“Assessment enables us to determine whether the seeds we plant today will produce the quality and number of graduates needed to serve the people tomorrow.”
- —Venida S. Chenault, President, Haskell Indian Nations University
AIHEC’s first comprehensive attempt to define and measure American Indian college student success, American Indian Measures for Success in Higher Education, is a data collection effort to develop cultural relevant indicators of success for Tribal Colleges and Universities (TCUs) and their communities. The TCUs wanted a system that would report their college’s performance to funders and accreditation agencies and also to students, the community, and the institution itself.
AIHEC’s landmark data collection initiative, American Indian Measures of Success (AIHEC AIMS), was launched in 2004. The AIHEC AIMS initiative defines measures for TCU success that are relevant to the colleges and their communities. AIHEC continues to provide strong leadership and commitment toward this goal of access and success in education beyond high school by working to continue to define and refine measures of success for American Indian and Alaska Native students. Because numbers alone cannot convey success, the AIHEC AIMs reports also include vignettes of students and institutions telling their stories.
Supporting Students’ College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies
Educational attainment strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging. Researchers and policy makers seeking to increase college graduation rates are exploring whether abilities that go beyond cognitive skills, including intrapersonal and interpersonal competencies, can support students’ persistence and success.
A committee of the National Academies of Sciences, Engineering, and Medicine was asked to identify interpersonal and intrapersonal competencies that are related to undergraduate persistence and success (especially in fields of science, technology, engineering, and mathematics—STEM) and to examine how to assess these competencies. The committee’s March 2017 report, Supporting Students’ College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies, identifies promising competencies and offers guidance and recommendations.