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AIHEC AIMS Fact Book 2007 Tribal Colleges and Universities Report

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AIHEC AIMS Fact Book 2007 Tribal Colleges and Universities Report AMERICAN INDIAN MEASURES FOR SUCCESS American Indian AIMSMeasures For Success AIHEC AIHEC AIMS Fact Book 2007 Tribal Colleges and Universities Report BASED ON THE AIMS KEY INDICATOR SYSTEM (AKIS-2007) A Report From American Indian Higher Education Consortium Prepared By Systemic Research, Inc. March 2009 Carrie Billy, President and CEO 121 Oronoco Street Alexandria, VA 22314 703-838-0400 www.aihec.org Systemic Research, Inc. American Indian Measures Success for Jason J. Kim, President Linda M. Crasco, Executive Director 150 Kerry Place, 2nd Floor Norwood, MA 02062 781-278-0300 www.systemic.com March 2009 Second Edition, July 2009 The materials contained within this report are the intellectual property of the American Indian Higher Education Consortium and Systemic Research, Inc. Any use or reproduction thereof must contain the following citation: “Used with permission of the American Indian Higher Education Consortium and Systemic Research, Inc.” All other rights are reserved. © 2009 Systemic Research, Inc. ISBN 978-0-9816611-1-7 ii | AIHEC-AIMS FACT BOOK 2007 AIHEC-AIMS 2007 Book Fact AIMS Fact Book 2005 AIMS Book Fact TRIBAL COLLEGE MOVEMENT The first Tribal College was established in 1968 in response to unmet higher education needs of American Indians. Barriers to postsecondary education for American Indian students include geographic isolation of reservations, AIHEC MISSION inadequate precollege preparation, socioeconomic challenges, and family AIHEC is the collective spirit and unifying voice of our responsibilities. Tribal Colleges and Universities (TCUs) are essential in nation’s Tribal Colleges and Universities (TCUs). AIHEC providing educational opportunities for American Indian students. They offer provides leadership and influences public policy on higher education that is uniquely Tribal with culturally relevant curricula American Indian higher education issues through and research, extended family support, and community education services. advocacy, research, and program initiatives; promotes Most TCUs are located on federal trust territories and therefore receive little and strengthens Native American languages, cultures, or no funding from state or local governments, unlike other public colleges communities and tribal nations; and through its unique and universities. Instead, the colleges’ special relationship with the federal position, serves member institutions and emerging government and the financial support it provides continue to be essential for TCUs. their survival. TCUs offer degrees and certificates in more than 600 majors. In 2007, all AIHEC’S FOUR PRIMARY STRATEGIC GOALS TCUs offered associate’s degrees; eight Tribal Colleges offered baccalaureate Sustainability. Sustain Tribal Colleges and Universities degrees; and two offered master’s degrees. Additionally, approximately 180 (TCUs) and the Tribal College Movement. vocational certificate programs are available. Performance Accountability. Provide technical The American Indian Higher Education Consortium (AIHEC) is the collective assistance, standards, and processes necessary for TCUs spirit and unifying voice of the nation’s Tribal Colleges and Universities. to be accountable premier higher education centers AIHEC provides leadership and influences public policy on American Indian within their communities. higher education issues through advocacy, research, and program initiatives; promotes and strengthens indigenous languages, cultures, communities, and Student Engagement. Help improve the capacity of tribal nations; and through its unique position, serves member institutions TCUs to provide high quality, culturally relevant, and and emerging TCUs. integrated higher education. Thirty-seven TCUs currently constitute AIHEC. The two newest member Strengthening Communities. Assist TCUs in institutions were admitted in 2007. TCUs are located primarily in the central improving their capacity to serve their students, and western parts of the United States, with one member in Canada. individuals, families, and extended families. AMERICAN INDIAN HIGHER EDUCATION CONSORTIUM | iii AMERICAN INDIAN MEASURES FOR SUCCESS (AIMS) IN HIGHER EDUCATION The overarching goals of the AIHEC American Indian Measures for Success (AIHEC-AIMS) initiative are to build capacity in data collection and accountability at Tribal Colleges and Universities (TCUs), strengthen TCUs’ ability to measure success, lay the foundation for systemic program change, and ultimately increase American Indian participation and success in higher education. The AIHEC- American Indian AIMS initiative is directly related to the first two of AIHEC’s four primary goals AIMSMeasures For Success – Sustainability and Performance Accountability. AIHEC-AIMS also focuses on the