If Arizona is going to be successful not only in improving minority access to higher education, but more importantly, minority student success in higher education, a systematic approach needs to be developed. The answers to improving minority access and achievement in higher education requires a holistic view of education as a system as well as an integrated look into the drivers of academic success. A fundamental problem exists with current policies designed to improve minority representation in higher education. Arizona’s lack of both a systematic view of the problem and the creation of a framework to evaluate policy ideas are sources of these disappointing results. The purpose of this paper is to fill in the gap by providing a framework of focus for academic success to be used to enhance Arizona’s approach to higher education policy.

Tribes have a direct government-to-government relationship with the U.S. government wherein no decisions about their lands and people are made without their consent. In Arizona, for example, American Indian reservations occupy nearly 30 percent of the land. Native Americans have a legal and moral claim to significant quantities of water as well. Because of their special legal standing in the United States, tribes are not just another group of stakeholders to be considered in the research and policy process. The purpose of this paper is to provide a legal and political background for interactions between the United States and tribal governments and provide models for those interactions, with special attention to research and outreach.