A remarkable generalization of the Zabolotskaya equation

DOCUMENT RESUME ED 024 479 RC 002 080 By-Cummiskey, J.K.; And Others State of Alaska Regional Secondary School System Implementation Plan. Final Report Training Corp. of America, Falls Church, Va. Spons Agency-.Alaska State Dept. of Education, Juneau. Pub Date 3 Feb 67 Note- 95p. EDRS Price MF-$0.50 HC-$4.85 Descriptors-Boarding Homes, Community Benefits, Comprehensive High Schools, Construction Costs *Construction Needs, Economic Progress, *Educational Facilities, Educational Objectives, *Educational Planning. Financial Support. Housing Needs, Junior High Schools, Operating E.oenses, Population Trends, *Regional Schools, Research and Development Centers, *Rural Areas, Rural Education, Statistical Data Identifiers-*Alaska A detailed study of Alaskan education and population reports and statistics, and evaluation of regional sites has resulted in recommendations for a two-phase facilities implementation plan: (1) construction of 6 large regional secondary schools (by 1974) and a center for Arctic Education and Research (by 1%9) and (2) completion of a total of 14 secondary schools by 1980. Educational objectives, school and housing needs, compensatory programs, costs and funding, and the economic and social impact of regional secondary schools are discussed. Summary recommendations, a bibliography, and appendices conclude, the document. A related document is RC 002 508. (SW) EF DATE earaan......r.... CEPS EDC UFRC OTHER RBJCS STATE OF ALASKA REGIONAL SECONDARY SCHOOL SYSTEM IMPLEMENTATION PLAN FINAL REPORT February 1967 IQ 0 TRAINING CORPORATION OF AMERICA, INC. FALLS CHURCH, VIRGINIA ea,,,-'7.11mINNI700. U.S. DEPARTMENT (fl HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING U. POINTS CF VIEW OR OPINIONS HATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. STATE OF ALASKA REGIONAL SECONDARY SCHOOL SYSTEM IMPLEMENTATION KAN Final Report to the Alaska State Department of Education 3 February 1967 Prepared by Training Corporation of America 3. K. Cumniskey and 3. D. Garcia Principal Investigators ABSTRACT TCA has developed this implementation plan through a detailed study of Alaskan educational and population statistics and reports, on site evaluation of Alaskan communities and interviews wlth more than one hundred Alaskan administrative, educational and BIA personnel. The interim report was prepared by John Garcia, the final report by J. Kenneth Cummiskey with the assistance oroVrtraITEMTMI-erjnkl:.-'8"aiafrail""va"R. C. Coates. A two phase implementation plan is presented recommending the construction of six large regional secondary schools by 1974, and a total of 14 secondary schools by 1980. Specific counselling, cross-cultural and dormitory programs are discussed along with a recommended Center for Arctic and Educational Research. Cost estimates are made covering the first seven years of the program, and alternative methods of funding are suggested. ii TABLE OF CONTENTS PART ONE 1. SUMMARY AND RECOMMENDATIONS 1.1 Introduction 1.2 General Educational Objectives for Secondary Education for Rural Aladkans 1.3 Recommendations for Developing a Regional High School System for Rural Alaskans I-1 1-3 PART TWO 2. IMPLEMENTOION PLAN II- 1 2.1 Introduction and General Plan 2.1.1 Need for Schools 2.1.2 Need for Housing 2.1.3 Elementary and Special Programs 2.1.4 Construction Priorities 2.2 Phase I Implementation 2.2.1 Center for Arctic Education and Research 2.2.2 Fairbanks II- 1 II- 1 II- 5 II- 6 II- 7 II- 9 II- 9 II-11 11-14 2.2.3 Bethel 2.2.4 Anchorage - Somth Central Region, Cook Inlet, and Prince William Sound 2.2.5 Beltz/Nome 2.2.6 Kodiak 2.2.7 Sitka/Mt. Edgecumbe 2.3 Compensatory Programs for Phase I 2.3.1 Preconditions for Success 2.3.2 Adaptations in Teacher Training 2.3.3 Adaptations in Dormitory Programs 2.3.4 Adaptations in Curriculum 2.3.5 Adaptations in Counselling 2.4 Phase II Implementation 11-16 11-19 II::t 11-25 11-25 11-26 11-27 11-28 11-28 11-29 PART TEM 3. COSTS AND FUNDING III- 1 Cost Calculations 3.2 Expected Implementation Cost - Phase I 3.2.1 Operating Costs 3.2.2 Construction Costs 3.3 Sources of Funding for the Phase I Program III- 1 III- 3 III- 3 III- 6 III- 6 III- 6 III-10 III-11 111-12 3.1 3.3.1 Bond Issues 3.3.2 BIA Financing 3.3.3 Federal Government Funding 3.3.4 Other FlInding Alternatives lii TABLE OF CONTENTS ((ontinued) PART FOUR 4. Eat THE ECONOMIC AND SOCIAL IMPACT OF REGIONAL SECONDARY SCHOOLS 4.1 Native Attitudes Toward Schools and Health Facilities 4.2 Effect of Regional High Schools on the Native Population 4.3 The Social Impact 4.4 Conclusion 111-6 I1-9 PART FIVE 5. SUMMARY RECOMMENDATION V-1 APPENDICES APPMRDIX A A-1 APPENDIX B - BIBLIOGRAPHY B-1 ADDENDUM TO THE INTERIM REPORT C-1 iv LIST OF TABLES AND ILLUSMATIONS Page Figure 1-1 Current Secondary Schools in Alaska Table I-1 Alaskan High Schools in 1966 Table 1-2 Projected Regional Schools by 1974 Figure 1-2 Recommended Secondary Schools Table II-1 Projected Student Population Table 11-2 Phase One Implementation Timetable Table III-1 Building Costs Table 111-2 Annual Operating Costs Per Student - Schools and Dormitories Table 111-3 Total Annual Operating Costs - Schools and Dormitories Table III-4 Recommendations for Phase I Cost Sharing Table 111-5 Dormitory and School Construction Funding Requirements Table 111-6 Dormitory and School Operation Ftnding Requirements I-4a, -4b PART= SUMMARY AND RECOMMENDATIONS 1.1 Introduction The responsibility for educating Alaska's youth rests with the citizens of Alaska. The pl.Oblems of providing quality secondary education to a widely dispersed population are many. The additional problems of educating a population wit), extreme variance in cultural background and educational experience are no less numerouse The challenge is far greater than provlding schools -- or seats in schools. The challenge is to give all of Alaska's young people the opportunity for an education, and the motivation necessary for academic achievement and social adjustment. This is a challenge to legislators for finance, administrators for organization and operation, professionals for curriculum adaptations, teachers for inducing learning, and to sociologists and psychologists for developing a supportive environment for the newly or soon-to-be acculturated. An efficient, successful program requires the coMbined efforts and experience of all those interested in quality education for Alaskans. 1.2 General Educational ObjeCtives for Secondary Education for Rural Alaskans Lacking a definitive statement on educational goals, TCA has assumed that the state of Aladka aims to: 1. Provide quality education in Alaska for all Alaskan students. 2. Provide indirectly for the economic improvement of Aladka's rural areas. I-1 3. Provide educational programs which will promote the maximum academic and economic advancement for all students. The Interim Report 1 discussed in detail the criteria for quality To summarize, the ica1 high school must have at least 500 education. students and graduating classes of 100 or more students; there must be a comprehensive curriculum accommodating students fram varied backgrounds with varied goals; and the school should reflect an urban technological society. Within these general criteria, five specific educational Objectives have served as guidelines to TCA for developing this implementation plan: 1. The immediate Objective is to provide educational opportunities for all Aladkan youth within the state boundaries. 2. All students should have the opportunity, and be encouraged, to attend high schools with at least 25 teachers and 500 students. 3. All students should have an education which exposes them to fellow students from varied racial and socio-economic backgrounds. 4. All students should be offered a comprehensive academic cur- riculum with courses in basic education, and vocational or college preparation. 5. The ultimate goal of the state should be a school system which sees that approximately 90% of the school-age population is graduated from high school and that 75% of the high school graduates continue their education in vocational, commercial, or academic areas. 1Secondary Education for Rural Aladkans, Interim Re ort, Training Corporation of America, NoveMber 1, 19 1-2 To achieve these objectives a secondary school boarding systtm is The advantages and disadvantages of dislocating a student essential, from his home and providing him a group living situation in an urban area with a varied educational offering have been outlined by TCA in The 1 and by many Committee on Education, Interim Report, by the Governor's other groups. An utban, intcgrated education with programs for mini- mizing geographic and cultural dislocation is, in TCA's judgement, the most advantageous to Aladka. Programs for minimizing cross-cultural prdblems are suggested in Part II, Section 2.3. 1.3 Recommendations for DeveloRing a Regional Bip School System for Rural Alaskans Schools, 1.3.1 In order to allow for maximum utilization of current facilities, the recommendations in this section are based on an expansion and adaptation of the current secondary educational system. The current Aladkan High Schools are shown in Table 1, page I-4 with 1966 attendance figures. Location of these schools is shown in Figure I-1. To achieve a high quality, integrated educational experience in large comprehensive high schools in Alaska, a rather limited nugaber of options are currently available. High schools in this category are in: Greater Anchorage, North Star Borough, Kenai Borough, Juneau, Ketchikan, Kodiak, Sitka, and Matanuaka-Palmer. Peterdburg, Valdez, Wrangell, Cordova, Haines, Seward, Wasilla, and Homer provide the opportunities.for integration, but lack either size or comprehensiveness. 1 An overall Education Plan for Rural Alaska, 1-3 (Revised ), February 28, 1966 E7094 BELTZ NOME TAMNA 0 ,..--- 0-- FAIRBANKS 0 MONROE COVENANT NENANA DE LTA JUNCTION 0 TOK MCGRATH TALKEETNA st__ COPPER VALLEY 0 GLENNALLEN 0__VICTORY WASILLA 0BETHEL 11/ PALMER VALDEZ 40,,7ANCHORAGE 40 CORDOVA KENAI CENTRAL NINILICHIK 04 HAINES PE LI CA/t J HOMER DILLINGHAM SKAGWAY ttARD SE LDOVIA JUNEAU NAKNEK HOONAH KAKE PETERSBURG SITKA KODIAK WRANGELL MT. EDGECUMUt S. JACKSON CRAIG a KETCH IKAN METLAKATLA As Figure I-1. State, District, BIA, Private, and Denominational High Schools in Alaska 1966-67 The building blocks for the regional high school system are therefore represented by the following schools: Integrated - Comprehensive (300+ studilai) Native - Comprehensive .,students) ---130 Anchorage Kodiak Mt. EdgeLoMbe Fairbanks Sitka Kenai Palmer Ketchikan Juneau Integrated - Small (200 or less 3tudents but 8 or more teachers) Native - Small (200 or less students but 8 or more teachers) Petersburg Seward Metlakatla Valdez Homer Dillingham Wrangell Wasilla Nome Cordova Haines Bethel Beltz All other Aladkan High Schc.)ls) BIA or pUblic0 have less than 8 teachers and less than 100 students. EXpansion of these schools into a comprehensive regional boarding complex is not considered feasible. Military base schools have not been considered in this report because of their specialized function. 1.3.2 Recommendations for Regional High School System Within the educational Objectives assumed) the current facilities availdble, and the anticipated growth in nuMbers of high school age TABLE I-1 ALASKAN HIGH SCHOOLS 19661 School ANCHORAGE West East Dimond Chugiak FAIRBANKS-Lathrop JUNEAU-Douglas MT. EDGECUMBE KETCHMAN KODGAK KENAI CENTRAL SITKA PALMER PETERSBURG SEWARD BELTZ (NOME) HOMER nom WRANGELL CORDOVA WASILLA BETHEL VALDEZ METLAKATLk HAINES DILLINGHAM DELTA JUNCTION SKAGWAY GLENNALLEN NENANA HOONAH KAKE NINILICHIK FT. YUKON TALKEETNA BRISTOL BAY (NAKNEK) WASTLLA, Y.C. McGRATH TOK CRAIG SELDOVIA 1. No. of Teachers v No. of Students 1714 1644 529 216 1798 77 74 41 18 88 49 40 36 20 23 21 23 16 l4 16 16 15 14 9 12 12 8 9 10 9 874. 669 664 428 401 366 315 196 188 186 169 136 133 131 122 100 99 83 78 121 (7-12) 73 70 3 6 6 73. 7 4 7 6 4 4 4 63 61 53 53 58 (7-12) 41 4o (7-12) 24 3 21 4 37 17 17 7 11. 14. Does not include on base schools or out-of-state schools. I-4a ALASKAN HIGH SCHOOLS 1966 (dont' d) Schools No, of Teadhers No. of Students TANANA PELLICAN 4 1 UNALAMA 1 3 3 1 15 3 100 5 152 2 4 55 127 111 63 30 19 Private and Demoninational Sch-75318 BRISTOL BAY, ALEKNAGIK CATHOLIC JR. HIGH SCHOOL, ANCHORAGE COPPER VALLEY, GLENNALLEN COVENANT, UNAIAKLEET MONROE, FAIRB,ANKS ST. MARY'S, S.W. SHELDON JACKSON, SIIIKA VICTOR; PALMER TOTAL SCHOOLS - 51 4 2 1 771 12,734 students, 1 TCA recommends initial development of six regional boarding high schools by 1975 (Phase I). If the population continues to grow at the projected rate, by 1980 eight additional secondary schools will become part of the regional school system (Phase II). A total of 14 Alaskan communities will be directly involved in this plan as shown in Figure 1-2, page 1-6. While some of these may not currently qualify as "urban areas", geographical location and anticipated growth favor their choice as school sites. The economic potential and urban quality of these areas will be enhanced by the development of these comprehensive educational facilities.2 TCA recommends that a Center for Arctic Education anoi Research be established to develop solutions to the prdblems involved in cross-cultural education. 1.3.2.1 Center for Arctic Education and Research Serious problems arise in separating rural students from their families and placing them in situations in which there is wide variance in language, cultural values, and socio-economic backgrounds. These prdblems will not te solved automatically as the regional high school systen matures. Because solutions to these prdblems are basic to the success of a regional high school system, priority should be given to setting up a systematic, coordinated approach to adaptations for crosscultural education and acaulturation. TCA recommends that a Center for Arctic Education and Research be established in Fairbanks to: See section 2.1 for pOpulation ptojections. 2 See section four for a description of the economic impact of regional secondary schools in rural areas. 1. Examine thoroughly the problems in cross-cultural education and acculturaton. 2. Develop a model regional secondary school. 3. Develop a training program for teachers and the school personnel. 4. Disseminate innovative materials and methods for use in regiorsl secondary schools across Alaska. 1.3.2.2 Recommended Regional Secondary School System Phase I (1967-1974) To satisfy educational Objectives suggested in Section 1.2, the secondary system must provide large, comprehensive, regions/ boarding schools within the state. The first phase of a development program will provide six regional (boarding) secondary schoolg:Las follows: 1. A new_msiona1 boarding high school at Faiebanks, administered by the Center for Arctic Education and Research as a model regional high school, to provide the program, space, and teachers for approximately 1000 rural students from the Arctic and interior regions. TCA recommends that the Center and the North Star Borough School District establish procedures for exchanging students in the upper gradv.s to per- mit integration of students with rural and ueban backgrounds. 