third goal, Student Engagement, as it measures American Indian students’ AIHEC participation and achievements at TCUs.1 AIHEC-AIMS MISSION The AIHEC-AIMS initiative defines measures for TCU success that are relevant to Through capacity building in data collection and analysis the colleges and their communities. Since 2004, AIHEC and Systemic Research at TCUs, this system will be the foundation for systemic have designed, developed, and implemented the AIMS data collection instrument. reform that significantly increases – and, for the first The instrument – AIHEC-AIMS Key Indicator System (AKIS) – was developed time, accurately measures – American Indian success in based on input from AIHEC, TCUs, accrediting organizations, American Indian higher education. College Fund, Bureau of Indian Affairs, and others. AKIS is designed to meet the needs of the TCUs. It incorporates unique measures of success that are not American Indian Measures Success for included in traditional higher education reporting requirements. AKIS was revised many times in response to feedback received from advisory panels and focus groups. AKIS continues to evolve as the TCUs annually implement the data collection effort and report their experiences at national, regional, and on-site data and evaluation capacity building workshops. The AKIS instrument, with both quantitative and qualitative sections, is tailored for each TCU to reflect its degree and program offerings. AIHEC and Systemic Research publishedAIHEC AIMS Fact Book 20052 in 2006 and Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights and Profiles3 in 2008. 1 American Indian Higher Education Consortium. (2007). Defining Our Future: 2006 Annual Report. Alexandria, VA: Author. 2 Systemic Research, Inc. (2006). AIHEC AIMS Fact Book 2005: Tribal Colleges and Universities Report. A report from American Indian Higher Education Consortium. Norwood, MA: Author. 3 American Indian Higher Education Consortium and Systemic Research, Inc. (2008). Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights and Profiles. Norwood, MA: Author. iv | AIHEC-AIMS FACT BOOK 2007 AIHEC-AIMS 2007 Book Fact American Indian Higher Education Consortium (AIHEC) 2005 AIMS Book Fact Tribal Colleges and Universities AMERICAN INDIAN MEASURES FOR SUCCESS (AIMS) AMERICAN INDIAN HIGHER EDUCATION CONSORTIUM | v American Indian Measures Success for vi | AIHEC-AIMS FACT BOOK 2007 AIHEC-AIMS 2007 Book Fact AIMS Fact Book 2005 AIMS Book Fact AMERICAN INDIAN MEASURES FOR SUCCESS AIMS FACT BOOK 2007: TRIBAL COLLEGES AND UNIVERSITIES REPORT Based on the AIMS Key Indicator System (AKIS 2007) Table of Contents Introduction A. AIHEC AIMS Fact Book 2007 Highlights .........................................................................................................................................................................................................................1 B. Tribal Colleges and Universities Outstanding Achievements Highlights .......................................................................................................................................................................6 Section I. Educational Participation, Attainment, and Retention: AY 2003-04 to AY 2006-07 Indicator I.1 Fall Enrollment Trends by Race and Gender, and Full or Part Time...........................................................................................................................................................16 Indicator I.2 Fall Enrollment Trends by Institution and State..........................................................................................................................................................................................17 Indicator I.3 Major Groups, Disciplines, and Degree Offerings .......................................................................................................................................................................................18 Indicator I.4 Fall Enrollment Trends by Discipline............................................................................................................................................................................................................19 Indicator I.5 Graduation Trends by Degree Type...............................................................................................................................................................................................................20 Indicator I.6 Degrees, Certificates, and Apprenticeships/Diplomas Conferred Trends by Race and Gender.................................................................................................................21 Indicator I.7 Graduation Trends by Discipline...................................................................................................................................................................................................................23
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