Estimation of Feasibility and Economic Impacts of Proposed Native American Land Grant College in the State of Thomas R. Harris, Professor, Director, and Extension Specialist, University of Nevada, Reno College of Business Department of Economics, University Center for Economic Development ([email protected])

Staci Emm, Professor and Extension Educator, University of Nevada Extension Mineral County Office ([email protected])

Carol Bishop, Associate Professor and Extension Educator, University of Nevada Extension Clark County-Logandale Office ([email protected])

Brenda Freeman, Professor and Extension Specialist, University of Nevada, Reno College of Education Department of Counseling and Educational Psychology ([email protected])

Kari Emm, Director, University of Nevada, Reno Director of Transfer Programs ([email protected])

Buddy Borden, Associate professor and Extension Educator, University of Nevada Extension Clark County-Las Vegas Office ([email protected]) [email protected]

Selected Paper prepared for presentation at the 2020 Agricultural & Applied Economics Association Annual Meeting, Kansas City, Mo, July 26-28, 2020.

Copyright 2020 by [authors]. All rights reserved. Readers may make verbatim copies of this document for non-commercial purposes by any means, provided that this copyright notice appears on all such copies. Introduction

Since the U.S. Congress authorization of the formation of 1994 Land Grant universities and colleges, there are 36 federally recognized tribal land grants colleges federally recognized tribal land grants in the . These universities and colleges are part of the land grant system that was first authorized by the Morril Act in 1862 for states and 1890 for Black Colleges.

Legislation was approved in 1994 for American Indian land grants. Most of the Native

American Land Grant universities are located in the plains and southwestern states of the nation.

These universities and colleges are chartered by one or more American Indian tribes.

The State of Nevada has 19 federal recognized American Indian tribes with 27 reservations and colonies, and currently does not have an American Indian Land Grant university or college.

However, there is a possibility of a location of an American Indian land grant college on the

Yerington Paiute reservation. At the request of the Yerington Paiute Tribe, a working committee, under the direction of the College of Agricultural, Natural Resources and Biotechnology came together to complete a feasibility and economic impact analysis for the creation of a tribal college in Nevada. The working committee was comprised of the Yerington Paiute Tribe,

Nevada Indian Commission, UNR American Indian faculty and Nevada tribal members, and other UNR faculty from the UNR College of Education and College of Cooperative Extension.

Economists from the University of Nevada Center for Economic Development and Cooperative

Extension used results of a needs analysis and worked with the Yerington Paiute Tribe to complete a feasibility and economic impacts analysis on a facility located on their reservation.

Currently, the facility is located on tribal lands as a school for troubled teen girls. The lease on the facility will be up soon and the Tribe would like to investigate the opportunity to turn the facility into a tribal college for Nevada Indian students. The goal of this report is to provide decision makers with the information needed to determine whether a tribal college at the Yerington Paiute Tribe site is economically feasible and the potential economic impacts of facility operations on the economy of Lyon County.

Tribal College Framework

Tribal colleges and universities (TCU) are chartered by a tribal government or respective group of tribal governments. There are over 75 campuses in 16 states that serve students from federally recognized tribes in the United States. TCUs vary in their educational focus, enrollment size, location and other characteristics. Graphic 1 is a map provided by the American Indian Higher

Education Consortium (AIHEC, 2019) on the current locations of TCUs.

(FIGURE 1 HERE)

The project team visited Salish Kootenai College in 2017 to assist with understanding the dynamics of the tribal college framework. The existing college was extremely helpful and, provided a history of how Salish Kootenai College was started, offered to assist with accreditation, and shared best practices and documents on how to start a college. The team began to piece together the requirements that would be needed to not only start a tribal college in

Nevada but be able to adequately prepare the Nevada tribal college for 1994 Land Grant status in the future. The major requirements to be considered for Land Grant status are congressional action, accreditation, chartered by tribal government, 50% or more of the Board of Regents must be American Indian, and a student population of 50% or more American Indian. Funding is available under land grant status for Education Equity, Extension Services, and Research. There is also Bureau of Indian Education funding available per American Indian served. American Indian Higher Education Consortium (AIHEC) was formed in 1973. AIHEC has a membership of 37 TCUs in the United States that are chartered by tribal governments to provide support to American Indians. Research (UNCE, CM-18-01) reported that culturally and holistically based higher education opportunities lead to overall success. AIHEC focuses on this goal and is instrumental in establishing a tribal college.