2. A new re ionta boardin high school at Bethel to serve the community of Bethel and the other villages of the Kuskokwim and Yukon Delta Region. 3. A new division in the Anchorage School District to provide the program, spaces and teachers for students from outside the district but 1. Note that these do not refer necessarily to new buildings but to curricula, organization, student and teacher composition, and administrative use as part of the state regional secondary school system. 1-6 within the South Central region, Cook Inlet and Prince Wi.liam Sound. The Anchorage system will also serve students from the Southwest Region and the Aleutian Chain. 4. A merger of the Beltz school with the projected District School at Nome to provide a sound comprehensive high school to serve the students of the city of Nome, the Seward Peninsula and the Islands of the region. 5. The development of the Kodiak High School and State Voca- tional School into a comprehensive regional high school serving Kodiak Island Borough, the Alaska Peninsula, and the Aleutian Chain. 6. A merler of the Sitka Borou :0 School District and Mt Edgecodbe School to provide a comprehensive high school program for Sitka students and students in the South East region that do not have a secondary school in their school district. The potential enrollments in these schools by 1974-75 are shown in Table 1-20 page 1-8. All of these schools will be within the standards for size and program set by Conant and others for a comprehensive high school. Students from high schools with less than 300 students will be allowed to transfer to their State Regional Schools beginning with the 10th grade. Each of the regional high schools will provide an ungraded orientation program of one to two years for incoming 9th grade students to allow them to adjust to urban life as well as to the tempo and academic demands of a comprehensive high school. For schools with 3-3 secondary schools, this orientation period will take place in the junior high school. TABLE 1-2 PROJECTED REGIONAL SCHOOLS BY 1974 School Site Construction Requirement Projected nuMber of students by 1974 - rades 9-121 Total Local Boarding Dorms Homes 9002 FAIRBANKS-COLLEGE New School & dorms 1000 Rauh/AL New School & dorms 650 ANCHORME New school & dorms 30005 BELTZ-NOME Beltz addition & dorms 650 200 KODIAK Dorms 800 650 150 SITKAWIT. EDGECUMBE Mt. EdgeeuMbe addition and dorms 1000 500 4504 7100 3550 100 200 2000 3300 50 250 1. These schools may require more capacity (including dormitories) if it is decided to add a regional junior high to each school. 2. Operated and administered by Arctic Center for Educatibn and Research. 3. Rural students would be placed in two urban high schools with a local student body of approximately 1,000 students each. 4. Additional students for wham normal regional system is not suitable will bring the total nuMber of boarding students to 1,000. 5. The state would be responsible for constructing facilities for the 1,000 boarding students. 1-8 1.3.2.3 Recommended Regional Secondary School System Phase II (1975-1980) All recommendations for Phase II are contingent upon adequate population to justify the establishment of a regional school. The population projections for Phase II do not take into account the fact that by 1980 many more communities may establish city or borough school districts. If this occurs, the total capacity required for a state regional secondary school system will be less than that projected below. A new and improved secondary education without similar modernization and upgrading of the elementary school system will still leave many native students unable to compete successfully. An integral part of a long-range program will be the improvement of rural elementary schools. As elementary schools improve in quality and expand in nuther to meet anticipated population growth rates (about 50% over a period of ten years) a nuMber of regions will increase in size to a pnint at which additional comprehensive boarding regional junior high schools will be necessary to maintain the quality of education desired. The regional junior high school must have at least 150 students and 10 teachers to provide a comprehensive program for both terminal students and college-bound students. In the period 1975-1980, the following eight schools, surrounded by a largely rural population, will be able to support a threegrade, boarding, regional junior high school with more than 150 students. 1-9 (The population of surrounding villages with 1-4 teacher schools will exceed 2000). Southeast = Metlakatla Haines South Central = Glennallen Northwest = Kotzehue Northeast = Fort Yukon (Interior) = Tanana Delta Junction Southwest = Dillingham By 1980, the regional junior high schools at Kotzebue and Dillingham will be graduating sufficient students from 9th grade to warrant their expansion to full six-year Junior-Senior High Schools. At the end of Phase II, the state of AlaSka will have a regional secondary school system (as well as remaining BIA, urban city, and Borough Schools) as shown in Figure 1-2. In addition to the six secondary schools developed in Phase I, this will include: 1. Kotzebue Regional HighSchool to serve the communities North of Seward Peninsula. 2. Dillingham Regional High School to serve the population of the Bristol Bay Region and relieve the load on Bethel. 3. Metlakatla Regional Junior H1412 to provide a closer-to-home boarding school forthe southern part of the Southeast Region. 1-10 E7095 KOTZEBUE HIGH SCHOOLS A JUNIOR HIGH SCHOOLS FT. YUKON 140 COMBINATION JUNIOR & SENIOR HIGH SCHOOLS TANANA A NOME BELTZ FAIRBANKS \LOELTA JUNCTION GLENNALLEN "1r 0 BETHEL HAINES OILLINGHAM d4 KOOIAK 411101044, ESOIGTEKCA:411BE 0 0 fit METLAKATLA Figure 1-2. Recommended Regional Secondary Schools 4. closer-to-home Haines Regional Junior High to provide a boarding school for the northern part of the Southeast Region. 5. boarding Junior Glennallen Regional Junior High to provide a service area. High for the Central region in the Glennallen 6. boarding Junior Fort YUkon Regional Junior High to provide a High School for students in the Ydkon area. 7. boarding Junior Tanana Regional Junior High to provide a High School for students in the Tanana area. 8. boarding Delta Junction Regional Junior High to provide a Junior High School ror students in the Delta Junction area. By 1980, data will be available on the progress of students in the six, major boarding sites of Phase One. At that time the Center provide research data to supfor Arctic Education and Research should major urban areas or to port expansion of the boarding system in the more of the smaller towns of Alaska. should be clear at that time also. The economic future of Aladka Given a ten-year analysis of analysis of the relative Aladka's potential and progress and a ten-year (i.e. integrated, segrevalues of different types of secondary education comprehensive school, etc.); gated, urban, rural, small school, large future educational decisions can be made more easily. provide good eduUntil that time, the proposed system will variety of programs and cational opportunities for all Alaskan youth, a inforinstitutions, and a research and evaluation capability to provide mation and expertise for further progress in education. This is provided through a system based upon the present educational facilities, regional needs and potential, and derived pppulation estimates. TCA has recommended this system with cost effecttve- ness as the key criteria. The recommended school system will provide services and stimulation to a nuMber of cities and regions while pre- serving the opportunity for effective education for every student. The system is flexible and adaptive to changes in population or capdbility. 1-12 PART NO IMPLEMENTATION PLAN 2.1 Introduction and General Plan Implementation of the Plan requires that Alaskans genuinely support the objective of 9C% of Alaskan high school age youth in high school. It will require a number of years and same effort to take these young people through the elementary system and into the secondary systen. Improved quality of qualified high school' education in the rural areas will increase the nuMber of The opportunity to attend high school within Alaska, and within the students. students own geographic region will improve the mrtivation of 7th and 8th graders as well as the high school students themselves. Improved programs for rural students will reduce the number of dropouts from, the urban high schools. The magnitude of the problem will became clearer as the programs are implemented. Uncertainty as to the exact numbers of students =ming into spaced over the the regional system requires that the building program be seven year period of phase one to satisfy the demand for space as it appears. 2.1.1 The Need for Schools The Shortage of space for high school students within Aladkats schools is difficult to evaluate. It is clear that there are 915 students attending BIA secondary schools out of the state. The number of students desiring high school education and not being served is conjectural. ber to be 100 to 200. TCA assumes this num- Of the 1300 native students now attending urban high schools, TCA assumes approximately.300 (250 are not regular residents of the community. These students will benefit from an organized and adapted program and formalized boarding arrangements in the regional schools. These figures indicate a current need for 1315 to 1415 places for secondmry students within the state. attending The probability of a higher percentage of high school age youth available must be conhigh school when programs are improved and made more sidered. youth in The 1960 census showed only 34% of Alaskan high school age high school' sdhool. A Many of the remaining 66% were still in elementary 1966 survey of state and BIA rural schools indicated the following percentages of students not attending EE schoo1.1 Age % of age out of school 13 1 14 2 15 3 16 17 18 6 11 24 18 year olds were not in sdhool. We can assume approximately 11% of 15 to In 1965, that figure was approximately 450 students. of 500 children not in From these figures we know that there are upward any Jdhool. Another 3500 dhildren are either not in any school or are.41till in elementary school. AB availability of sChools increase and programs im- secondary prove, a large segment of these 4o0o students will be ready for education. between space Normal population increase will further increase the gap available and students ready for a secondary education. Table II-1 shows the population figures and projections that TCA has derived to indicate sdhool provides a timetable of and dormitory requirements until 1974. Table.II-2 construction completed to satisfy population growth. to provide for the 900 Immediate construction and planning should begin Aladkans attending school out of state. This plus normal increases in high define the immediate school attendance projected from.current enrollment, need. 1. Education Plan for Rural The Governor's Committee on Education, An Overall Aladka. Revised 1966. 11-2 PROJECTED STUDENT POPULATION - Table II-1 1966 1970 (1966 number + 12%) 1975 1970 number + 35%) 1980 1975 nudber + 20%) 2000 1980 number + 80%) MINIMUM BOARDING NEEDS (Current in-state and out-of-state + 450 students either unplaced or poorly placed). 2236 2504 3380 4056 7300 MAXIMUM BOARDING NEEDS ---(EIih school age rural population) 4240 4749 6411 7693 13,847 PROJECTED PROBABLE NEED (Gradual upgrading of Native education level and incentives to high school) 2236 2630 3986 5510 11,230 Minimum Probdble 746 746 835 877 1127 1329 1352 1837 2433 3742 SOUTHWEST AND SOUTH CENTRAL (47%) (includes Anchorage, Minimum Bethel and Kodiak schools) Probable 1043 1043 1161 1227 1577 1860 1893 2573 3407 5241 447 447 508 526 676 797 811 3100 1460 2246 REGIONAL REQUIREMENTS 1-4 1-4 w 1 INIERIOR AND NORTHWEST (33%) (includes Faiebanks and Nome Schools) SOUTHEAST (20%) TSitka/Mt. Edgecumbe) Minimum Probable PHASE ONE IMPLEMENTATION TIMETABLE SITE 1 6 -67 AIRBANKS Center School Dormitories 1 68 1969 1970 - Table 11-2 1971 1972 1 19711. ** 5001 450 ETHEL School Dormitories 500 300 150 600 450 CHORAGE School Dormitories 500 300 500 300 300 ELTZ/NOME (Current 150 150 School Dormitories 350 150 ODIAK School Dormitories 150 150 150 ITKA/MT. EDGECUMBE (Current School Dormitories 700 650 5002(-500) 300 -150 3 TALS: (Current) /850 School /850 /850 1450/2300 /2300 1000/3300 500/3800 200/4000 1350 2 00 300 2600 300/2900 150 050 600 365o (Current) Dormitories 1. 2. 3. J /800 800 150 All nuMbers refer to completion dates Local Sitka students will begin using facility 150 beds of old facility will be removed ** Site completed I For 1. 1967-68, Alaska needs school and housing for approximately 1200 additional high school students. 2. For 1970-71, Alaska needs schools and housing for approximately 1800 additional high school students, over current capacity. 3. By 1974-75, 3400 to 4000. Alaska should plan on a total boarding student body of Of this total, only 800 boarding places are now available at Mt. Edgecumbe at Sitka, and Beltz School in None. 2.1.2 The Need for Housing There will be a need for boarding homes or state leased boarding houses in 1967-68, 1968-69, and 1969-70. By 1970, the dormitories will begin to reduce that need. The State Welfare Department must begin inmiediately to find hane placements for the best students in the major cities of Alaska. Major em- phasis should be placed on Fairbanks and Anchorage since they will be large regional high school sites. the three major Placements for the Southeast should be made in cities of the region - Juneau, Sitka, and Ketchikan. The Welfare Department should work closely with the State Department of Education and the BIA in establishing criteria for homes and in placing students. goal for The 1967-68 should be a minimum of 400 boarding homes. The State Department of Education must lease housing facilities (hotels, homes, boarding houses, etc.) for 500 or more students in and 600 students in 1968-69 and 1969-70. 1967-68 Provision should be made: Nome for 50 additional students; 2) in Kodiak for 50 students; and remaining 300 or more in Anchorage and Fairbanks. 