program shall be available primarily to Indians who are not less than eighteen and not more than thirty-five years of age and who reside on or near an Indian reservation, and the program shall be conducted under such rules and regulations as the Secretary may prescribe. For the purposes of this program the Secretary is authorized to enter into contracts or agreements with any Federal, State, or local governmental agency, or with any private school which has a recognized reputation in the field of vocational education and has successfully found employment for its graduates in their respective fields of training, or with any corporation or association which has an existing apprenticeship or on-the-job training program which is recognized by industry and labor as leading to skilled employment. Section 2 of the act sets an amount of funding for such programs: There is authorized to be appropriated for the purposes of this Act the sum of $3,500,000 for each fiscal year, and not to exceed $500,000 of such sum shall be available for administrative purposes. Consequences for Native Americans In 1960, it was reported that in excess of 31,000 people had moved off the reservation and to urban areas since 1952, with about 30% returning to their reservations. About 70% of them becoming self-sufficient in their new cities. It is estimated that between the 1950s and 1980s, as many as 750,000 Native Americans migrated to the cities, some as part of the relocation program, others on their own. By the 2000 census, the urban Indian population was 64% higher than it had been in the pre-termination era of the 1940s. Schools offered vocational or on-the-job training to anyone age 18 to 35 who was at least one-fourth Native American. More than 3500 persons enrolled in 322 institutions and job placement was reported at 70% by 1966. Oklahoma State University Institute of Technology reported that 91% of graduates were employed after the program. Students entered vocational programs, including study of more than 100 vocations including electronics, nursing, and X-ray technology, with assistance from the act. Students were provided two years of education, along with transportation, room, board, funds for books and tools, and a living allowance. Overall, the program had devastating long-term effects. Relocated tribe members became isolated from their communities and experienced homesickness. Many also faced racial discrimination and segregation. Many found only low-paying jobs with little advancement potential with the