Nevada Indian Tribes

There are four major tribal groups located in Nevada, the Washeshu (Washoe), Numa (Northern

Paiute), Newe ( ), and the Nuwuvi (Southern Paiute). The Washeshu are located in extreme Western Nevada along the eastern side of the Mountains, the

Numa historically occupied west and north central Nevada, the Newe historically inhabited east and north central Nevada, and the Nuwuvi historically resided in southern Nevada. Within the four major tribal groups, there are 27 reservations and colonies throughout Nevada. Tribal enrollment ranges from 56 tribal members to over 2,000 members depending on the particular reservation and/or colony.

The Paiute people historically was made up of many different bands of Indians that were located across a large part of the western United States. The Paiutes call themselves “Numu,” meaning

“The People.” Over time, the bands were relocated and placed on land bases that we call reservations today. In Nevada, there are the Southern Paiutes and Northern Paiutes. Prior to contact with Europeans, the Southern Paiutes occupied more than 30 million acres of present-day southern , southern Nevada, south-central Utah and northern Arizona.

They lived a nomadic lifestyle in independent groups, moving frequently based upon food supplies. Spanish settlement greatly impacted the Southern Paiutes, introducing a slave trade, and as settlement increased, epidemics of smallpox, cholera and other diseases swept through the bands of Indians. The Southern Paiute in Nevada lived in about 15 bands across southeastern

Nevada and neighboring states. There are two federally recognized tribes as a result of the bands in Nevada. The two bands are the Las Vegas Paiute and the Moapa Band of Paiutes.

The Northern Paiute in Nevada lived in several bands that spanned across Oregon, California,

Nevada and Idaho. There are five federally recognized tribes as a result of the bands in Nevada.

These bands or “Tribes” as they are called today are the Lovelock Paiute Tribe, Pyramid Lake

Paiute Tribe, Summit Lake Paiute Tribe, Walker River Paiute Tribe and the Yerington Paiute

Tribe.

The Western Shoshone Indians are “Newe,” (Nu-wee) meaning “The People” with a traditional territory covering southern Idaho, the central part of Nevada, northwestern Utah and the Death

Valley region of southern California. The Western Shoshone historically survived by hunting, gathering, fishing, foraging and some farming. They have a unique social structure stretching throughout their territories, with all groups meeting up at least once a year, but also breaking up into small groups to follow food sources. The different groups (villages) of Indians are connected or linked based on economic and social activities, and through marriage (Clemmer, 2004). There are four Shoshone Tribes located in Nevada, which are the Te-Moak Tribe of Shoshone,

Duckwater Shoshone Tribe, Ely Shoshone Tribe and the Yomba Shoshone Tribe.

There are several federally recognized tribes that are both Northern Paiute and Shoshone. The majority of the time, land was purchased, set aside or allocated for the Indians living in the area.

At other times, they would relocate groups of Indians to a particular land base. This all resulted in Paiute and making up the demographics of one tribe. The Paiute and Shoshone tribes in Nevada are the Duck Valley Tribe of Shoshone and Paiute Indians, Fallon Paiute- Shoshone Tribe, Fort McDermitt Paiute and Shoshone Tribe, and the Winnemucca Paiute and

Shoshone .

The Washoe Tribe of Nevada and California is located in western Nevada and eastern California around , specifically Cave Rock. Washoe or “Washo” is derived from “WA SHE

SHU” meaning “The Washoe People.” The Washoe people historically were divided in three different groups. The groups are identified as “Wel mel ti,” (the northerners), “Pau wa lu” (lived in the Carson Valley), and “Hung a lel ti” (lived in the south). The groups would come together throughout the year for special events and gatherings (Washoe Tribe, 2017).

