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Since 1960 there has been a growing policy of Indian self-determination in the field of education of Indian youth. Two major federal government laws have put money behind this policy—The Indian Education Act (1972) and the Indian Self-Determination and Educational Assistance Act (1975). This leads to a policy of local self-determina tion for Indian tribes and Indian communities, and to greater responsibility of Indians as teachers and administrators. Dur ing this same period there has been a rapid expansion of the number of Indian students in college, most of them aided by government scholarship funds. There has also been a growth of schools on reservations, which are operated by local native school boards, with government funds. There remains the question of the basic goal of the educa tion of Indian youth—assimilation into the Anglo society or separate economic and social activity, based on tribal culture and tradition. Some form of cultural pluralism will be worked out, located between these two poles. The American Indian Policy Review Commission, estab lished by Congress for the 1975-77 period, has recommended a maximum of self-determination for Indians in their eco nomic, social, and educational life. For the next 20 years, it appears that the Indian tribes and communities will be finding their places in a permissive American society. How ever, the fact that more and more Indians are moving to large cities and trying to find a place in urban society, will tend to favor a degree of assimilation in the mainstream of economic and social life. An especially important and significant situation is pro vided by the Alaska Native Land Claims Settlement, which gives Alaskan Eskimos, Aleuts, and Indians a relatively large amount of money and land in return for the oil and minerals and land which has been and will be taken by the Anglo economy. Here, in contrast to nineteenth century dealings between the United States government and Indian tribes, the native Americans are receiving a fairly large amount of money and property, which goes to them as members of native corporations, or regional resident groups. What forms of per sonal and village or communal life will emerge from this situ ation ?

Since 1960, there has been a growing policy of Indian self-determination in the field of education of Indian youth. Two major federal government laws have put money behind this policy--The Indian Education Act & the Indian Self-Determination & Educational Assistance Act. This leads to a policy of local self-determination for Indian tribes & Indian communities, & to greater responsibility of Indians as teachers & administrators. During this same period there has been a rapid expansion of the number of Indian students in Coll, most of them aided by government scholarship funds. There has also been a growth of schools on reservations, operated by local native school boards, with government funds. The question of the basic goal of the education of Indian youth--assimilation into the Anglo society or separate economic & social activity, based on culture & tradition--is examined. Some form of cultural pluralism will be worked out, located between these two poles. Maximum self-determination has been recommended by the American Indian Policy Review Commission established by Congress for 1975-1977. Indian tribes & communities are increasingly expected to move to the cities, & this will favor assimilation into US social & economic life. In contrast to nineteenth-century government dealings with Indians, the Alaska Native Land Claims Settlement gives Alaskan Eskimos, Aleuts, & Indians a large sum of money & land in return for oil, minerals, & land taken by the white economy. Modified HA.