1) in 3) the The operation of these boarding facilities should be supervised by the state (or contracted by the state). This requires the hiring, training, and supervising of resident counsellors for all facilities. The programs in these boarding units should approximate, wherever possible, the programs planned for regular boarding dormitories. low. The BIA operation is a reasonable model for the state to fol- The State Department should contract with the BIA or other organizations to organize and operate this dormitory program. Until the regional boarding system is in full operation, the state must continue to use Chemawa School in Oregon for overage high school students and for those who are not adaptable to the "off campus" living arrange- ments necessary until 1971-1974. The Chemawa program is a fine one. It provides good education and a stimulating environment to the students attending the school. Approximately 400 students will be left without facilities in the state in 1967-68. 2.1.3 Elementary and Special Programs Dormitories and schools alone will not produce the educated citi- zens desired by the state. They are merely tools and facilities with which to provide educational programs suited to the developing needs of young Alaskans. A program to improve the educational level of rural Alaskans requires a massive effort at the elementary level as well as secondary schools. Programs in the lower grades must be improved so that students are not two to three years behind by the 8th grade (and this is on top of a repeating of grades and a large dropout rate during the 6-8 grades.) Preschool, or Headstart, programs are essential to break the language barrier of entering native children. Tbacher aides and technical devices could be used to provide supplementary instruction and adaptive programs, even in two and three room schools. Special programs for grades seven and eight are required to improve motivation and provide special help so that children will stay in school and qualify to go on to the high schools. The compulsory attendance law is only 11-6 effective vntil the student is 16. The State Department of Education might consider eventually extending this age to 18. For the student having diffi- culty, the opportunity to leave school and the uncertainties of a difficult and strange new situation come at the same time. Unless the child is pre- pared and motivated, his schooling will be ended. The BIA has developed a good program of adaptive education and has demonstrated special sensitivity to the needs of the "rural area" students. Until the regional schools can train staff and adapt programs, the immersion of rural area students into their programs should be controlled and gradual. The goal of the program is to increase the number of educated Alaskans, not to run a large number of rural area students in aria nilt of an urban school program. 2.1.4 Construction Priorities The priorities for construction are dictated partly by pre-existing conditions and partly by the needs. 1. Work should begin immediately to estdblish the Research Center and remonstration School in Fairbanks. This center will be the major force in improving the opportunities for education of Alaska's rural population. 2. A dormitory at Kodiak is needed to make possible use of the State Vocational facility constructed at Kodiak in 1966-67. One hundred and fifty students will be housed in this facility. 3. In Fairbanks, dormitories for 450 students and the first half of the high schoo] (500 students) will be constructed. 4 In Bethel, dormitories for 450 students and a school for 500 students will be constructed. 5. In Nome, an additional dormitory for 150 students and a school addition for 350 students must be built to bring Beltz school up to adequate size for a comprehensive high school. 6. In Anchorage, dormitories for 300 students must be built. 11-7 The preceding six priorities are needed by 1970 to bring all students into the state. 7. At Sitka, dormitories for 300, and a high school addition for 500 students should be built at Mt. EdgecuMbe. 8. In Fairbanks, dormitories for 300, and the second portion of the high school should be built (for 500 additional students) 9. In Anchorage, dormitories for 300, and the first part of a school (to serve 500 students) should be built. Items 7 through 9 are needed by 1973. The remaining items' (10-13) building schedule will depend upon a reevaluation of population growth and distribution to be carried out in 1971. 10. In Anchorage, dormitories for 300 and the second section of the high school (for an additional 500 students). 11. In Name, dormitories for 150 and a sdhool addition for 150 12. In Fairbanks, a dormitory for 150 students. 13. In Bethel, a sdhool addition for 50 students. students. Upon completion of Phase I, Fairbanks and Anchorage will be the major school systems serving the rural population. Kodiak and Bethel will provide high schools for students fram the Southwest and the Aleutian Chain, but a nudber of students from these areas will go to the major urban center at Anchorage. The high school at Name will have a similar function of serving the majority of students from the Northwest. Fairbanks will draw students from the Northwest as well as from the Interior. At the completion of Phase II, a decision can be made concerning enlarging the schools at Kodiak, Bethel, and Nbme. At that time, the choices will be for additional high schools, enlarging all regional schools, or 11-8 concentrating in the two urban centers of Andhorage and Fairbanks. A similar decision maybe made in the Southeast between enlarging Sitka/Mt. EdgecuMbe and developing more diversified boarding facilities and schools. 2.2 Phase I Implementation Figure II-1 presents the proposed schedule for school construction in Phase I. The paragraphs which follow provide guidelines for each projected school complex. 2.2.1 Center for Arctic Education and Research Location: The Center will be located in Fairbanks on or near the University of Alaska campus. Administration: Sponsored jointly by the State Department of Edu- cation and the University of Alagka through its College of Behavioral Sciences and Education, the Center would work in cooperation with the North Star Borough School District in Fairbanks. Rationale: The. success or failure of a regional high school system will depend in large measure upon how the schools meet the prOblems involved in crosscultural education. Because of the complexity of the prOblems, it should not be assumed that guccessful approaches to their solution will be developed naturally as the school system matures. A systematic, coordinated program is needed to examine the prOblems in cross-cultural education. A Center for Arctic Education and Research will provide, at a single location, a pool of expertise and resources from which to develop solutions to cross-cultural problems. In addition, such a Center will attract talented people and addi- tional money for education to Alaska. FUnctions: The Centers function's will be: 1. To develop a model regional high school. 2. To examine the prablems in cross-cultural education: 11-9 curriculum adaptations and teaching methodsIdormitory environment and personnel training. 3. To develop materials and methods for regional high schools across 4. To develop and operate training programs for teachers, teacher- Alaska. aides, and dormitory personnel. Staff: In addition to an Executive Director and the Principal of the model school, the Center staff will include an expert in each of the following areas: 1. Curriculum, materials, and teaching methods. 2. Training programs for new and in-service teachers, teacher- aides, and dormitory personnel. 3. Counselling programs for cross-cultural adjustment. 4. Dormitory programs. 5. Services related to education: 6. Research and evaluation. health, social services, etc. The staff member's job will be to develop innovations in his specialty, provide guidance for implementing innovations in the model school, evaluate their effectiveness, and disseminate material for use in other regional schools. Funding: 1. FUnds equal to the total amount necessary to build and staff such a Center are available from the U.S. Office of Education, Department of Health, Education, and Welfare, under Title III, "Supplementary Educational Centers and Services", Section 301, of the Elenentarr and Secondary Education Act of 1965, as amended, (PL 89-10; 89th Cong.; HR 2362; April 11, 1965). 2. Funds for educational research and training are available from the U.S. Office of Education; Department of HEW, under Title IV, Section 401, of the Elementary and Secondary* Education, Act of 1965, as amended, (PL 89-10; 89th Cong.; HR 2362; April 11, 1965). II-10 3. The Ford Foundation, which has funded a similar project in Alaska, could be approached to expand its commitment to the solution of crosscultural problems in education. Once estdblished, the Center could receive funus for specific I. projects from various federal agencies such as National Institutes of Health, National Institutes of Mental Health, National Science Foundation as well as from private foundations. Timetdble: 1969 - Completion of Research Center including staff, office space: curriculum ldb and 2 demonstration classrooms. Cost: Offices and Materials ldboratory 2 demonstration classrooms square feet 1400 900 2300 X 33 X $33.00/sq. ft. 75,900 + site acquisition improvement 24,100 $100,000 2.2.2 Fairbanks Location: This regional school will be in Fairbanks, on a site accessible to the University. The school will serve the Interior and Arctic Slope regions, including Barrow. Administration: The school win be administered by the Center for Arctic Education and Research in consultation with the State Department of Education. The Principal of the school would have a staff appointment at the Center and lbe the liaison between the school staff and the staff of the Center. Capacity: There will be a classroom capacity in the school for 1000 students, and provision for 900 in dormitories and 100 in boarding homes. II-11 Rationale: Ten thousand Alaskan natives live in the Interior and Arctic Slope region. Fairbanks is the largest city in the region and the second largest city in Aladkal providing an urban integrated community and environment for boarding students. The University of Alaska provides cultural and intellectual stimulation as well as supporting the research and evaluation components of the regional high school. The existence of the boarding high school will contribute to the economic growth of Fairbanks both during the building phase and during actual operations. One thousand students fram the outside rural areas living in Faitbanks will result in an expenditure (at $3 00 per student) of $3,500,000 per year. The population will be increased by 50 or more teachers and their families as well as the service and maintenance support staff required to operate the school and dormitories (approximately 70 or more personnel). Program: A comprehensive curriculum (academic, pre-vocational, commercial and terminal) will provide quality education for the university-bound student and terminal education for both 10th grade dropout and the studeut who completes his education at high school graduation. Pre-vocational courses are necessary for the students bound for post high school technical training. The non-academic oriented programs must accommodate both the students who will remain in the utban areas and the ones who will return to the village. Village oriented terminal vocational courses will include: teacher- aide training, food service training, medical aid training, and building, equipment and heating plant operation and maintenance. are needed in the villages with an elementary school. 11-12 Each of these skills Housing Facilities: A complex of six dormitories housing 900 boardirg students will be built adjacent to the high school. Each dormitory room will house three or A gymnasium--recreation facility will accomodate both school four students. and dormitory programs. (One hundred students will live in boarding homes in Faifbanks). The dormitory program, while allowing a student privacy for studying and purs74ng personal interests, will include opportunities for group recreation and cooperative projects, supervised training in housekeeping responsibilities, counselling services, and an organizational structure in which students will have a voice in shaping the dormitory program. Timetable: 1970: completion of three dormitories for 450 students; completion of school for first 500 students. 1972: completion of two dormitories for 300 students; completion of school for remaining 500 students. 1974: completion of three cottage dormitories for 150 students. Construction Costs: a. School: 1) 2) i3onstruction: 113,000 sq. ft. at $33/sq. ft. = $3,729,000 Utilities, site acquisition and improvement = SUbtotal = $4,029,000 b. Staff hmusing (none,live in city of Faifbanks) c. Dormitories: 1) 2) Students(6 150-person .dorms) 15,000 sq. ft. each at $33/sq. ft. Dorm staff at 2800 sq. ft. per dorm = $2,970,000 = SUbtotal = 554 400 3,52 00 Total = 17733,400 11-13 Bethel (Kuskokwim and Yukon Delta) 2.2.3 Location: The new regional school will be located in the community of Bethel near the present school. The school will serve the local community and all the villages of the Delta region. Administration: The school will be administered by the State Department of Education as is the present school in Bethel. When the community of Bethel is large enough to organize a school district, administration would be carried out cooperatively by the State Department of Education and the local district. Capacity: There will be classroom capacity for 650 students - 450 of these students will require dormitories, and 200 students will be local residents of Bethel. Rationale: There are 10,737 people living in the Southwest region. The pop- ulation, the great majority of which is native, lives in rural areas. ulation growth is rapid, and the region is economically depressed. Pop- The people of the Delta region need and have the right to a secondary school. The town of Bethel and the region will benefit economically and socially from the construction and operation of a state facility (see Part Four). A secondary school will bring more than 30 professional people and their families into Bethel. Facilities and services necessary to attract and hold these professionals will benefit the Whole community. The additional cost of building and operating a sdhool in Bethel can be justified by the economic and social benefit to the region and by the value of bringing education to the people of the region. TCA believes that the extremely low percentage of students from the area who go to high school can be stibstantially increased by the development of a regional educational facility. It is recommended that the student body of the Bethel school be limited in size to 650 students until the effects of the school and other investments in the region can he aseessed. It is further recommended that approximately 50% of the students fram the Southwest region be transferred to the Anchorage secondary schools to allow a broader educational experience for those who will be going into higher education ar vocations in urban areas. Program: The Bethel School will have a curriculwn similar to, but more limited than, the prograns at Faiebanks and Anchorage, because the more skilled and motivated students will be encouraged to transfer to the Anchorage sdhool system. For the technical-vocational student, the program at Bethel will include basic shop wwk and motor and construction skills, as well as introductory commercial courses. Advanced students will receive further train- ing (11th and 12th grades) at Andhorage. The academic offerings at Bethel will be more limited than at the Fairbanks or Anchorage schools. The curriculum should include: one or two foreign languages; three courses in mathematics; and two basic science laboratory courses as well as the usual offerings in social sciences and humanities. The exceptional or college-baund students will transfer to the Anchor- age school for the last two years of high school. The school facilities will be used during the summer months and weekends fcr short-term technical-vocational training and adult education programs. 