The Higher Education Act and Minority Serving Institutions: Towards a Typology of Title III and V Funded Programs

Abstract

To date, there has been little analysis of MSI Title III and V grant-funded programs across all MSI categories. For researchers, practitioners, and policymakers, it is imperative to explore the contributions of MSIs as manifested in Title III and V grant-funded programs. The purpose of this study is to analyze MSI Title III and V programs based on project abstracts. This study is driven by three research questions: How have MSIs used their Title III and V grants? What are the expressed outcomes of MSI grant funding? Using restricted-use data obtained from the U.S. Department of Education, NCES IPEDS, and the Office of Postsecondary Education, this study uses a quantitative content analysis strategy to respond to the research questions in ways that can help stakeholders begin to understand the impact of the federal grant on MSIs.

Accountable to whom? Reimagining Hispanic serving institutions’ financial models

“…Of these MSIs, some are mission-driven, and others are enrollment-driven. MSIs include Alaska Native and Native Hawaiian Serving Institutions (ANNH), Asian American and Native American Pacific-Islander Serving Institutions (AANAPISIs), Hispanic Serving Institutions (HSIs), Historically Black Colleges and Universities (HBCUs), Native American Serving Non-Tribal Institutions (NASNTIs), Primarily Black Institutions (PBIs), and Tribal Colleges and Universities (TCUs) (Boland, 2018). Each of these designations were formalized at different points in time, under different definitions, and with varying funding structures.…”

“…Finances have long been a concern at many HSIs (Boland, 2018;de los Santos & Cuamea, 2010;Ortega et al, 2015). The broader landscape of decreased state funding over the past several decades has further intensified the financial and budget constraints of many of these institutions.…”

“…Expanding the intended outcomes of HSI grants is another way funding and accountability can be reimagined at HSIs. More than half of HSI grants focus on persistence, retention, and/or degree attainment as outcomes, which may not be too surprising in this era of public accountability (Boland, 2018). While irrefutably important, these outcomes are associated with white normative standards and capture only one dimension of the multiple impacts of HSIs on the educational trajectories of Latinx students (Garcia, 2019).…”

“…Each of these designations were formalized at different points in time, under different definitions, and with varying funding structures. For example, the Higher Education Act of 1965 formalized grants from the federal government directly to HBCUs (Gasman, 2010) while other MSIs are funded via competitive proposals for a finite allocation (Boland, 2018).…”

An Analytical Study of Impact of International Merger and Acquisitions on the Financial Performance for Higher Education Institution in the United States

“…This review discusses IPEDS to inform the reader of the statistical strength and rigor that the NCES statisticians exercise in publication of the IPEDS annual statistics for the purpose of developing trust in the reliability and validity of the research data. HEI researchers have used this information to analyze many aspects of HEI operations and outcomes including an examination of market power effects of HEI M&A initiatives, graduation rate analysis, and approaches which minority serving institutions take to carry out their missions (Boland, 2018;Ober et al, 2018;Russell, 2017a). IPEDS publishes statistical information on HEIs in IPEDS as public domain information, thereby fulfilling its mandate to collect and disburse HEI data for the betterment of the American educational system.…”