Annual Performance Reports on
Actions to Assist Minority
Serving Institutions
Dawn Tucker-Thomas
June 3, 2014
Minority Serving Institutions (MSI): Financial
Reporting Requirements
 Why we ask the Centers for MSI financial data
 Increasing participation of Tribal Colleges & Universities
 Difference between Historically Black Colleges & Universities and
Predominately Black Institutions
 Where to obtain official list of federally designated Hispanic Serving
Institutions
 What does USDOT and US Department of Education do with the
financial data
 Who does the US Department of Education share the data with
 Role of Advisory Councils/Commissions
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Why does US DOT request financial data on
awards to MSIs?
 As required by law, each executive department and agency
designated by the Secretary of Education must prepare an annual
plan of its efforts to strengthen the capacity of MSIs through
increased participation in appropriate Federal programs and
initiatives (Source: Executive Orders)
□ E.O. 13515, October 2009, Increasing Participation of Asian
Americans and Native Pacific Islanders in Federal Programs
□
E.O. 13532, February 2010, Promoting Excellence, Innovation,
and Sustainability at Historically Black Colleges and Universities
□
E.O. 13555, October 2010, White House Initiative on Educational
Excellence for Hispanics Americans
□
E.O. 13592, December 2011, Improving American Indian and
Alaska Native Educational Opportunities and Strengthening Tribal
Colleges and Universities
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Increasing Tribal Colleges and Universities
(TCUs) Participation in the UTC Program
 32 fully accredited Tribal Colleges and Universities
□ Authorized by Congress as land-grant colleges in 1994
□ Primarily located in in the Midwest and Southwest portion of the
United States
□ American Indian and Alaska Native compose of 78% of combined
total enrollment of these institutions
□ Enrollment for American Indian and Alaska Native students are
increasing yearly
 American Indian Higher Education Consortium, 501(c)(3), founded
in 1972 works to advocate and influence public policy on American
Indian higher education
 Go to http://www.ed.gov/edblogs/whiaiane/tribes-tcus/tribal-collegesand-universities/ to view the university listing and location
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Difference Between Historically Black Colleges & Universities
(HBCUs) and Predominately Black Institutions (PBIs)
 1862, the Morrill Act (P.L. 89-329) provided for land grant colleges in each state
□ Educational institutions in the North and West were open to black before the Civil
War
□ Southern states had segregated systems and generally excluded black students
 1890, Congress passed the second Morrill Act, primarily aimed at former
Confederate States, requiring states to establish a separate land grant college for
blacks if they were excluded from existing land grant colleges
 Higher Education Act of 1965 (P.L. 89-329) defines HBCUs as
□ Established prior to 1964
□ Principal mission was, and is, the education of black Americans
□ Accredited by a nationally recognized accrediting agency or association
determined by the Secretary of Education
 PBIs opened their doors to black Americans after the implementation of the Sweatt v.
Painter and Brown v. Board of Education (1954) rulings by the U.S. Supreme Court
which outlawed racial segregation of public education facilities
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Where to obtain official list of federally
designated Hispanic-Serving Institutions (HSIs)
 White House Initiative on Educational Excellence for Hispanics
□ Originally established by former President Bush in 1990 to address educational
disparities faced by the Hispanic community
□ U.S. Department of Education maintains official list
□ Criteria used by U.S. Department of Education to designate an HSI according to
Title III of Higher Education Act of 1965:
▪ Cannot be for-profit university
▪ Must offer at least 2-year academic programs that leads to a degree
▪ Must be accredited by an agency or association recognized by U.S. Department
of Education
▪ Must have a certain percentage of Hispanic full-time equivalent undergraduate
enrollment
 Hispanic Association of Colleges and Universities
□ Organization represents 450 colleges and universities with high Hispanic
enrollments
□ Unofficial listing of federally designated HSIs
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Increasing Participation of Asian Americans
and Pacific Islanders in Federal Programs
 2nd to youngest initiative (15 years old)
 Focus on healthcare, small business growth and capacity building
 Overrepresented in STEM fields
 Challenges faced by many AAPIs:
□ AAPI-owned businesses continue to need assistance, e.g., business loans and
business development counseling
□ Face barriers to employment and workplace advancement
□ Specific challenges faced by subgroups include –
▪ Lower college enrollment rates by Pacific Islanders
▪ High poverty rates among Cambodian Americans, Malaysian Americans, etc.
▪ One in five non-elderly AAPIs lacks health insurance
▪ Limited English proficiency
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What is contained in the final report and what
does US DOT do with the financial data?
 OST-R and agencies within US DOT must:
□ submit noteworthy accomplishments resulting from our
investments
□ summarize how funding assisted MSIs during fiscal year (Oct 1 –
Sept 30)
□ Provide total funding awarded to MSIs during fiscal year
□ Provide reasons for funding increases/decreases compared to
previous two years
 US DOT Office of Civil Rights compiles information into a
departmental report for Secretarial review and concurrence
 US DOT submits report to US Department of Education
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Who does the U.S. Department of Education
share this data with?
 US Department of Education analyzes, reviews, and compiles
reports from 32 agencies into one report for each initiative
 Secretary of Education Arne Duncan reviews performance of each
initiative in one aggregate report
 Reports forwarded to Director of White House Domestic Policy
Council (DPC)
 DPC Director shares reports with the President who reviews
recommendations for implementation
 DPC Director shares approved recommendations for
implementation with Secretary of Education and President’s
Advisors for each initiative
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Role of Advisory Councils/Commissions
 President’s Board of Advisors/Commissions (appointed positions)
□ Representatives of MSIs, other institutions of higher education,
business and financial institutions, private foundations, etc.
□
Advise President and Secretary of Education on educational
attainment
□
Make recommendations on increasing MSI participation in
federally sponsored programs and how to increase the private
sector role in strengthening MSIs
□
Issue Annual Federal Performance and Projected Agency Plans
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