Selected Site: Yerington Paiute Tribe School Facility The Yerington Paiute Tribe has a school facility built on tribal land that they currently lease to a private company called Rite of Passage. Currently, Rite of Passage is housing and educating teen girls that are from the juvenile justice system in California. Rite of Passage provides a monthly lease payment to the Tribe for the facility and pays all operation and maintenance for the facility.

The project team has visited the facility several times. The facility has two dormitories that house 48 students each, classrooms, clinic, library, cafeteria, gymnasium, football field, baseball field, mechanic/welding shop, and an agricultural well. Rite of Passage does own acreage next to the tribal land that the facility is built on. There is an accessibility problem with the library as it is located in the top floor on the gymnasium and there is no handicap access. This can be remediated by moving the library to another location within the facility.

Below is an operation cost budget of a tribal college. The operational cost budget is based on the costs of the Tribe taking over the facility and being responsible for operation and maintenance.

In addition, costs are allocated for turning the facility into a tribal college to include administrative positions, faculty for education (6) and faculty as coaches (2), support and maintenance staff. It is estimated that the annual total cost would be $2,424,897 for the below proposed budget.

Personnel costs were developed using United States Department of Labor Bureau of Labor

Statistics State Occupational Employment and Wage Estimates for Nevada as a baseline. Costs include fringe benefit rates at 42.95% for classified employment, 32% for Maintenance, and

25.6% for Professionals.

(TABLE 1 HERE)

Analysis of Revenue Generation and Breakeven Analysis for the Yerington Paiute Land Grant College To derive revenues for the Yerington Paiute American Indian Land Grant, the procedures outlined in a study by Oregon State University Extended Studies and Anki Solutions, LLC

(OSUES-AS) will be followed (2005). The OSUES-AS (2005) study suggested that to estimate enrollment by Native Americans at Yerington Paiute Land Grant College, the factor of 2% should be multiplied by the population of the 19 federally- recognized Tribes in Nevada plus 20 students from the three urban areas in Nevada which are Reno-Sparks Standard Metropolitan

Area, Las Vegas-Paradise SMA, and Carson City SMA. From the American Fact Finder (U.S.

Department of Commerce, 2019), it is estimated that in 2017 the population of Native Americas was estimated to 32,416 with a margin of error of +/- 1,484. Margin of error is defined as a measure of possible variation of the estimate around the population value (U.S. Commerce,

2018). Therefore, the average number of American Indian Students projected to attend Yerington

Tribal College following the OSUES-AS is estimated to be 648 students with a low enrollment estimated of 619 students and a maximum of 678 students. Following the study by OSUES-AS (2005) and only using estimates of American Indian students, the 60 students from urban areas of

Nevada will not be used the projected revenues and ratio of revenues to operating costs are shown in Table 1. Also following procedures in the OSUES-AS study (2005), capital costs will be assumed covered by federal appropriations and grants. Additionally, in Table 1, the analysis is completed with per student BIA Higher Education Grant (Gomez, 2019) at the highest per student level of $4,000 per student. Under the assumptions for Table 1, revenues are higher than computed costs.

(TABLE 2 HERE) For Table 2, the analysis is completed where the BIA Higher Education Grant is set at its lost level at $500 per capita (Gomez, 2019). Again Table 2 shows revenues are higher than costs.

(TABLE 3 HERE)

For an American Indian Community College to be designated a land grant, an act of Congress must be passed. If the college is so designated, the college can receive the Tribal College Land

Grant of $6,355 per student (Nelson and Frye, 2016). However, it will take time for the

Yerington campus to receive land grant designation. The results of Table 3 show cost and revenue ratio with no tribal college grant at highest level of BIA Higher Education Grant of

$4,000 per student. From table 3 under these assumptions, the revenue to cost ratio is projected to be above one.

(TABLE 4 HERE) Table 4 shows results with no tribal college grant and BIA Higher Education Grant at its lowest per student level of $500 per student. Even with the most stringent assumptions the revenue to cost ratio for the Native American Land grant college in Yerington, Nevada to be above one.

