In 2005, the Bay Mills Indian Community supported 130 students at a cost of nearly $400,000 dollars to the tribal incentive program. This is an approximate average of $3,000 dollars awarded to each student. According to the report, 75 students (57 percent) were enrolled in a community college and 47 students (36 percent) were participants in a four-year college (source: BIA Model Contract Annual Report). Overall, students supported by the incentive program averaged a remarkable 3.5 grade point average.
It is fair to say that the tribal incentive program has provided an opportunity for community members, otherwise disinterested or overly consumed by other responsibilities, to participate in the college experience. Incentive dollars have defrayed the cost associated with school participation and provided a financial reward to those committed to the effort. But are we getting our "bang for the buck" under this program?
Of those that attempt classes, how many actually complete a program? And for those with degrees, how many successfully obtain a job in their field of study? Finally, what kind of job and what salaries are graduates receiving? These are a few important questions that must be asked if we are to assess the success of the incentive program.
As an avid supporter of higher education, I believe our education dollars are better spent supporting the completion of programs and the successful incorporation of those graduates into our work force. Our community has been successful at providing secretaries, payroll accountants, clerks and assistants. But we really need to see our education dollars in support of lawyers, doctors, teachers, accountants, engineers and administrators.
The incentive program, with modification, can spearhead an effort to empower tribal members to obtain the much-needed training and certification in fields typically occupied by non-members. Notwithstanding, the contributions made by non-tribal members to our community have been, without question, an integral part of our development and growth throughout the years. But with the resources, we should be making every effort to advance educational and occupational opportunities for our members.
Imagine a program that supports your child becoming a doctor, lawyer or architect and a guarantee of a job interview with the tribe upon successful completion of the program. Now imagine three tribal members graduating from medical school, each returning to interview for a position within the tribe. We select the one that best fits our needs, yet we all stand to gain by their educational success. I see no losers in that scenario.
Unfortunately, such a program is not as easy as selecting a student to enroll in medical school and waiting for his/her graduation. In large part it must include the elementary and high school students with attention given to the curricula offered to them. Current educational staff (and dollars) should be directed to monitor and work with those charged with curricula development. From there, a foundation of knowledge could be established within our youth, coupled with support to spur interest and effort toward the occupational needs of the tribe. In short, the incentive program can be part of a long-term solution to our educational and occupational needs within the community.
The incentive program has been a tremendous success. However, it has the potential to unite the occupational needs of the tribe with the educational efforts of our student community members.
LeBlanc is Secretary of the Bay Mills Executive Council.