11-15 EalEing Facilities: A complex of three dormitories, housing a total of 450 students will be built adjacent to the regional hIgh school. The dormitory arrangement and program will be similar to those at Fairbanks and other communities. Insufficient housing is available for staff in Bethel. Private con- tractors should find it profitable to build apartment unite to house the 50 families who will be coming to Bethel to staff the school and dormitory programs. Timetable: 1970: a) Completion of dormitories for 450 students including dining facilities for 500. b) 1974: Completion of high school for 650 students. Completion of an addition to the high school for 50 addi- tional students. Construction Costs: a. b. School: 1) construction - 76,700 sq ft at $42/sq ft 2) utilities, site acquisition and improvement = $3,2210400 = 300,000 Staff Housing (9,000 sq ft) = Subtotal c. 378,2000 = $3,8990400 Dormitories: 1) 2) students(3 150-person dorms) 15,000 sq ft at $42/sq ft: dorm staff at 2800 sq ft per dorm Slibtotal TOTAL = $1 890,000 52800 = $212 2 00 $6,1420200 2.2.4 Anchorage - South Central Region, Cook Inlet, and Prince William Sound. The new regional high school in Anchorage will be an addition to the newly completed Dimond High School. (An alternative would be on the site II-16 of the anticipated fourth high school for Anchorage.) In either case, a cluster of dormitories will be built in proximity to the high school to provide a campus atmosphere and broad use of facilities. The regional school at Anchorage would serve all students in the southeast, Aleutians, and south central region that are not served at Bethel and Kodiak and do not have an adequate high school available to them. Administration: The school will be administered by the Anchorage Borough School district and the State Department of Education. Anchorage school officials will be responsible for the administration of the school with the state cooperating in dormitory and other aut-of-school activities. Capacity: There will be classroom capacity for 1000 students from the rural areas as well as 800 dormitory accommodations. Two hundred of the rural students will be placed in boarding homes in the community. Rationale: Andhorage is the largest urban area in the state. Students at Anchorage are exposed to and prepared for participation in modern industrial Its school system is of high quality and is flexible enough to society. adapt to a large nuMber of rural students with special prOblems. Special programs and procedures developed to promote assimilation and adjustment of rural students will be beneficial to many students from the city school district. The economic advantages to Anchorage are similar to those to Fairbanks. Anchorage, however, provides more to the rural students and to the state than it receives in economic benefits. Graduates of the Anchorage schools, whether they stay in the city to work, go on to higher education, or return to their villages, constitute a valuable resource to the state. 11-17 EMOTE. A comprehensive curriculum will provide the advanced programs for college bound and technical school students from the Bethel and Kodiak systems. Special ungraded programs must be available to entering students to aid their adjustment to urban life and larger schools. The availability of the commercial and industrial facilities of Anchorage will be used in orienting students to the world of occupations as well as for on-the-jOb training and work study programs for older students. Housing Facilities: A complex of six dormitories near one of the high schools, similar to those described for Fairbanks will be required. Timetable: 1970: Completion of two dormitories for 300 students 1973: a) Completion of first addition to present high schobl'addi- tion for 500 students 1974: b) Completion of two dormitories for 300 students. a) Completion of second addition to high school for 500 students or of new high school (providing total space for 1000 students); b) Completion of two dormitories for 300 students. Construction Costs: a. School: 1) 2) construction 113,000 sq. ft. @ $30Vsq ft site acquisition and improvement b. Staff Housing: c. Dormitories 1) 2) (none, live in city of Anchorage) SUbtotal Students (6 150-person) 15,000 sq. ft. @ $30/sq ft Dorm Staff at 2800 sq ft per dorm SUbtotal TOTAL = $3,3900000 200,000 = = $3,5900000 = $20700,000 = 5_2112_220 = $3,704;066 = $60794,000 2.2.5 Beltz/Nbme Location: This regional high school will be located adjacent to the present William E. Beltz School outside the present city limits of Name. It is assumed that Nome will move the city limits and annex the area including the Beltz School. The school will serve the Northwest regions and adjacent Islands. It will not serve Barrow which has been assigned to the Fairbanks region. Administration: The school will be administered by the Name School District in cooperation with the State Department of Education. Dormitories will be operated by the state until the local district is prepared to take over their operation. Capacity: There will be classroom capacity for 650 students. will be made for 450 boarding students. Provisions The remaining 200 students will be residents of the city of Nbme. Rationale: The Beltz/Name school will serve a native population of 9,150 which currently does not have adequate secondary school facilities. The student population of the city of Name itself is not large enough to justify a comprehensive high school. However, the Beltz boarding school outside of Name has inadequate facilities for a comprehensive school; it lacks sufficient classrooms, a gynmasium and an auditorium. Its cafeteria and vocational facilities, however, are adequate for a high school of 600-700 students. Therefore, a complete regional school plant and program serving the Nome/Beltz area will be built around the present facilities at the Beltz School. 11-19 The incorporation of a vocational facility into a comprehensive high school complex is in keeping with maximum utilization of facilities for the largest possible population. The economic benefits that a 1150 studlmt boarding facility brings to Nome will be a great asset. The influx of professional staff, as well as students, will contribute to the continued develoxent of Nome and Northwest Alaska. This school, like the one at Bethel, will contribute to the statewide development of Alaska. rims: The curriculum of the Nome/Beltz school will be comprehensive with an emphasis upon course work in the first two years (grades dents who show promise of continuing 9 Stu- and 10). their education in college would be encouraged to transfer to the regional school at Fairbanks for the llth and 12th grades. In addition to the regular high school program, the vocational facilities will be used for post high school courses, summer programs, short term job-training programs and other adult education programs. Housing Facilities: The dormitory complex, when completed, will consist of three dormitories for 11.50 students. The gymnasium and recreational facilities be available to both the school and the boarding students. will Since insufficient housing is available in Nome, at least fifty units of housing will be necessary for the staff of the school. Private contractors should find it profit- able to construct appropriate units for this number. The professional, dor- mitory, and service employees and their families will increase the population of Nome by 200-300 people and represent a payroll of well over $1,000,000 per year. 11-20 Timetable: 1970: a) Completion of a dormitory for 150 students. Until that time, additional space should be leased from the downtown hotels. b) Completion of the first classroom addition and the gym- nasium facility (to house 350 students). This will allow transfer of the local Nome High School operation to the new site. 1974: a) Completion of the second dormitory for 150 students b) Completion of the second classroom addition for 150 students. Construction Costs: a. School: 1) 2) b. construction 59,000 sq. ft. at $39/sq ft site acquisition and improvement Staff Housing: = $2,301,000 = 150,000 = 351,000 = $2,802,000 9,000 sq. ft SUbtotal c. Dormitories: 1) 2) Students (2 150-person) 15,000 sq. ft. each at $39/sq ft Staff at 2800 sq ft per dorm Stibtotal TOTAL = $1,170,000 218,400 = = $1,3880400 = $4,190,400 2.2.6 Kodiak Location: This regional high school will be located in the city of Kodiak, on Kodiak Island, adjacent to the present high school and vocational facility. The school will serve Kodiak Island and the Aleutian Chain. students will have the option Bristol Bay of attending the Kodiak School or the Anchor- age School. 11-21 Administration: The school will be administered by the Kodiak school board in cooperation with the State Departanent of Education. The state will operate the dormitory until the local school district is prepared to do so. Capacity: The high school will have a capacity for 600 students, the majority of whom will be local residents and students from the "on base" elementary school. A boarding capacity for 150 students will be constructed during Phase I of the implementation program. The capacity could be increased to 300 students when population growth warrants. Rationale: Kodiak is closer geographically and culturally, to the Aleutian Chain than is Anchorage. Entry into the Kodiak schools will be less trau- matic for rural students than entry into the larger urban school at Anchorage. The semi-urban school at Kodiak represents a "half-way" house for cultural adjustment and academic preparation. As such, it provides an opportunity for examining the effects of different degrees of dislocation and program adaptations. A school at Kodiak, up-graded in size and program to provide better educational opportunities for the children of Kodiak Island and the Aleutian Chain, will provide economic and social as well as educational benefits to the area. Program: The curriculum will be similar to the academic program at the Nane school: comprehensive, with emphasis on the course work in grades 9 and 10. Students who show promise of entering college will be encouraged to transfer to the Anchorage schools for grades ii and 12. 11-22 The vocational facilities allow for the development of technical and vocational training programs for the non-school age population when the regular school program does not require them. The dormitory facilities, when they are not in use by students, could house adults or older students from outside Kodiak engaged in short-term programs. Housing Facilities: A single dormitory for 150 students, including dining facilities for at least 300 students will be located adjacent to the school facility. Dormitory students will use the school gymnasium and recreation facilities. Timetdble: 1967: Completion of vocational school 1969: Completion of 150 student dormitory 1970: Completion of new high school by Kodiak Borough Sdhool District and estdblishment of a junior high school on old high school site. Construction Costs: a. u. School: 1) construction (use planned facility) 2) site acquisition Dormitories: 1) 2) 2.2.7 $ 50,000 Students (1 150-person) 15,000 sq. ft. at $36/sq ft Dorm staff at 2800 sq ft per dorm TOTAL = $540,000 = 100,800 $690,800 Sitka - Mt. EdgecuMbe Location: The school will be located on Japondki Island between the new airfield and Mt. Edgecubbe suhool. The school will serve the students of the Southeast region who do not have an adequate high school availdble to them. 11-23 Administration: The academic program of the high school will be administered by the Sitka school district in cooperation with the State Department of Education. The State Department of Education will operate the dormitories until the local district is prepared to operate them. The BIA. will continue to operate the special education prograin until the state takes it over. Capacity: There will ibe classroam capacity for 1000 students, and provision of dormitories for 500 boarding students. In addition, there will be 500 local students. Another 300-500 boarding students maybe on the Island participating in special programs or adult education programs. Rationale: Sitka is centrally located to serve the needs of the rural population in the Southeast region. The Sitka community is accustomed to ser- ving as a "boarding school community" since the BIA has operated the Mt. EdgecuMbe facility there for a nuMber of years. The Sitka high school district will benefit from the additional students and staff and curriculum offerings that a regional high school system makes available. The new airport on the Japonski Island will make the Island a more important part of the Sitka community. In addition, the establishment of the regional high school would expedite plans for the building of abridge across the channel. The availability of vocational and technical facilities and dormitories will encourage the expansion of Sitka onto the Island. Since Sitka . is mcre in need of additional development than JUneaul the economic and social stimulus of a regional high school in Sitka/Mt. EdgecuMbe will encourage statewide growth. plogram: The curriculum must be comprehensive and adaptive to the needs of the rural students as well as those from Sitka. The program will be similar to those at Fairbanks and Anchorage. Timetable: 1971: a) Completion of a high school to serve 1000 students. Present facilities will serve 500, new facilities for 500 students required. b) 1975: Completion of dormitories for 300 more students. Completion of replacement of older dormitories for 300 additional students. Construction Costs: a. Jchool 1) 2) Construction 56,000 sq. ft. at $33/sq ft Site acquisition (none required) b. Staff Housing c. Dormitories 1) 2) 15,000 sq ft at $33/sq ft SUbtotal Students (2 150-person) at 15,000 sq ft each Dorm staff at 2800 sq ft per dorm SUbtotal = $1,848,000 = 990,000 184,800 $1,174,800 = $ = TOTAL 2.3 495,000 $2,343,000 $3,517,800 Capensatory Programs for Phase I 2.3.1 Preconditions for Success Many Alaskan native students may be expected to enter a regional high school wdth a sense of bewilderment, insecurity, low self-esteem, ex- pectation of failure, and distrust of non-native school personnel. These attitudes, if unchanged, will result in low educational achievement and poor social adjustment. 