(TABLE 5 HERE) From Nelson and Frye (2016), the value of federal appropriations per Indian student was estimated to be $6,355 in 2015.). For the Pell grant, the average grant per student for 2018-2019

(College Board, 2019) was estimated to be $4,010. Also following the OSUES-AS (2005) study, all students were assumed to be Native American so the Yerington Facility tribal Land Grant

College would cover the 55% enrollment requirement for Native American students to receive the $3,000 per student Tribal Higher Education grant. From table 1, the ratio of revenues to operating costs are all above 1 which means for minimum, average, and maximum numbers of

Native American students attending the Yerington Facility Tribal Land Grant College revenues exceed breakeven over operating costs.

(TABLE 6) For this analysis, the breakeven analysis will investigate where only 250 students are allowed on campus the first few years. From conversations with administrators at Salish Kootenai College

(2017), they suggested that a new tribal land grant college should only allow 250 students on campus. There will be room for 50 students in dormitories so the additional 200 students will be commuter students. Also, for breakeven we will investigate where the percentage of student enrollment would be 55% Native American, 70% Native American, and 90% Native American.

For the tribal college to have its Native American students eligible for the BIA or Tribal Higher

Education grants, the enrollment must be at least 55% Native American. As seen from table 5, the only time break-even is close not covering costs is with the low number of Native American students to total enrollment and when there is no endowment covering the costs of the faculty.

However, Table 6 completes an additional analysis similar to Table 5 but with low level of BIA

Higher Education Grant of $500 per student. As shown in Table 6 with 55% and 70% Native

American and no endowments, revenues do not cover costs. (TABLE 7 HERE) Table 7 is similar to Table 5 but there is no Tribal College Grant with the highest level of BIA

Higher Education Grant at $4,000 per student, revenues are higher than costs only if the student body is at least 90% Native American and there are endowments.

(TABLE 8) Table 8 is similar to Table 6 except there is no Tribal College Grant and BIA Higher Education grant is set at its lowest value at $500 per student. Results from assumptions of Table 8, there is no situation where revenues cover costs.

(TABLE 9 HERE) Results from Tables 1 through 8 show feasibility of the proposed American Indian Land Grant

Facility in Yerington, Nevada is quite variable under different assumptions. Results also show the sensitivity of results if capital costs are covered by federal appropriations and grants and if three faculty position costs are covered by an endowment. Results also the feasibility of the facility is helped when it is designated a land grant by Congress

Economic Impacts

Not only was feasibility of the potential American Indian Land Grant College analyzed but the potential economic impacts of operations of the facility were also included. This study includes an analysis of the potential demand-sided and supply-sided contributions of the American Indian

Land Grant College. The demand-sided contributions are characterized as the economic contributions from purchases by American Indian Land Grant College. The supply-sided impacts are the knowledge spillovers to the local and Nevada economy from the American

Indian Land Grant college. This knowledge spillover is a primary objective of American Indian

College since it will be designated as a land grant institution. Stokes and Coomes (1998) state that in the short run, impacts from expenditure will be greater than knowledge impacts. However, in the long run, knowledge impacts will have more influence on the state’s economy more than expenditure.

Review of Backward and Forward Impacts of an American Indian Land Grant College

From the demand side, the expenditure activities of the American Indian Land Grant College generate economic activity for the Lyon County economy. When the American Indian Land

Grant College purchases inputs to generate an output such as education, research, and outreach, the American Indian Land Grant College has a noticeable impact on the county’s economy. The

Native American Land Grant College, in its operations, demands goods and services from local providers; hires employees, which generates an increase in local income; sponsors outreach activities such as conferences, workshops, etc. that in turn, increase demand for local hotels, restaurants, etc. All of the potential native American Land Grant College activities impact the county’s economy and are described as “backward effects” or “backward linkages.”

In the supply-sided analysis, universities in the long run impact a study area’s human capital, which in the new economy increases current economic activity and provides inputs for future economic growth. Batabyal and Nijkamp (2010) denote two types of capital that researchers have investigated to study economic growth in cities and regions. These two capital types are creative and social capital.

Creative capital has been popularized by Florida (2002) in his analysis of the creative class.

