{'fraction_non_alphanumeric': 0.029940119760479042, 'fraction_numerical': 0.013686911890504704, 'mean_word_length': 5.12565445026178, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
An Analysis of Graduation Rates of American Indians at the University of New Mexico: Implications for Higher Education

Abstract:In 2008-2009, the number of diplomas received by American Indians and Alaska Natives at mainstream U.S. universities was only 42 percent of the number expected from population demographics. The task of addressing this disparity is not borne evenly, but falls more heavily on schools located in regions of high density of Native people, such as the University of New Mexico in Albuquerque (UNM). This article discusses factors which hinder achieving graduation rate parity at UNM: (1) the geographical remoteness of the campus; (2) cherry-picking of top students by elite institutions beyond state borders; (3) the success rate of enrolled Native students in earning a diploma; and (4) broad societal problems, including poverty, unemployment and racism. Despite a long history of attempts to address the needs of UNM's Native students and thereby improve graduation rates, UNM's 0.5 parity index is subpar, and has remained unchanged in the six most recent years for which data is available. Recommendations for a path forward are provided.