11-25 The Coleman study (see Phase I, pp. 25-26) suggests that the most important factors in determining a child's achievement and adjustment are: A child's belief in the responsivness of his environment. A. Village life leaves much to be desired in the cultural life of the child. The limited range of experiences leaves the dhild in a state of cultural deprivation. The disadvantaged child from a small village will have no basis far assuming that his new environment will be responsive to One of the keys to success is the child's belief that his en- his needs. vironment will respond positively to his efforts. B. :_cUF......_.ffosuretostudentsfiomerentbaounds. It has been shown that, in general, as the educational aspirations and backgrounds of fellow students increase, the achievement of disadvantaged children increases. The social composition of the student body has been shown to be the second most important factor in educational achievement. C. "Gooduteachers. The Coleman study shows that "good" teachers are more important to achievement than facilities or curriculum. It should be pointed out, however, that all of the school factors taken together - facilities, curriculum, and staff - show less influence on achievement than the two preceding factors. The fundamental precondition for success, the Coleman study suggests, is a total environment which the student feels will meet his needs and respond positively to his efforts. 2.3.2 Adaptations in Teacher Training An intensive training program of eight weeks should be required for new and in-service teachers, native teacher-aides, and dormitory personnel. The emphasis should be on prablems in cross-cultural education. 11-26 1 The training program should be developed and operated by the Center for Arctic Education and Research. The content of the training program, adap- ted for each of the personnel categories, should include: A. Formal instruction in: (1) Aladkan native history with emphasis on the cultural values of native groups and problems of acculturation. (2) Teaching methods and materials adaptations for native Alaskan students, i.e., new techniques and equipment for teaching English skills, math, and physical sciences. B. (3) Roles, methods, and techniques for teacher-aides.. (4) Roles, methods, and techniques for dormitory personnel. Field experience in which trainees are sent to school dis- tricts in which they will be teaching to explore the nature of their working situation and their relationship to the community. C. Small-group examination and testing of concepts learned in courses and impressions acquired from field experience by role-playing, self-analysis, and group dynamics methods. 2.3.3 Adaptations in Dormitory Programs Housing accommodations should include private home pL.cements, small group living, aad dormitories. for their first year. Incoming 9th graders would enter the dormitary There should be no more than four students per dormi- tory room, and no more than 50 students per dormitory. The dormitory program should include, in addition to opportunities fcT prIvacy and for pursuing personal interests, supervised tra'ning in house- keeping responsibilities, social programs, counselling programs, and an organizational structure through which students may participate in the operation of the dormitory, and in planning and evaluation of dormitary activities. 1I-27 2.3.4 Allaptations in Curriculum 1. The general curriculum should include a core of studies in general education with additional courses designed for vocational and college preparation. 2. Special entry programs should be instituted for the 9th and 10th grade students who are not prepared academically or psychologically to enter the urban integrated comprehensive school. These may be separate 9-10 schools or special programs in a 9-12 high school. 3. Non-graded programs should be instituted by which a student moves to graduation 4. as his individual learning allows. Teaching materials and methods should be adapted for native students; textbooks should depict aspects of native life; new techniques and modern educational equipment should be introduced for teaching English as a second language, math, and physical sciences. 5. EXamination of aross-cultural prdblems should be made an in- tegral part of the school curriculum. 2.3.5 Adaptations in Counselling 1. The burden for cross-cultural adjustment should fall upon the counselling program. 2. Because the prdblems of cross-cultural adjustment have a de- terminative effect on educational achievement, a program for their solution should be given status and coordination as an integral part of the school curriculum. J. Group discussion methods are the best vehicle for examining different values represented in the student body, seeing how those values result in different actions and attitudes, and judging the consequences of alternative actions and attitudes. It is suggested that students be assigned 1I-28 to small groups which meet regularly during school hours to study Alaskan native history and prOblems in the acculturation process. 4. Teachers and other staff personnel, who 710.11 have participated in sastantially the same process in their special training program for teaching in a cross-cultural situation (see p.II-26), should lead these groups. 5. The counselling program should also include specialized func- tions in individual-prOblem counselling, vocational and career guidance, and counselling for dormitory life. 6. The total counselling program hou1d be organized and coordi- nated by a Director of Counselling to insure its integrity. The development of the programs dismissed above would be the initial responsibility of the Center for Arctic Education and Research. 2.4 Phase II - Implementation The building plans for Phase One are sufficient, only, to satisfy a projection of present high school boarding populations. If the quality of education is improved in both elementary and secondary schools by 1975-80, the needs for regional schools will be much higher. The time-table for development of regional boarding junior high schools at the sites mentioned in Part One is tied to population figures rather than calendar years. The criteria of a "feeder" population of 2000 persons will provide 150 to 200 junior high school age students at each potential site. It le ICA's belief that all the areas listed will be of sufficient size by 1980 to justify construction of boarding facilities. The development of these schools calls for construction of dormitories for 100 students and a school plant for 150-200 students. This wrould be followed by the addition of a fifty student dormitory within two years. TCA anticipates that Kntzebue and Dillingham will serve a sufficiently 11-29 large population by 1980 to establish reginnal high schools (6000 persons in service area). The junior high school curriculum would not require the breadth or depth of a high school curriculum. Pre-vocational training would include one course in typing and one course in wood and/or metal shop. EMphasis in the junior high school should be on reading and mathematical reasoning. These are the two areas where students from small rural schools show the lowest adhievement scores. A program of study centered upon native history and values and their conflicts with urban values provide a focus for the cultural adjustment activities of the boarding school. The dormitory counselling and extra- curricular programs of a boarding school provide the enrichment necessary for the previously parochial rural student. PART THREE COSTS AND FUNDING 3.1 Cost Calculations This section summarizes the estimated costs of construction and operation of schools, dormitories and supporting services described in Part Two of the report. All cost figures are based on 1966 prices. However, a 1% to 2% per year increase in cost index might be anticipated since this has been the pattern in previous years. Construction figures were based on the following assumed costs per square foot: Dollars Fairbatks - 33 Bethel - .42 Anchorage - 30 Nome 39 36 Kodiak Sitka 33 Standards for construction costs and cost indices have been derived from data provided by TCA's facilities department', the State Department of Education and the BIA. TCA's guidelines are contained in the Appendix. Data on the cost of school operation and dormitory operation are derived fram State Department of Education and BIA operating costs for Beltz School at Name, Mt. EdgecuMbe at Sitka, and the projected BIA high schools at Barrow and Kotzebue. Part two, section 2.2 gives the construction cost breakdowns on each site. 1. This data is summarized in Tdble The Facilities Center cappleted an intensive analysis of Alaska's building requirements and costs in 1966 in the preparation of a proposal for a Jab Corps Center to be estdblished at Fairbanks. BUILDING COSTS YEAR ANCHORAGE ARCTIC CTR Schools (Land acquisition & construction) 1969 1970 1971 1972 BETHEL 100,000 u en l.rms 3 5902000 1100 000 e i t 11970 1971 1972 11973 11974 TOTAL eacher Housing 1 1 1969 1970 1971 1972 1973 1974 0 2 SOO 45o2000 6002000 6002000 6002000 2 700,000 Ictals 1 1969 1970 1971 1972 1973 197 4 , 1 None, live in 1 820,000 189,000 189,000.12 I Anchorage I 924,0001 424742000 924,0001 3,154,000 I O SOO AP 4502000 4502000 2352000 2352000 970 000 590 000 None, live in Fair- 325,000 326,000 2 451,000 i t ' 437,400! 1 848 000 15 539,400' . re 2922000 4; 2 49520oo 4952o00 85,000 85,000i 111,0001 1112000 504,000 1122opol 535,000!100,000 535,000! 1223020001 129412000; 128412000 ! 7122000 I 6,794 0001 100 000 135,000 135,000 97,200 97,200 452000 1 45,000 352 8001 554,400 2,960,400 *1,935,000 2, 960, /1-00 100,800 f 229822000 : 9452000 120502000 ; 12128, 000 l 1,097,000 990 000 10 310,000 319,000 250,000 569,000 245,000! 245,000 . 1 45,500 45,500 351,000 54,600 54,600 45,500 45,500 495 000: 1 224,000 ; 1 t ; i 1 92,400i 92,400! i 1 542600 542600 100,-800 690,800 i 1 218 400 t 1,377,600 1125472200 125762200 1102000 2802000 11 12 400 1 2802000 i . 6902800 551,8001 189,600 543,4001 2082200; 2102600 - 211 2 60& 1842800. 1,915,200] 123762600 ;127612400 i127562400 ! 129352000 6 142 200 17 553 400 I 2932000 2922000 1 170,000 130,000 130,000 1170 : banks 37$)000 176,400 176,400 2,259,000 1 f565 I oco , 1 : [RANDITOTALS: 8002000 i i TOTAL 9452000 TOTAL 3,650000 , i 1970 11969 1971 1972 1973 1974 ;SO 2 Oil SIWA NOME BELTZ 900,000 900,000 4 029,000 $11 2 TOTAL )ormltory mgmt ousing 1,000,000 1,000,000 1,000,000 1,029,000 1102000 111,400 3 521,400 1974 11973 TOTAL FAIRBANKS KODIAK 1,650,000 1,650,000 1,230,000 1,230,000 121302000 - Table III-1 7,598,8001 825682400l 4253326001 325172200 7182100 7182100 22949210o 128212500 4 190 40o 3 517 800 28 988 600 All cost figures have been based on concrete block construction. A possfble source of immediate saving lies in using prefabricated structures. The initial cost is approximately 60% of concrete block) although when replacement costs are considered, it maybe more costly than concrete block)... TCA advises that prior to beginning any construction, a feasibility study be undertaken by a qualified engineer) to confirm the type of construction required, land available for construction, problems concerning shipment and receiving of building materials) availability of a water supply, and other variables which could delay the project. 3.2 Expected Implementation Costs - Phase I 3.2.1 Operating Costs Table 111-2 shows annual operating costs per student at each of the six regional high school sites. The educational costs range from $850 at Anchorage to $1400 at Bethel. $1350 at Anchorage to $2600 at Bethel. Boarding costs range from Total student costs range from $2200 at Anchorage to Woo at Bethel. The median cost of edu- cation in the boarding schools is $3000 per year. cost per dormitory student is $2860 per year. The mean operating Average educational costs will be $1190 and boarding costs $1670 per student per year. Table 111-3 shows the annual operating costs for each recommended school and a total operating cost for the system. These fi- gures are based upon enrollments at the completion of Phase One 1. One advantage of the prefabricated structure, lies in its replacement after 15 to 20 years. This requirement allows for improvement (continued on page 6) 111-3 TABLE III-2 ANNUAL OPERATING COSTS PER STUDENT - SCHOOLS AND DORMITORIES Assumed Annual Oicerating Costs/Student (Dollars) Boarding Costs Total Boarding Student Costs $1000 $1500 $2500 ANCHORAGE 850 1350 2200 FAIRBANKS 100u 1600 2600 NOME/BELTZ 1300 2500 3800 BETH& 1400 2600 'woo KODIAK 1200 2100 3300 School and Dorm Site SITKA (Total Non-boarding Student Cost) TAPT7 TOTAL ANNUAL OPERATING COSTS SCHOOLS AND DORMITORIES School and Dorm Site Boarding Capacity School Capacity (Nunlber of Students ) Annual Operating Costs Dorms Schools (Dollars) FAIRBANKS goo 1,000 $1,440,000 t1,000,000 BETHEL 450 650 1,170,000 910,000 NOME/BELTZ 450 650 1,125,000 845,000 ANCHORAGE 900 11000 1,115,000 850,000 KODIAK 150 800 315,000 9601000 SITKA/EDGECUMBE 500 1 000 750 000 1,000 000 $5,915,000 $5,565,000 Annual Total 111-5 At that time, 3350 dormitory students will be enrolled in in 1974. the system as well as a minimum of 400 students living in private homes. By 1974, yearly dormitory operations will cost $5,915,000 and school operations will cost $51f;65,000. It shoul0 be noted that school operating costs include 650 local district students at Kodiak and 500 local district stud,mts at Sitka. 3.2.2 Construction Costs Construction costs by type of facility, by site and by year are shown in Table III-1. The grand tota] of $28,988,600 by 1974 includes funds expended by the State of Alaska, the Bureau of Indian Affairs, local school districts, and other federal and foundation funds. Table 111-4 shows the anticipated breakdown of con- struction and operating costs. The state's share is $11,089,400. In section 3.3, the allocation of costs among these different funding sources is discussed. 