According to Florida (2002), the creative class comprising of professionals such as doctors, engineers, lawyers, scientists, and university professors possess creative capital and this group produces ideas, information, and technology that increases industrial production and economic growth in the community. As Florida (2002) states, universities provide education to produce the local creative class but also, provide on-going education and networks to continue formulation and development of local creative capital.

Social capital has several meanings, but this paper follows the definition proposed by Bourdieu

(1986), Coleman (1988), and Putnam (2000). Social capital as defined in this paper is a product of investment strategies, individual or collective, consciously or unconsciously aimed at establishing or reproducing social relationships that are directly usable in the short or long term

(Bourdieu, 1986). American Indian Land Grant Colleges provide networks for creative individuals to interact and through this interaction increases local agricultural and industrial productivity and provide a basis for future local economic growth. Since the basic objective of this paper is to estimate the potential economic impacts by the American Indian Land Grant

College on the Lyon County economy, the “forward effects” approach will not be estimated.

The regional impacts for this study were estimated using IMPLAN (Impact Analysis for

Planning), an economic input-output model (Minnesota IMPLAN Group, Inc., 2004). Input- output models are constructed based on the concept that all industries within an economy are linked together: the output of one industry becomes the input of another industry until all final goods and services are produced. Input-output models can be used to analyze the structure of a regional economy and/or to estimate economic impacts of a new business or industry, loss of a business or industry, or changes in governmental policies. For this analysis, an economic model for Lyon County, Nevada was constructed using the IMPLAN software and data, and used to derive the economic impacts of the proposed American Indian Land Grant College. Because the estimated linkages between economic sectors are fixed to the relationships at a particular point in time, input-output models are static and do not account for changes in technology or the entrepreneurial adaptations of the local economy to meet the demands of the proposed Native

American Land Grant College.

IMPLAN input-output models provide three economic measures that describe the economy: value of output, labor income, and employment. Value of output is the total value of goods and services produced by businesses in the study area. Labor income is the sum of employee compensation (including all payroll costs and benefits) and proprietor income. Employment represents the annual average number of employees, whether full or part-time, of the businesses or industry producing outputs.

Total economic effects include direct effects attributed to the activity being analyzed, as well as the additional indirect and induced effects resulting from money circulating throughout the economy. The total impact of a change in the economy consists of direct, indirect, and induced impacts. Direct impacts are the changes in the activities of the impacting industry, such as the operation of the American Indian Land Grant College. The impacting business, such as the proposed American Indian Land Grant College, changes its purchases of inputs will result in a direct impact. This produces an indirect impact in the business sectors. Both the direct and indirect impacts change the flow of dollars to the county’s households. The local households alter their consumption accordingly. The effect of this change in local household consumption upon businesses in the study area is referred to as an induced impact. A measure is needed that yields the effects created by an increase or decrease in economic activity. In economics, this measure is called multiplier effect. The IMPLAN input-output software will be employed to derive the economic, labor income, and employment impacts of the College of Engineering at the

University of Nevada, Reno (Minnesota IMPLAN Group, Inc., 2004). For this analysis, the impacts will be estimated by a procedure called analysis by-parts, The expenditures listed in table 1 are allocated to economic sectors that are used to derive the economic, employment, and labor income impacts. Analysis By-Parts is discussed in detail in the referenced study.

Economic Impacts of Proposed Native American Land Grant College on the Lyon County

Economy

Table 9 shows the value of output, employment, and labor income impacts of the proposed

Yerington Paiute Tribe American Indian Land Grant College on the economy of Lyon County.

These impacts were derived from the direct expenditures of the American Indian Land Grant

College while the indirect and induced impacts were estimated using a Lyon County input-output model to derive impacts from linkages among other county economic sectors and households.

(TABLE 10 HERE)

The Yerington Paiute American Indian Land Grant College had direct county expenditures of

$2.2 million, employment of 21 employees who were assumed to all live in Lyon County, and labor income of $2.0 million. Applying the IMPLAN microcomputer input-output model, UNR-

COE was estimated to have total value of output impacts of $34.9 million, total employment impacts of 437.1 employees, and total labor income impacts of $20.6 million. In other words, the

Yerington Paiute American Indian Land Grant College generated within Lyon County due to its economic linkages an additional $0.829 million in value of output, 4.1 employees, and $0.153 million in additional labor income.

