Revitalizing Education: A Tribal Approach to Engaging Educators and Students through a Native Summer Learning Program
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| Title: | Revitalizing Education: A Tribal Approach to Engaging Educators and Students through a Native Summer Learning Program |
|---|---|
| Language: | English |
| Authors: | Suzanne Delap, Celia Stall-Meadows, Ashley Nunley, Cheyenne Burkett, Cassie Mixon |
| Source: | Afterschool Matters. 2026 (40):25-35. |
| Availability: | National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 |
| Descriptors: | Indigenous Knowledge, Summer Programs, Partnerships in Education, Elementary School Students, American Indian Reservations, Culturally Relevant Education, Kindergarten, Grade 1, Grade 2, Grade 3, Teacher Attitudes, Program Effectiveness, Principals, Administrator Attitudes, American Indians, Summer Schools |
| Geographic Terms: | Oklahoma |
| Abstract: | Promoting educational success is a primary focus for the Choctaw Nation of Oklahoma. Choctaw Nation provides scholarships and programming that support student achievement, yet families with school-age students remain challenged by Oklahoma's limited per capita education funding, ranking in the bottom 10% of U.S. states (U.S. Census Bureau, 2024). Furthermore, the cultural needs of Native students are often insufficiently addressed in traditional education practices and curricula. In response, Choctaw Nation established the Partnership of Summer School Education (POSSE) program in 2013. POSSE is an out-of-school time (OST) summer program for early elementary-aged children attending schools within the reservation's boundaries who demonstrate academic need. A tribally developed education initiative, POSSE provides academic support for students while infusing culturally relevant and sustaining pedagogy and engaging practices for teachers. Following seven years of implementation, this exploratory study was designed to gather insights from POSSE educators regarding perceptions of programmatic impact on students, school staff, and classroom practices. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1495918 |
| Database: | ERIC |
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