3.3 Sources of funding for the Phase One Program 3.3.1 Bond Issue-t Tables 111-5 and III-b present for the Phase I Program. suggested funding sources The 1966 State Legislature authorized issu- ance and sale of $5 million in bonds to finance regional boarding schools 1 . Two million dollars of this sum was earmarked for Nlme on a two to one matching basis. The estimated cost for Nome/Beltz is 7-71tcozandernization as well as flexibility and adjustment to population shifts and change in educational requirements. Prefabricated units are now being used in Juneau, Fairbanks and Bethel. The "Illodulwei design is being used for elementary programs, special education, and a demonstration classroom. 1. CSID 441, amended, 1966; Laws of Alaska, Chapter No. 168. TABLE III-4 RECOMMENDATIONS FOR PHASE I COST SHARING CONSTRUCTION ANNUAL OPERATION LOCAL BOROUGH $ 1,545,000 $1/ 545, 000 STATE $11, 089,400 $3, 020, 000 BIA $ 8,7001800 $4,475, 000 FEDERAL $ 7 , 653,400 $2,69c 000 TOTAL : $28, 988,600 $11,730, 000 TABLE III- 5 DORM AND SCHOOL CONSTRUCTION FUNDING REMIREMENTS Local Tax Base SITE State BIA Research Center FAIRBANKS School Dorms (4,02900002 (30524,400)2 BETHEL School Dorms NOME/BELTZ School Dorms 802,000 TOTALS: 1. 2. loo, 000 1 40029,000 3,524,400 40029,000 30524,400 3,8990400 2,242,800 20242,800 10388,400 20802,000 10388,400 30204,000 30590,000 30204,000 690,800 6901800 20000,000 3,5900000 KODIAK School Dorms 743,000 1,545,000 10600,000 11,089,400 Total 100, ood- 3,8990400 ANCHORAGE School Dorms SITKA/ErGECUMBE School Dorms Other 2,3431000 1 174 800 3. 174 800 8,700,800 7,653,400 28,988,600 See Section 3.3.3, page III-11. State and BIA responsibility if Federal funds are not available. TABLE III-6 DORM AND SCHOOL OPERATION FUNDING REQUIREMENTS SITE Local Tax Base State Other BIA Re sear ch Center Total 250, 000 250, 000 1, 000, 000 1, 000, 000 FAIRBANKS School (1lom,000 Dorms (1,440,000) 1,440,000 1,440,000 BETHEL School 910, 000 Dorms 910, 000 1, 170,000 1,170, 000 111251000 845,000 11125,000 1,115, 000 850, 000 11115, 000 NOME/DELTZ School 260, 000 585, 000 Dorms ANCHORAGE School 850, 000 Dorms KODIAK School 785, 000 175, 000 Dorms 960, 000 315, 000 315,000 SITKA/EDGECUMBE School 500, 000 500, 000 Dorms TOTALS : 1, 000,000 750, 000 750, 000 1, 5 757550 3 75000 2,611.0,000 111730,000 $21302,000 approximately two million of which is the state's responsibility. The remaining $3 million bonding authorization will cover the majority of the construction costs for the school at Bethel. Table III-1 shows expenditures of $3,300,000 in 1969-1970 fcr con- struction of a school fcr 600 students. The Anchorage school, to be begun in 1971, will require a bond issue of $3,5901000 (plus cost increase adjustment). The dormitories should he funded by the B.I.A. 3.3.2 B.I.A. Financing If we can assume financing for dormitory construction and operation, the remaining costs outstanding are for faculty hausing. This is the only remaining cost not yet funded for the Name and Bethel schools. The State Department of Education - agreement of 19661 indicated B.I.A willingness to finance construc- tion, as yell as operation, of dormitories and allied facilities for native children attending state regional boarding schools. The BIA and the State Department of Education must agree on an overall plan and specific sites and size of school. BIA support is likely since the 1966 BIA recommendation includes a boarding facility at Bethel and Nbme as yell as Fairbanks, Anchorage, Kodiak, and an addition at Mt. Edgecumbe. The timetable and size of dormitories differ from TCA's recommendations but basic construction needs are comparable. Table 111-5 shows a two to one state-local matching since the completed facility will serve 50% of the regional and 50% of the local students. 1. Appenda-17-10Page III-10 The Sitka-Mt. Edgecumbe school construction remains a BIA responsibility until the facility is turned over to tba state or he Sitka Borough. The BIA could complete the construction before formal agreement of Sitka School District to enter into a cooperative use and administration of the Mt. EdgecuMbe facllity. This would reduce state construction costs (and bonding needs) by $1,600,000. Dormitory facilities on Japonski Island remain a BIA responsibility in either case. The dormitory at Kodiak will also be constructed by the BIA. 3.3.3 Federal Government Funding The Arctic Education Research Center at Fairbanks must be supported totally by federal funds or a foundation grant. Detailed information on funding the center is in Part II, Section 2.2.1. The Model School at Fairbanks is an integral part of the Research Center and should be treated as such in the proposal for funding. The concept of the center and school justify and explain this inclusion. A soundly prepared proposal for this model educa- tional complex could bring a $7,653,400 educational facility to Alaska. A program of this kind would receive its operational funds from the granting agency or foundation. shown in Table III-6. The operation costs are The coMbined center, school, and dormitory operation costs are $2,690,000 per year. The suggested sharing of costs for the entire Phase I program is presented in Table II1-4. 3.3.4 Other FUnding AlternatiTts The development of special programs in any of the regional high schools presents the possibility for federal funding. Programs designed to meet special needs of disadvantaged youth, or Indian children, may be funded under Titles II, III, or IV tary and Secondary School Acts of 1965-66. of the Elemen- The State Department and the concerned school districts should confer on possible programs to be requested. At that time, the State Department should develop a comprehensive proposal for the assimilation and education of Alaska's aboriginal population. The Demonstration Cities program of the Department of Housing and Urban Development offers a unique opportunity for federal funding for planning and implementation of; not only a secondary school, but the complete urban area. TCA recommends Bethel as the most logical city for inclusion in a "Demonstration Cities" program. The placing of a boarding high school in Bethel is part of a positive committment to aid the development of Bethel as an urbanized center to serve the Southwest Delta area and its citizens. The Department of Housing and Urban Development has $11,000,000 available for city or region planning contracts. phase one of three phases. 111-12 This is The deadline for sUbmission of an "analysis proposal" is 1 May 1967. At that time, contracts will be let to 70 to 100 cities. The planning grants will range fram $2000000 to $500,000 for periods of six to twelve months. The reference for preparation of an "Analy- sis proposal" is: Program Guide - Model Neighborhoods in Demonstration Cities - 1mmving the Quality of Urban Life, U.S Government Printing Office, 1967 0-242-411 A state-directed effort to win a planning grant for one or more of Aladka's regions should have a high priority for state planners. Because of the complexity and size of the tadk ahead for the State Department of Education, special provisions should 'be made for addition of personnel and services. TCA recommends a line item sum of $50,000.00 per year for the next five years. This sum would provide the funds necessary for planning, implementation and evaluation of the regional high sdhool system. The fund should be used for a comprehensive study of elem- entary education for rural Aladkans. EMphasis should be on pre- school and primary grade education. When the Arctic Research Center is operative, it will take over much of this responsibility. Until that time, success of the Regional Secondary School Plan will be greatly enhanced by special funding of this type. 111-13 PART FOUR THE ECONOMIC AND SOCIAL IMPACT OF REGIONAL SECONDARY SCHOOLS The traditional view of schools as having primarily, if not exclusively, an educational impact is not entirely appropriate in the rural areas of Alaska where most of the native population lives. In addition to being a device for tranmnitting "academic" information, schools in the bush have historically had a profound effect on the economy, population distribution and size of Alaskan native villages. Other government facilities have similar locational impact. George W. Rogers, a well known Alaskan economist, has pointed out that the overall Aladkan economy is largely "derivative"; being dependent upon federal expenditures.1 This is perhaps even more true.of the small native villages scattered throughout the far reaches of Western Alaska where the bulk of native population is settled. One of the key ecological developments in the native population since World War II, particularly among Eskimos, has been the tendency toward consolidation of the outlying, smaller communities and semi-nomadic bands into larger settlements, both Eakimo and mixed Eakimo and white. Until the war the Eskimos were scattered in two hundred or more small settlements, of which only 20 villages had more than 200 inhabitants in 1940....During the war many Eskimos 1Rogers, George W. and Cooley, Richard A., Alaska's Population and lccsam Vol. I, Analysis, Institute of Business, Economic and Government Research, University of Alaska, College, Alaska, 1963, passim. IV-1 went for jObs to urban centers--Fair:banks Nome, Anchorage, or others--or military construction sites; and this trend has continued, both for jOb-seeking and for other reasons, such as health care Now the total nudber of settlements has decreased, and there has been an increase in the popvlation of many though not all of the remaining ones.-L The opportunity for employment will thus "locate" elements of the native population. "Increasingly, considerable nudbers of Eskimos and Aleuts are moving into the urban areas of Alaska."2 Although it was during the war years that the tendency of the native population to cluster in larger villages became clearly pronounced, there is evidence to indicate that concentration of population was occurring before World War however, not merely or exclusively in response to employmenti ...concentration of population in Northern Alaska, while having begun some decades prior to the 1940's, was further greatly increased in the last 15 years by the impetus of military activity along the Alaskan coast...This reason, along with the others mentioned by Spencer--larger villages as locations of schools, churches, mediOal facilities--also tended to operate farther south along the coast, as well as inland in many areas of Eskimo settlement.3 Thus, coming into play in addition to straight-forward employment factors such as military construction, are considerations of key pkiblic facilities such sq schools, churches, and medical facilities which by virtue of simply existing in a particular physical location tend to attract native population. SUbstantial long-term changes in the distribution of population are the result. 1Hughes, C.C., linder Four Flags: Recent Culture ChangeL Among Etkimos", gUrrent Anthropology, Vo1,61 No.1, p.30, February, 1965. cIbid 3TEM. IV- 2 The development of the village of Barrow is a rather spectacular case in point. The Barrow Community Development Study, in discussing reasons for Barrow's population explosion comments: "Barrow' has grown large at the expense of the population (now almost gone) of the surrounding People were drawn there by the prospect of area. jobs, stores, movies, schools, medical services, and other attractions of modern life...Barrow depends largely upon government services and government employment for its cash income.1 Though initially the impetus for migration to Barrow depended on the availability of high-paying jObs, it soon became apparent that a "feedback" mechanism was operating which further attracted population and caused it to cluster in Barrow. The presence of jObs and salaries made it possible for natives, heretofore outside the cash ecoromy, to become consumers of goods and services. As more people in-migrated to Barrow more stores, restaurants, etc., sprang up to satisfy the demand. "Bright lights" thus appeared to exert a powerful influence on the direction of native migration. With the increase in the population the Native PUblic Health Service found it necessary to expand facilities as did the Bureau of Indian Affairs. A circular effect was created. The greater the popu- lation, the greater the necessity of expanding schools and hospital facilities; and the greater the population the larger became the private sector of the economy which provided material benefits and entertainment.2 1Rice, E.F., Saroff, J. Ronald, and Fuller, William D., The Barrow Community Development Study, University of Alaska, Mar67I0140 p.2. population of Barrow has tripled in the past 25 years, and is now estimated at 1500. 2Rice, E.F.0 Saroff, J. Ronald, and FUller, William DI., The Barrow iTredCommunitDy, University of Alaska, March:771W: IV-3 In The the case of Barrow, there is little doubt that the location of public services and facilities such as schools and hospitals helped sustain the growth given original impetus by construction tibias. 4.1 Native 1-16titudes Toward Schools & Health Facilities The Alaskan native partakes largely of the general American attitude that education is necessary, desirdble, and good in and of itself. "Despite the frequent interruption in schooling occasioned by huntinc, fishing, or trapping activities of their families, there is no question of the desire on the part of Eskimo children to receive an education."' The high priority given to education by Alaskan natives and the high esteem in which it is held was indicated by Charles K. Ray, in his comprehensive study, A Program of Education for Alaskan Natives, which reports on the educational aspirations of the younger generation of natives. Thei\r ideal is an education which will insure employment immediately after schooling is completed, with relatively high income, personal prestige and an assurance of continued employment.2 Also indicated is a strong demand for a higher level of education, with at least same high school as a minimum. 3 Dissatisfaction exists, particularly in the Bethel area, with the lack of opportunity for a high school education and is applied particularly to Mt. Edgecumbe, the principal B010A0 high school for Alaskan natives, which is geographically far removed from the bulk of native population. 4 1 Hughes, Qp. cit 0, P.37. 