In 1987-88, some 150 American Indian students, parents, tribal leaders, and educators participated in seven regional dialogues on the reforms needed in American Indian education. Participants gave a clear message that Indians want direct control over educational institutions serving their children, curriculum reform to make cultural retention an important factor in their education, and tribal community empowerment to strengthen the partnership between communities and educational systems. Despite the public schools' poor record in educating Indian youth and in being insensitive to cultural and historical issues, participants wanted the American model of education reformed so as to be relevant to Indian concerns. They endorsed the College Board's six basic academic competencies as vital skills needed for success in higher education and employment, but they expressed the need for tribal communities to set their own educational agenda, based upon local needs and concerns. They agreed that schools should offer appropriate tribal language courses and bilingual and bicultural courses. They made recommendations for the integration of American Indian content and perspectives into the areas of English and language arts, mathematics, science, social studies, fine arts, physical education and health, and computer literacy. Participants affirmed a holistic approach to education, and called for concerted action with regard to (1) biased textbook accounts of American Indians and their history; (2) poor self-image of Indian students; (3) community in-service training of educators; (4) development of holistic cultural curricula; (5) parent involvement; (6) community dialogues and involvement; and (7) college scholarships based on academic excellence. (SV)