American Indian rejection of the assimilation process coupled with recent positive Office of Educational Opportunity (OEO) experiences have given birth to new Indian ideologies which encompass regeneration of the internal forces in the Indian community. Local control of education provides the key to regenerative action and total development, because people are necessary for development of institutions, and institutions contribute to the development of people. Community controlled schools can provide a focal point for community recovery through involvement. Involvement gives meaning to existence, and involvement in a movement to recover cultural values in an Indian community can lead to recovery of religious values which, in turn, will promote the social intercourse and solidarity necessary for development and self-actualization. Community control of education can effectively promote social change from within, as educational control can provide: (1) immediacy of contact between the young and old; (2) a mechanism for the Indian professional who would root himself in the environment and explore the wisdom of tribal perspectives via modern techniques; (3) a forum for cultural expansion and creativity; (4) employment at the local level; and (5) control of Federal monies which could be used as a lever to promote Indian development and capital. (JC)