2Ray, Charles K., A Program ofEducation for Alaskan Natives, A Research Report, University of Alaska, College Alaska, revised edition, 1959, passim. ?Ibid 4There is evidence that the older generation is not happy with the possibility of their children's leaving the village to go to school. Thus, even though the opportunity to attend high school in other parts of the State (or country) may be available, the preference in many cases would appear to be a facility within the region of residence. It is necessary to emphasize the esteem with which the native population views education in order to emphasize the effect the location of a large regional high school of at least 500 pupils may have on native population movements, and hence on the native chances for economic well-being. Traditionally, the school in America has been a multiple-use facility, providing a convenient meeting place, recreational area, and even a community center. If the school, however, is an important facil- ity to middle class Americans, it is even more vital to the Alaskan Edkimo. In most Eskimo communities the school serves many functions. It is a hostel for visitors, a community center, often a meeting hall, recreational area, political forum, and medical clinic.1 The existence of a school, particularly one of the size of a large regional hAgh schooll2 with the specialized facilities and advantages it could provide, would be viewed as a considerable community asset and therefore would doUbtless influence the movement of native population. The location in a community of a considerable nuMber of teachers, who would by example of their own behavior provide leadership and instruction to the natives would be an attractive force additional to the physical plant of the school. 1 Hughes, Op. cit., p.37. 2A smaller high school would have a correspondingly lesser effect. Tv- 5 The teacher himself is, often inadvertently, a community leader, although his effectiveness varies from one place to another.1 The possible expansion or improvement of health facilities as a consequence of the construction of a large regional high school and a sasequent population increase would in turn further tend to draw population into an area. Prdbably the single greatest community interest centers about diseases and their cures. Good health is a very real concern to everyone, and the greatest menace by far is tUberculosis.2 For example, there is now a tendency for outlying villagers to go to Bethel when ill. This tendency would doUbtless be reinforced if addi- tional and improvei medical facilities were made available as would probably be the case if a regional high school wre constructed. 4.2,Effect of RegiOnal High'Schools on the LNative 'Population We have seen the historical effects of the location of schools and medical facilities, as well as the opportunity for employment, on the native population. The impact has been profound, altering the very pat- tern of native living by tending to concentrate population. There is every indication that the location of a large regional high school in larger rural villages, wuld have a similar and perhaps even heightened effect. Bethel, as an example, is a service and trading center for the Yukon-auskokwim delta. It is strategically located on the banks of the 1 HUghes, Op. cit., p.37. 2Van Stone, J. W. and Oswalt, W. H., "Three Eskimo Communities", Anthro- rlogical Papers of the University of Alaska, University of Aladka, College, Alaska, Vol. 9, No.1, DeceMber 190, p. 25. Kuskokwim River and is presently the major location in the region of a nuMber of federal facilities such as a Federal Aviation Agency station and State airport, a PUblic Health Service hospital, and both State and Bureau of Indian Affairs schools. Bethel, with an estimated population of 1,258 peoplell is now the center of the regional trade area which is based on fishing, fur trapping, and seasonal wage employment, especially in the salmon canneries.2 strength. It thus starts from a position of relative The location of a regional high school in Bethel would accel- erate the movement of population to that city, which could be presently described as the nmetropolis" of the YUkon-Kuskokwim. The actual construction of a regional high school would prObeibly result in the employment of a nudber of natives, many of whom have skills useful in such a project. Thus, an immediate economic impact, with the tendency to attract population, would be felt. After the construction of a regional high school there will be a need to employ custodial and maintenance personnel, most of whom could be drawn from the native population. Dolibtless a cafeteria would be built into the regional high school. In addition to supplying a badly needed square meal to the children, and thus reinforcing their desire to come to school, a hot lunr' Irogram would necessarily employ a slibstantial nudber of cooks, food handlers, etc. If it is anticipated that appropriate skills are not 1Community Gazetteer of Alaska including Geographic Coordinates and Latest paulation Figures, Issued jointly. by Office of the Governor, Department Health & Welfaiel Department of Labor, Alaska Legislative Council, 1965. `Foote, Don Charles and MacBain, Sheila K., A Selected Regional Bibliography for Human Geographical Studies of the Native Populations In Central Alaska Geography Department PUblication No. 12, McGill University, Montre;11 June 1964, p.11. IV-7 available, M.D.T.A. programs or other training programs could be instituted to ensure that the local population were able to fill such positions. The addition of fifteen to twenty-five teachers, not including administrators and counselors, to a community the size of Bethel or Nome or even one the size of Kodiak,would prObably mean direct population increase of up to one hundred people. There would thus be a direct beneficial effect on the economy of new residents able and willing to buy commodities and to expect services. Another direct economic impact of the location of a large regional high school would be the increase in the nuPber of consumers from outlying areas, particularly high school students, boarding in the community. Their wants and needs would dotibtless increase business in the area. , There appears to be a tendency on the part of federal and state agencies to locate, if the functional demands of a particular operation permits, in centers of population simply because it is easier to therdby attract and retain personnel. It is probable that the location of a large regional high school facility would make it easier to retain federal and state epployees in rural areas for longer periods of time than at present, because their children would have a full and complete range of high school facilities available and other services would be present. Almost by definition the larger the community and the more extmsive the community facilities, the less of a hardship post it might be considered. There is thus reason to anticipate that the location of a regional high school would have a not inconsiderable effect on locational decisions of other governmental agencies. An increase in government employment would, of course, be reflected in the economy of the area, providing the opportunity fol- more jObs. Thus, a spiral of economic growth would be started: the regional high school requiring teachers, and administrators, custodial assistance, and food handlers, the state and federal agencies having a tendency to enlarge or locate new facilities, and the "private" economy in the community expanding to meet tbe new population and increased demand, which would then make additional employment opportunities available. Though no particular time span or specific sequence of steps in such a procedure can be safely outlined, it is reasonable to expect such consequences to follow from thr location of a regional high school. All other experience in Alaska points in buch a direction. 4.3 The Social Impact:The change from life in a village such as Napaskiak,1 with 140 residents to Bethel with 1,258 is stibstantial. The traditional extended family structure does not, in Bethel, encompass a large percentage of the total population, though it is still an 116ortant institution to individual families. Relationships, as in any "urban" area, tend to become more formal, more distant. There is evidence that acculturization from small village rural life can be accelerated by residence in cities. 2 Residence in urban areas appears to accelerate the breakdown of old village patterns, patterns which may retard the development of rural folk into a disciplined 1Napask1ak: An Alaskan Eskimo Community, University of Arizona Press, ,,,Tticson, Arizona, 1963. 4-.Hoselitz, Berthold F., (ed.), The Progress of Underdeveloped Areas, Uhiversity of Chicago Press, Chicago, 1952, passim. IV- 9 Though neither Bethel, nor areas such as Nome or and reliable workforce. Kodiak can be considered large urban areas, they are nonetheless a vast leap from the small) isolated) family-oriented community in which most Alaskan natives live. The larger towns such as Bethel are more acces- sible to the "outside world") the world to which the Alaskan Native must adjust and adapt. Though the movement of population from villages to towns does not occur without social dislocation, it appears that move- ment to the larger centers of population is one essential ingredient in the adjustment and acculturization of the Alaskan native, as well as for his economic well=being. The advantage of at least 500-student regional high schools in communities the size of Bethel or Kodiak is that the leap from small village is not as great as it might be if the shift were to Anchorage or Fairbanks. The social dislocation would not therefore be as severe as if the jump were in one step. Location of regional high schools in larger villages might act as a "half-way house") a gradual exposure to an urban socialisystem. ,After several years in such an envi- ronment) students would be prepared to go to larger cities such as Fairbanks) Anchorage) etc. The influx of population to Bethel or Nome or Kodiak would present the natives with the opportunity to come in contact with natives from other villages and areas as well as with middle class Americans. Accult- urization involves change in the context of prolonged first-hand contact between different peoples.1 Such an experience would be available in centers in which regional high schools might be located. 1 Oswalt) W.H.) Mission of ChangE in Alaska) The Huntington Library) San Marino) California) 1963) p.152. IV-l0 There is evidence to indicate that Alaskan Eskimos are capable of major cultural change without accompanying disorganization.1 It would thus appear that the changes that could be wrought by the location of large regional high schools, particularly in an area such as Bethelowould be relatively painless. anthropologists habitually have assumed that systematic change is extremely difficult to achieve without accompanying disorganization. However, it is beginning to appear that major institutional changes (in the Kuskokwim delta) can take place in harmony with an aboriginal way of life if the interested outsider first can assess the receptivity of the peoples involved and will introduce his changes only among those groups with htgh receptivity....2 In the instance of the location of a regional high school, it would appear that a high receptivity will exist. 4.4 Conclusialtz: Much of the native population in western Alaska is presently living in dispersed and isolated communities which do not offer opportunities for other than sasistence economy and a limited education. The tradition- al settlement pattern of the Alaskan natives does not offer them an opportunity to become integrated into either the Alaskan economy or majority culture. Continued residence in such communities offers little hope for a change in the existing situation. However, if pliblic facilities are located in areas of economic potential, particularly in the larger villages, the dispersed pattern of 1 Ibid. p. 160. 2 / Ibid., p. 163. IV-11 settlement can be altered. Public facilities and amenities do exert a powerful attraction and act as a magnet to which natives are drawn. A function, rendering not large regional high school would perform such a social benefits to only educational benefits, but tangible economic and Alaska as well. IV-12 BIBLIOGRAPHY includin Geo ra hic Coordinates and Latest Population Figures. Issued jointly by Office of the Governor, Department of Health & Welfare, Department of Ldbor, Alaska Legislative Council, 1965. Communit Gazetteer of Alaska Foote, Don Charles and MadBain, Sheila K., A Selected Regional Bdbliogra hy for Allman Geogra hical Studies of the Native populations in Central Alaska, Geography Department PUblication No. 12, McGill University, Montreal, June 1964. Hoselitz, Berthold F., (ed.), The Pro ress of Underdevelo ed Areas, University of Chicago Press, Chicago, 1952. Hughes, C. C., "Under Four Flags: Recent Culture Changes Among Etkimos", Current Anthropology, Vol. 6, -No. 1, Fdbruary, 1965. paskiak: An Alaskan Eskimo Community, University of Arizona Press, Tucson, Arizonal-1763. Oswalt, W. H., Mission of Change in AlaSka, The Huntington Library, San Marino, California, 1761 Ray, Charles K., A Program of Education for Alaskan Natives, A Research Report, University of Alaska, College, Alaska, revised edition, 1959. Rice, E. F., Saroff, J. Ronald, and FUller, William D., The Barrow Community Develo ent Study, University of Alaska, College, Alaska, March, 1964. Rogers, George W. and Cooley, Richard A., Alakka's Population and Economy, Vol. I, Analysis, Institute of Business, Economic and Government Research, University of Alaska, College, Alaska, 1963. Van Stone, J. W., and Oswalt, W.H., "Three Eskimo.Communities", Anthropological Papers of the University of Alaska, University of Alaska, College, Alaska, Vol. 9, No. 1, DeceMber 1960. IV-13 SUMMARY RECOMMENDATIONS Training Corporation of America recommends the following steps be taken immediately: 1. Aladka should implement Phase One of the Regional Secondary School Plan as described in Part Two of this report. 2. The legislature should allocate immediately $50,000 per year to the State Department of Education so that they may proceed with the approved plan. 3. Plans should begin immediately for Obtaining funds for the Center for Arctic Research and Model School at Fairbanks. 4. , Proposals should be prepared for obtaining an educational grant for intensive summer programs for training teachers and resident aides who will be working in the Regional Schools. 5. The State Department of Welfare should begin immediately to identify and contract boarding homes for 400 or more rural Alaskans coming to the urban schools in Septedber 1967. V-1 APPENDIX A The following Alaskan population statistics, guidelines, and criteria are pertinent to understanding this report and the implementation of the Regional Secondary School Plan. Page Projections of Alaska Native Population 1960-2000 A-I Distribution of Ttotal Aladka Population by Size of Place A-2 Age and Sex Composition of Aladka's Population Percentage Distribution A-3 Composite Tdble of Population Statistics A-4 Criteria for Establishing Regional Boarding High Schools (Governor's Committee on Education) A-5 Memorandum of General Agreement, State of Aladka - Bureau of Indian Affairs A-7 !mks Estimating Guidelines for Facility Construction in Aladka A-10 PROJECTIONS OF ALASKA NATIVE POPULATION 1960 - 2000 Year TOtal AlaSka Southeast Southcentral Southwest Interior Nbrthwest High projection: (Total population) 197u 62,500 1980 92,100 1990 133,900 2000 191,100 13,200 19,100 27,200 38,000 6,900 10,800 16,700 25,000 (Average annual rate of natural increase) 22.7 1960-1970 37.9 37.5 45.8 37.6 1970-1980 39.5 44.5 38.1 36.0 1980-1990 41.2 34.o 1990-2000 36.1 EJ 22,800 34,000 49,700 71,400 6,700 9,800 14,300 20,200 12,900 47.6 40.8 38.7 38.7 37.4 38.7 38.5 36.4 32.4 36.1 36.8 34.5 20,600 27,700 35,500 43,300 6,800 9,600 12,900 16,500 13,200 182600 25,000 322000 37.5 30.0 25.0 20.0 11.0.0 18,1100 26,000 36,500 Low projection: (Total population) 1970 62,200 1980 86,100 1990 113,300 2000 141,500 13,000 17,500 22,400 27,300 82600 12,700 17,500 22,400 (Average annual rate of natural increase) 46.o 35.0 1960-1970 37.3 4o.o 32.0 30.0 1970-1980 27.8 25.0 32.5 198019090 20.0 25.0 1990-2000 22.3 35.0 30.0 25.0 35.0 35.0 30.0 25.0 DISTRIBUTION OF TOTAL ALASKA POPULATION BY SIZE OF PLACE 1960 ...