Conclusions

The primary objective of this study was to complete an initial feasibility and economic impacts analysis of a proposed American Indian Land Grant College on the tribal lands of the Yerington

Paiute Tribe in Nevada. Nevada at this time does not have an American Indian Land Grant

College. The feasibility analysis shows that with endowment assistance the American Indian

Land Grant College could be feasible. Also, the economic, employment, and labor income impacts of annual operations by the proposed American Indian Land Grant college were estimated. These types of educational impacts are usually called “backward impacts.” Impacts are usually characterized as short-run or “backward impacts.” However, the proposed American

Indian Land Grant College will have long-term impacts in increasing the creative and social capital of the state’s American Indian populace. These impacts, usually long- term, were not estimated in this study but will increase Lyon County’s and the state’s economic sector productivity and countywide as well as statewide economic growth.

Lastly, a Lyon County input-output model was used to derive economic, employment, and labor income impacts on the economy of Lyon County. The direct output, employment, and labor income impacts on the county’s economy were $2.2 million, 21 jobs, and $2.0 million, respectively. Including the potential multiplier effect and economic linkages of the proposed

American Indian Land Grant College on Lyon County’s economy, total output, employment, and labor income effects are estimated to be $3.0 million, 25.1 jobs, and $2.2 million, respectively.

REFERENCES

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APPENDICES

FIGURE 1. Map of TCU’s in the United States.

Table 1. Annual Operational Budget of Yerington Facility as a Tribal College Annual Expense Facility. Loan for additional complex $25,200 Gas/Propane $18,000 Electricity $30,000 Water $24,000 Disposal $24,000 Repairs $60,000 Total $181,200

Support Bandwidth $12,000 Copier Services $12,000 Office Supplies $18,000 Insurance $60,000

Total $102,000

Administrative Positions President $188,400 Controller/Financial – CPA $142,950 Assistant to President/Financial $ 50,033 Financial Aid Coordinator $ 71,475 Course Development/Accreditation $ 71,475 IT $121,508 Reception/PR $ 50,033

Total $695,873

Faculty Science Faculty/Advisor (2) $188,400 Arts Faculty/Advisor (2) $188,400 Trades Faculty/Advisor (2) $188,400 Librarian $ 81,640 Temp Contract Instructors $376,800 Counselor/Cultural Instructor $ 94,200 Athletic Coaches $188,400

Total $1,306.240

Maintenance Staff Groundskeepers (2) $ 70,584 Custodians (2) $ 69,000

Total $139,584

Total Yearly Budget $2,424,897

Table 4. Revenue to Operating Costs for Yerington Facility Tribal Land Grant College with No Tribal College Grant and High BIA Education Grant. Minimum Average Maximum Student Student Student Source Per Student Numbers Numbers Numbers Tribal College Act $0.0a $0 $0 $0 Pell Grant (for 2019) $4,010b $2,480,746 $2,599,763 $2,718,780 BIA Higher Education Grant $4,000c $2,474,560 $2,593,280 $2,712,000

TOTAL $4,955,306 $5,193,043 $5,430,780

Operating Cost No Endowments $2,424,897 $2,424,897 $2,424,897 Operating Cost with Endowments $1,858,697 $1,858,697 $1,858,697

Revenue to Cost No Endowments 2.04 2.14 2.24 Revenue to Cost with Endowments 2.67 2.79 2.92 aNelson and Frye, 2016 bCollege Board, 2019 c Gomez, Donovan, 2019

Table 6. Revenue to Operating Costs for Yerington Facility Tribal Land Grant College for 250 Student Enrollment with Tribal Colege Grant and High BIA Education Grant.

