Education through Ecological Restoration – Department of Planning and Landscape Architecture

REPORT: Strategies to Strengthen Native Education Pathways

REPORT: Strategies to Strengthen Native Education Pathways

This report was authored as part of the Wisconsin Land-Grant System Partnership for Advancing Native Education Pathways (2020 – 2023) collaboration between UW-Madison, College of Menominee Nation, and Lac Courte Oreilles Ojibwe University.

The project and report was funded by USDA / NIFA: New Beginnings for Tribal Students program.


Support for this report was also provided by:

Mellon Foundation – Just Futures Initiative (HEAL Project at UW-Madison)

UW-Madison Division of Extension 

Anybody who works in Native education knows that there are just so many possibilities that are out there. It's just that we're not connecting, right? We're trying to figure it out. How do we have the resources and the time to start connecting everybody together?

Dr. Heather Ann Moody (Ho-Chunk), Associate Professor and American Indian Studies Director, UW-Eau Claire

Collaboration Process

In the first year, a call went out to Tribal, K-12, and university education partners to participate in the New Beginnings Collaborative Committee. Meeting three times in 2021 and once in 2022, the goals of the committee were to identify what was working and not working regarding education pathways for Native students. The group sought to engage their different perspectives, experiences, and roles to identify gaps and best practices for moving forward, with the end goal of creating resources and recommendations to be used by this group and others to improve educational equity and outcomes for Native students. This report is one of those resources.

In addition to direct proceedings from the New Beginnings Collaborative Committee meetings, other information about Native Education Pathways was gathered throughout the three-year timeline. Partners and participants all served as key informants. Primary sources included key document review, personnel observation and reflection, focus groups/sharing circles with youth and educator participants, surveys, and interviews.

MIIGWECH, WAEWAENEN, THANK YOU to everyone who contributed to this report. 

Circular schematic of 8 pathway strands
Native Ed Pathways report cover

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