-- ....... a .... Places of less than 1,000 Population - Percent of Total Po ulation ..- 116,446 51.5 1,000-5,000 10 121444. 5.5 11500-21000 4 7,032 3.1 2,000-2,500 2 4,478 2.0 . . 2,500-5,000 2 5,865 2.6 5,000-10l000 3 29,354 9.9 01000-251000 1 13,311 5.9 50000 or mnre 1 44,237 19.6 Source: U.S. Bureau of Cansus, 1960 Census of Population, Alaska; Final Report PC(1) -3A, Pg. 3-7. AGE AND SEX COMPOSITION OF ALASKA'S POPULATION PERCENAGE DISTRIBUTION 1960 Southeast Do. Southeentral Southwest M F M F M F Under 5 6.8 6.4 7.8 7.3 8.1 7.8 5-14 11.0 10.5 10.2 9.7 11.8 15-24 7.3 6.8 11.4 6.0 25-34 7.11. 6.4 10.1 35-44 7.3 6.2 45-54 6.5 55-64 Interior M F Northwest Total M F 14 F 9.0 9.0 7.7 7.11- 11.3 7.9 7.6 9.2 8.9 13.2 12.3 10.4 9.9 15.7 6.4 14.9 5.9 10.3 6.4 11.9 6.1 8.3 10.3 5.9 12.0 7.7 9.1 5.5 10.1 7.5 8.7 7.0 6.4 4.2 8.0 5.7 6.0 3.9 8.0 6.2 4.9 4.8 3.6 4.0 2.5 4.5 2.7 4.5 3.2 4.9 3.5 4.2 2.9 2.3 1.4 2.1 1.2 2.1 1.1 2.6 1.5 2.5 1.5 65-74 2.3 1.3 0.7 0.3 1.2 0.6 0.7 0.5 1.2 1.0 1.0 0.6 75 and over 1.2 0.6 0.3 0.1 0.3 0.2 0.4 .0.2 0.7 0.6 0.5 0.3 1 LA.) Source: Calculated from: United States Census of Population, Alaska, 1960, U. S. Bureau of the Census, PC (1)-38 Final Report. COMPOSITE TABLE OF POPULATION STATISTICS Aladka's Rural and Urban Population by Region 1960 ALASKA Rural Urban SOUTHEAST Rural Urban SCUTHCENTRAL Rural Urban SOUTHWEST Rural Ufban Urban !Population as :% of Total 'Population in each Region 1960 140,400 85,767 % of total population in each region 1960 521912 552939 26.1% 46.6% 12.8% 5.1% 33.2% 68.1% 51.4% 21,001 0.0% 35,817 13,331 i ! . Population by Region 1960 Total Native Other 38% 21.4% 18,886 16,517 ;Racial Characteristics of Alaska's 226,16T White 1T4,54& 11,784 0.0% Total White Native Other 43,081' 8,540 .35,1103 25,354 9,242 807 Total 108 851 White 98,733 Native 5.514 4 6e4 Other Total White Native Other 21 001 14,314 306 10.8% 9.4% Total White Native Other 49,128 41,789 4,638 2 701 21.8% 79.5% Total White Native Other 11,784 2,289 9,373 122 28.1% NMTHWEST Rural Urban 1960 'Abcadginal Population as 19.0% INTERIM Rural Urban % Distribution of Aboriginal Population by Region CRITERIA FOR ESTABLISHING REGIONAL BOARDING HIGH SCHOOLS* 1. In order to provide a broad curriculum including sufficient electives for the nonacademically- and academically-inclined student, a minimum enrollment of 300 students is necessary, 2. Where practicable, students should enroll in the regional high sdhool nearest their homes, but sdhools should be open to all eligible children of the State. 3. Costs of construction and shipping must be taken into consi- deration so that the best school plant facilities can be Obtained for the amounts expended. 4. The school should be located so that it is easily accessible to students and members of the professional staff. This criterion im- plies a location near a major transportation ha. 5. Wherever possible, existing school facilities should be util- ized for regional boarding high schools. 6. Adequacy of existing community facilities such as water, sewers, and fire protection should be taken into account in determining school centers and sites. 7. The community should have a sense of responsibility and indi- cate active support for the youth residing in the community and for those students brought into the school from adjoining villages. 8. tunities. Consideration should be given to employment and cultural opporThe school should not be an isolated entity but should be a true community school. It is essential that a free interchange of acti- vities between the school and the community be encouraged. * 4n Overall Education Plan for Rural Alaska, revised, Governor s Cammittee on Education, February 28, 19660 pp.11-12. A-5 The organized districts should operate those boarding schools located within their bcundaries. The State or the BIAwould reiMburse the school district for the cost of educating the nondistrict students. In the event that some of the smaller school districts have excess space, the State should explore the possibility of placing boarding school students from the rural areas in these schools. This may require, in some cases, placement of children in approved homes near the school location. Representatives from the State Department of Education and the Bureau of Indian Affairs should make concerted efforts to insure that boarding school space is utilized effectively. Applicants for admission to any boarding school should be screened by officials from both agencies to help insure placement of students in schools nearest their homes (assuming space availdbility) and in schools providing programs most appropriate for a particular student in light on his dbilities and interests. MEMORANLIUM OF GENERAL AGREEMENT STATE OP ALASKABUREAU OF INDIAN AFFAIRS 1 March 1962 1. PUblic educa,ion in Alaska is a primary responsibility of the State of Alaska. This responsibility extends to all children withit, the State. 2. The State Government will do all that its resources will allow in order to meet the educational requirements of all its children. In the State's continuing effort to do all that might be expected, close attention must be given local participation in the support of pUblic school operations. 3. The educational effort of the Bureau of Indian Affairs in Alaska has been and will continue to be directed toward the attainment of educational goals to which the State and Federal governments are committed but whidh cannot be attained by the State alone because of financial limitations. 4. It is the mutual goal of the State.and Federal governments to establish for all people in Alaska a single system of pane elementary and secondary education. 5. All pUblic schools in the State of Alaska should ultimately be included in the State educational system notwithstanding that Federal financial participation will remain essential for same time. 6. It is agreed that there exists today a serious deficiency in the overall educational program in Alaska, particularly with respect to children of high school age who, for lack of facilities, are not in school. 7. It is agreed that a closer coordination will be established between programs of the Federal Government which provide the State with financial aid for education. This will require cooperative planning by A-7' the State Department of Education, the U. S. Office of Education: and the Bureau of Indian Affairs. The Bureau of Indian Affairs intends to operate its schools or otherwise fulfill its commitments to the education of Alaskan natives in a fashion consistent with educational policy as it is developed by the State of Alaska. However, it is agreed that State policy should be formulated with full consideration of the limitations of law which govern Federal activities and financial contributions. 8. Although the Bureau has requested funds for planning new school facilities, the plan of the Bureau maybe adjusted to conform as closely as possible to the comprehensive educational programs to be developed by the State. 9. It is agreed that the State of Aladka should formulate an over- all plan with local participation for (a) expansion of present high school educational facilities, and (b) transfer of Bureau-operated schools to State management and operation. This planning, of necessity, will include Federal financial participation. 10. Such plan as the State formulates will be the basis for further discussions lodking toward agreements which will coordinate Federal and State efforts in the educational field. U. It is especially to be noted that the Bureau in considering such plans as maybe advanced by the State has no fixed Objection to the location of high school facilities in any particular community, and it is hoped that State plans for school construction at Name maybe utilized within the overall program. 12. It is agreed that the Bureau of Indian Affairs and the State of Alaska consider the establishment of regional :amprehensive high schools A-8 A with necessary domiciliary facilities an acceptdble approadh in providing secondary education. 13. Nothing in this statement is to be interpreted as a commitment by either the State of Alaska or the Bureau of Indian Affairs to a particular approach in meeting the educational prdblems in Aladka which are of mutual concern. At such time as the State of Aladka provides policy guidelines for discussion with the Bureau of Indian Affairs it is hoped that a cammitment to particular actions maybe made at both the State and Federal levels. TRAINING CORPORATION OF AMERICA'S ESTIMATING GUIDELINES FOR FACILITY CONSTWJCTION IN ALASKA A. STUDENT AREA Dams, hallways, associated lounges (not athletic buildings) supervision for dorms, bath areas (either sex) B. UNMARRIED STAFF Since these people will be few, a minimum allowance will be (common, gang type, bath facilities will be used.) C. 150 sq. ft per person MARRIED STAFF Separate bath, no kitchenette - 2 room (bedroom - living roam) D. 100 sq. ft per boarding student 350 sq. ft. per couple MEDICAL FACILITIES 10 sq. ft. per student 200 students 300 students 11 400 studen.4s - 500 600 700 800 900 1000 E. students students students students students students - 8 sq. ft. per student 11 11.1 II OP 6 sq. ft. per student OM DENTAL FACILITIES * 200 - 400 students - 450 sq. ft. ** 401 -1000 students - 750 sq. ft. An X-ray area witwo to three dental Chairs - waiting area and office space. Same as above except increase chairs from three to five. KITCHEN LaNING AREA (Includes Storage) 0 - 125 students - 25 sq. ft. per person 126 - 450 students - 30 sq. ft. per person 451 -1000 students - 20 sq. ft. per person % DISTRIBUTION FOR ABOVE SQ. FT. - 30% Kitchen - 35% Storage Dining Area - 35% (Refrigerator and freezer space 2 cu. ft. per student or U.S. Pliblic Health Service Standards) Dining area and kitchen must be separated by partitions. G. RECREATION AREA (Gym, Pool arhe like) 50 students - 50 sq. ft. 51 - Wo students - 30 sq. ft. 401 -1000 students - 20 sq. ft. 0 - H. CLASSROOMS 15 to 25 sq. ft. average per student 0 - 20 students - 20 sq. ft. 21 - 50 students - 18 sq. ft. - 15 sq. ft. 51 and above I. WOATIONAL SHOPS Allow 20 sq. ft. per student Office occupations, machines, equipment and appliances repair. J. SCHOOL AEMINISTRATION Head or Director - 125 sq. ft. - 100 sq. ft. Secy or clerks Admin assistant - 100 sq. ft. 10% of total for halls and toilet areas K. BATH FACILITIES 1. 2. 3. 4. L. Water closets Lavatories Bath tUbs or showers Drinking fountains - 1 1 1 1 for for for for 8 students 12 students 8 students 75 students Average bath area woulli be 350 sq. ft,- LIBRARY 15 sq. ft. per.student M. (Linens, furniture, maintenance Shops, utility closets, boiler, etc.) Student laundries - GENERAL STORAGE 0 - 499 500 -1000 N. 18 sq. ft. - 15 sq. ft. - MOTOR POOL BUILDING Some consideration should be given to housing vehicles in Alaska no suggestions on sq. ft. A-11 ; 4 O. AVERAGE COST FOR CONSTRUCTION (Does not include utilities being brought to the property or purchase of land) An all-concrete building - $35 to $4o per sq. ft. Concrete block building - $30 per sq. ft. Wood-type construction - $26 to 27 per sq. ft. Metal prefdb - $20 to 22 per sq. ft. Special Nbte: - Building index will increase dbout 1 to 2% per year. The dbove is current as of March 1966. COST INDICES FOR ALASKA For locations other than the Anchorage area, use is made of the following cost indices upon a comprehensive study made by the Office of the Alaska District Engineer, U. S. Army, Corps of Engineers: Location Anchorage Barter Island Big Delta Cold Bay Dillingham Failtanks Flat Fort Milton Galena Gulkana Haines Homer Juneau Kenai King Salmon Kodiak (Long Island) Kotzdbue Level Island Naknek Nome NorthwaY Point Barrow Shemya Tanana Umiat Whittier Bethel (equated to Nome) Sitka (equated to Juneau) Constr. Cost Index (Seattle-1.0) 1.7 3.6 2.2 3.0 2.2 1.9 2.6 2.6 2.3 2.1 2.0 2.2 1.8 2.1 2.1 2.0 2.4 2.0 2.1 2.3 2.3 3.6 3.1 2.3 3.6 1.9 2.2 1.8 A-13 Constr. Cost Index (Anchorage-1.0) 1.0 2.1 1.3 1.8 1.3 1.1 1.5 1.5 1.3 1.2 1.2 1.3 1.1 1.2 1.2 1.2 1.4 1.2 1.2 1.3 1.3 2.1 1.8 1.3 2.1 1.1 1.3 1.1 APPENDIX B BIBLIOGRAPHY 1. Coleman, J.S., et al., "Equality of Educational Opportunity", U.S. Department of Health, Education, and Welfare, July 1966. 2. CooMbs, L.M. et al., "The Indian Child goes to School" B.I.A. 1958. 3. Dafoe, D.M., "Same PrOblems in the Education of Native People in Alaska", Alaska Department of Education, June 1959. 4 Franzen, C., and Partridge, A.R., "Educational Specifications for Rural Alaskan Schools", The School Planning Ldboratory, School of Education, Stanford University, and the Educational Planning Service, Colorado State College at Greeley, July 1964. 5. Lindman, E.L., "A Foundation for Alaska's Pdblic Schools", Alaska State Board of Education, SepteMber 1961. 6. Pierce, David A., "Saving Dollars in Building Schools", Reinhold Pdblishing Corporation, New York, 1959. 7. Ray, C.K., "A Program of Education far Alaskan Natives", University of Alaska, 1959. 8. Ray, C.K., "AlaSka's Native Secondary School Dropolts", University of Alaska, 1962. 9. Rogers, Ga. and Cooley, R.A., "Alaska's Population and Econany", A2aska Department of Development and Planning, 1962. 10. The Governor's Committee on Education, "An Overall Education Plan for Rural Alaska", February 1966. 11. U.S. Department of Health, Education and Welfare, "Environmental Engineering for the School, A. Manual of Recommended Practice", 1961. 12. Zahradnicek, W.T., "Report of the Cammissioner of Education", Alaska Department of Education, June 1964. In addition to the above, the bibliography listed in the Interim Report was utilized as background for this study. B-1 ADDENDUM SECONDARY EDUCATION FOR RURAL ALASKANS Interim Report 1 NoveMber 1966 In Figure 3, page 30: Figure 4, page 43: Figure 5, page 48: Town of Levelok on Aleutian Peninsula should read "So. Naknek." "Leveldk" should be located to the north at the mouth of the KVichak River. Town of Nenana is mislocated on Codk Inlet in the greater Anchorage area. °Nenana" should be located in the central region at the point now mislabeled *Nenuna."