Science and Technology Research Institutes

National Action Council for Minorities in Engineering, Inc.

  • White Plains, NY
  • www.nacme.org

Mission Statement

To ensure American competitiveness in a flat world by leading and supporting the national effort to expand U.S. capability through increasing the number of successful African American, American Indian, and Latino young women and men in science, technology, engineering, and mathematics (STEM) education and careers.

Main Programs

  1. Program 1
  2. NACME Scholars Program
Service Areas

Self-reported

National

To ensure American competitiveness in a flat world by leading and supporting the national effort to expand U.S. capability through increasing the number of successful African American, American Indian, and Latino young women and men in science, technology, engineering, and mathematics (STEM) education and careers.

ruling year

1985

Principal Officer since 2009

Self-reported

Dr. Irving Pressley McPhail Ed.D.

Senior Vice President for Operations since 2010

Self-reported

Ms. Saundra Johnson Austin

Keywords

Self-reported

STEM, engineering, diversity, minority education, achievement gap, engineering education, minorities in engineering

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Also Known As

NACME

EIN

52-1190664

 Number

7268116538

Contact

Cause Area (NTEE Code)

Engineering and Technology Research, Services (U40)

Scholarships, Student Financial Aid, Awards (B82)

Education N.E.C. (B99)

IRS Filing Requirement

This organization is required to file an IRS Form 990 or 990-EZ.

Programs + Results

How does this organization make a difference?

Overview

Self-reported by organization

More than 30% of all U.S. underrepresented minority(URM) engineering graduates received their baccalaureate degrees from a NACME Partner Institution. Since our founding in 1974, we have provided more than $142 million in undergraduate and graduate-level scholarships and program support to more than 24,000 underrepresented minority students. With the support and guidance of the NACME Scholars Program, URM students have consistently achieved higher retention-to-graduation rates. NACME Scholars demonstrate a 79.1% retention-to-graduation rate for, a significantly higher rate than non-minority students (60.3%) and all URM students (39.3%) at NACME Partner Institutions.

Programs

Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Program 1

NACME and its partners work along the continuum from middle school through higher education into the workplace to provide guidance and scholarship support, and to foster research-based changes in policies and practices that ensure equal opportunities for the preparation and participation of all Americans in science, engineering and technology.

Category

Population(s) Served

Budget

Program 2

NACME Scholars Program

Through our flagship programs, NACME distributes more than $5.5 million annually in block grants and in-kind scholarships to partner universities and as individual awards. NACME also accepts two-year community college transfers, i.e., those accepted for their third year of engineering study.

Category

Education

Population(s) Served

Ethnic/Racial Minorities -- General

Ethnic/Racial Minorities -- Other Specified Group

Native Americans/American Indians

Budget

Charting Impact

Self-reported by organization

Five powerful questions that require reflection about what really matters - results.

  1. What is the organization aiming to accomplish?
    An engineering workforce that looks like America.
  2. What are the organization's key strategies for making this happen?
    Through partnerships with like-minded entities, we serve as a catalyst to increase the proportion of African American, American Indian, and Latino young women and men in STEM education and careers. We inspire and encourage excellence in engineering education and career development toward achieving a diverse and dynamic American workforce.
  3. What are the organization's capabilities for doing this?
    NACME targets African American, Latino, and American Indian female and male engineering and other STEM students.

    NACME sets performance metrics, provides a block of funds supporting at least ten students annually at each school, engages universities in "best practices" workshops with NACME partners, and evaluates progress. NACME Partner Institutions then select high-achieving URM engineering students based on enrollment in a baccalaureate engineering program, a record of high academic achievement, and demonstrated financial need.
  4. How will they know if they are making progress?
    Progress in the NACME Scholars program is measured in the following ways:
    1. Through monitoring and evaluating Partner Institutions participating in the NACME Scholars Program in order to assess progress in meeting requirements for recruiting, enrolling,educating, retaining, and graduating talented minority engineering students.
    2. Through the provision of resources, materials, and partnership support to engage and inspire underrepresented minority students at the pre-engineering level as well as their teachers and guidance counselors.
    3. Careful program evaluation and assessment to ensure that programs are having the intended impact on the engineering pipeline.