55% Native 70% Native 90% Native Source American American American

Native American Revenue: Tribal College Act $6,355a $1,016,800 $1,207,450 $1,461,650 Pell Grant (for 2019) $4,010b $641,600 $761,900 $922,300 BIA or Tribal Higher Ed Grants $4,000c $640,000 $760,000 $920,000

Non-Native American Revenue: Pell Grant (for 2019) $4,010b $360,900 $240,600 $80,200

Total Revenue $2,659,300 $2,969,950 $3,384,150

Operating Cost No Endowments $2,424,897 $2,424,897 $2,424,897 Operating Cost with Endowments $1,858,697 $1,858,697 $1,858,697

Revenue to Cost No Endowments 1.10 1.22 1.40 Revenue to Cost with Endowments 1.43 1.60 1.82 aNelson and Frye, 2016 bCollege Board, 2019 c Gomez, Donovan, 2018 Table 7. Revenue to Operating Costs for Yerington Facility Tribal Land Grant College for 250 Student Enrollment with Tribal Colege Grant and Low BIA Education Grant. 55% Native 70% Native 90% Native Source American American American

Native American Revenue: Tribal College Act $6,355a $1,016,800 $1,207,450 $1,461,650 Pell Grant (for 2019) $4,010b $641,600 $761,900 $922,300 BIA Higher Education Grant $500c $80,000 $95,000 $115,000

Non-Native American Revenue: Pell Grant (for 2019) $4,010b $360,900 $240,600 $80,200

Total Revenue $2,099,300 $2,304,950 $2,579,150

Operating Cost No Endowments $2,424,897 $2,424,897 $2,424,897 Operating Cost with Endowments $1,858,697 $1,858,697 $1,858,697

Revenue to Cost No Endowments 0.87 0.95 1.06 Revenue to Cost with Endowments 1.13 1.24 1.39 aNelson and Frye, 2016 bCollege Board, 2019 c Gomez, Donovan, 2018 Table 8. Revenue to Operating Costs for Yerington Facility Tribal Land Grant College for 250 Student Enrollment without Tribal College Grant and High BIA Education Grant. 55% Native 70% Native 90% Native Source American American American

Native American Revenue: Tribal College Act $0a 0 0 0 Pell Grant (for 2019) $4,010b $641,600 $761,900 $922,300 BIA Higher Education Grant $4000c $640,000 $760,000 $920,000

Non-Native American Revenue: Pell Grant (for 2019) $4,010b $360,900 $240,600 $80,200

Total Revenue $1,642,500 $1,762,500 $1,922,500

Operating Cost No Endowments $2,424,897 $2,424,897 $2,424,897 Operating Cost with Endowments $1,858,697 $1,858,697 $1,858,697

Revenue to Cost No Endowments 0.68 0.73 0.79 Revenue to Cost with Endowments 0.88 0.95 1.03 aNelson and Frye, 2016 bCollege Board, 2019 c Gomez, Donovan, 2018 Table 9. Revenue to Operating Costs for Yerington Facility Tribal Land Grant College for 250 Student Enrollment without Tribal Colege Grant and Low BIA Education Grant. 55% Native 70% Native 90% Native Source American American American

Native American Revenue: Tribal College Act $0a $0 $0 $0 Pell Grant (for 2019) $4,010b $641,600 $761,900 $922,300 BIA Higher Education Grant $500c $80,000 $95,000 $115,000

Non-Native American Revenue: Pell Grant (for 2019) $4,010b $360,900 $240,600 $80,200

Total Revenue $1,082,500 $1,097,500 $1,117,500

Operating Cost No Endowments $2,424,897 $2,424,897 $2,424,897 Operating Cost with Endowments $1,858,697 $1,858,697 $1,858,697

Revenue to Cost No Endowments 0.45 0.45 0.46 Revenue to Cost with Endowments 0.58 0.59 0.60 aNelson and Frye, 2016 bCollege Board, 2019 c Gomez, Donovan, 2018

Table 10. Economic, Employment, and Labor Income Impacts of the Yerington Paiute Tribe Native American Land Grant College Operations on the Economy of Lyon County, Nevada. ImpactType Employment Labor Income Value of Output Direct Effect 21 $2,002,113 $2,214,513 Indirect Effect 0.2 $4,458 $30,016 Induced Effect 3.9 $148,707 $799,008

Total Effect 25.1 $2,155,278 $3,043,537