------------
St. Stephens St. Stephens K-12 286 -11 -18 1
Indian School
===========================================================================================
Total 47,214 25 18 302
-------------------------------------------------------------------------------------------
Note: Schools listed in this table exclude peripheral dormitories.
\a Not reported.
\b Not applicable.
\c School visited by GAO.
(See figure in printed edition.)Appendix III
COMMENTS FROM THE DEPARTMENT OF
THE INTERIOR
========================================================== Appendix II
(See figure in printed edition.)
*** End of document. ***