The 36 teacher-participants at the 1967 NDEA Summer Institute in English for speakers of other languages, held at the University of Montana, came from public, private, and Bureau of Indian Affairs schools in eight Western states. Their pupils represented 16 Indian tribes, ranging from Navaho, where many children come to school knowing no English, to Salish and Kutenai, where most beginning school children speak English. Estimated enrollment of these schools ranged from 25 percent to 100 percent Indian. In addition to estimating the attendance, the participants were asked to categorize their students according to whether they spoke (1) standard English, (2) nonstandard English, (3) little or no English, or (4) standard English, but with limited vocabulary due to socioeconomic conditions. Categorization was difficult for some teachers because of their standards of oral speech and "degree of teacher permissiveness," as well as the fact that many teachers were quite unaware of the speech of their students. Figures arrived at from the teachers' evaluations tend to suggest "the lamentable conclusion that many children who attend our schools to learn English only succeed in learning a nonstandard variety, or in preserving it if they arrive speaking nonstandard English." (AMM)