    Partner institutions are required to provide retention to graduation data on minority students, non-minority students and NACME Scholars. By collecting this data, NACME can demonstrate that minority students have the potential to perform as well as non-minority students in engineering given adequate support.

    NACME's track record in promoting student success in STEM education includes the following accomplishments:
    *Financial support of 1,314 URM students at 51 partner institutions in the 2014/15 academic year
    *More than 30% of all U.S. URM engineering graduates received their baccalaureate degrees
    from a NACME Partner Institution
    *A 79.1% retention-to-graduation rate for NACME Scholars, a significantly higher rate than non-minority students (60.3%) and all URM students (39.3%) at NACME Partner Institutions
  5. What have and haven't they accomplished so far?
    We have increased the representation of African American, American Indian, and Latino young women and men in science, technology, engineering, and mathematics (STEM) education and careers but have not achieved parity.
Service Areas

Self-reported

National

To ensure American competitiveness in a flat world by leading and supporting the national effort to expand U.S. capability through increasing the number of successful African American, American Indian, and Latino young women and men in science, technology, engineering, and mathematics (STEM) education and careers.

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Financials

Financial information is an important part of gauging the short- and long-term health of the organization.

NATIONAL ACTION COUNCIL FOR MINORITES IN ENGINEERING INC
Fiscal year: Sep 01-Aug 31
Yes, financials were audited by an independent accountant.

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Operations

The people, governance practices, and partners that make the organization tick.

National Action Council for Minorities in Engineering, Inc.

Leadership

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Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2015, 2014 and 2013
  • Board Chair and Board Co-Chair
  • Access to the GuideStar Community
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Principal Officer

Dr. Irving Pressley McPhail Ed.D.

Senior Vice President for Operations

Ms. Saundra Johnson Austin

BIO

Irving Pressley McPhail was named the sixth president and Chief Executive Officer of the National Action Council for Minorities in Engineering, Inc. (NACME) on September 1, 2009. He joined NACME in 2007 as executive vice president and Chief Operating Officer. Prior to joining NACME, Dr. McPhail founded and served as principal of The McPhail Group LLC. He served 15 years as a college president or chancellor at The Community College of Baltimore County, St. Louis Community College at Florissant Valley, and LeMoyne-Owen College. Dr. McPhail also served as Chief Operating Officer of the Baltimore City Public Schools. Under his leadership, The Community College of Baltimore County was named one of 12 Vanguard Learning Colleges in the U.S. and Canada in 2000 by the League for Innovation in the Community College; won the Bellwether Award in the category of Planning, Finance and Governance in 2000; and was awarded the PBS O’Banion Prize for Leading the Way to Change in Teaching and Learning in 2003. NACME received the 2012 Claire Felbinger Award for Diversity from ABET (the Accreditation Board for Engineering and Technology).

STATEMENT FROM THE Principal Officer

"We believe that diversity drives innovation. We believe in the concept of the “learning organization,” a community in which each member is encouraged and assisted to grow and develop. We support a NACME culture that is informed by our mission. We strive to be effective team members who are committed to doing our best work and to delivering the best results for our partners along the continuum from middle school to workforce entry."

Governance

BOARD CHAIR

Mr. Susan E Barsamian

Hewlett-Packard Company

Term: Oct 2015 -

BOARD LEADERSHIP PRACTICES

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices. Self-reported by organization

Yes

BOARD ORIENTATION & EDUCATION

Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?


RESPONSE NOT PROVIDED

CEO OVERSIGHT

Has the board conducted a formal, written assessment of the chief executive within the past year?


RESPONSE NOT PROVIDED

ETHICS & TRANSPARENCY

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?


RESPONSE NOT PROVIDED

BOARD COMPOSITION

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?


RESPONSE NOT PROVIDED

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?