Ahniwake Rose, President and CEO, American Indian Higher Education Consortium
By Ahniwake Rose, President and CEO, American Indian Higher Education Consortium
Recently, federal agencies have begun implementing what are known as interagency agreements (IAAs) between the U.S. Departments of Education, Interior, and Labor. These agreements are designed to shift how certain education and workforce programs that serve American Indian and Alaska Native students are administered across federal agencies.
The goal of these IAAs sounds straightforward: improve coordination, reduce unnecessary reporting, and make services easier for Native students and Tribal Nations. Under these agreements, one agency may take on administrative responsibility for programs historically managed by another, using a framework permitted under federal law.
But for tribal colleges and universities (TCUs), the implications are more complicated.
TCUs are not just institutions of higher education. They are chartered by Tribal Nations and exist as expressions of sovereignty, serving students, families, and communities in some of the most rural and underserved regions of the country. TCUs also play a crucial role in the federal government’s trust and treaty obligation, supporting the education of Native people.
When authority shifts between agencies without clear accountability, it can create uncertainty around funding, oversight, and program continuity. The American Indian Higher Education Consortium (AIHEC), which represents 35 accredited TCUs, has been active in addressing these concerns regarding how IAAs are put into practice. AIHEC has emphasized the need for clear accountability across agencies, as well as structured coordination to ensure TCUs are not left negotiating through disconnected or duplicative federal systems.
Consultation must be central to this process. AIHEC has submitted formal letters and comments outlining our concerns about both the process and the details of these agreements to the Departments of Education, Interior, and Labor. We have stressed the importance of meaningful, government-to-government consultation to occur early and throughout implementation and not after key decisions have already been made.
For TCUs and the students they serve, these policy changes under the IAAs are not abstract. They can directly influence how financial aid is provided, how workforce programs get approved, and how quickly TCUs can meet the needs of their communities. Stability matters— especially for students juggling school, family responsibilities, and work in communities where TCUs are often the only accessible higher education option.
Better coordination among federal agencies could benefit everyone. Done well, it could reduce administrative burden and improve access to services. But this coordination must be done with clarity, accountability, and, most importantly, in full partnership with Tribal Nations and the institutions that serve them.
Learn more about Ahniwake Rose.
