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DOCUMENT RESUME RC 020 288 ED 388 469 AUTHOR Walker, Sherry Freeland, Ed. TITLE [Rural Education.] Education Commission of the States, Denver, Colo. INSTITUTION REPORT NO ISSN-0736-7511 PUB DATE 93 14p.; Photographs may not reproduce adequately. NOTE PUB TYPE Serials (022) Collected Works JOURNAL CIT State Education Leader; v12 n2 Fall 1993 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Change Strategies; Consolidated Schools; Distance Education; *Educational Change; Educational Legislation; *Educational Policy; Elementary Secondary Education; Politics of Education; Rural Education; *Rural Schools; *Rural Urban Differences IDENTIFIERS Barriers to Change; *Reform Efforts ABSTRACT This theme issue on rural education focuses on the unique characteristics and problems of rural schools, and discusses how the "top down" and "one size fits all" nature of the last decade of reforms has not taken these into account. To better address the situation of rural and small schools, various strategies are offered that involve distance learning, interagency collaboration, role of rural teacher, specific programs that are working, and a "bottom-up" approach. This issue contains the following articles: (1) "Rural Education: What are the Barriers to School Reform?" (Paul Nachtigal); (2) "Rural School Concerns Get Attention of Congress" (Joe Newlin); (3) "Distance Learning Provides Link for Rural Schools" (interview with Jim Mecklenburger); (4) "Do School Choice Plans Ignore Rural School Needs?" (Dori Nielson); (5) "Minnesota District Models Interagency Collaboration" (Sherry Freeland Walker); (6) "Rural Teachers Play Critical Role in Education Reform" (David Leo-Nyquist); (7) "Teaching in Appalachia Illustrates Extreme of Rural Problems" (Christine Morgenweck); "Rural Schools Work on 'Bottom-Up' (8) Change" (Jacqueline D. Spears); (9) "Rural Schools Lead Reform Effort in Alabama" (Jack Shelton); (10) "A Portrait of Rural Schools"; and (11) "ECS Helping States Bring Rural Schools into Reform Effort" Contains photographs. (Chris Pipho) (TD) . 'cl%:.*************i.,.......A*********************** **********.:. . Reproductions supplied by EDRS are the best that can be made * from the original document. STATE EDUCATION LEADER NEWSLETTER EDUCATION COMMISSION OF THE STATES Volume 12, Number 2, Fall 1993 Theme Issue on Rural Education U S DEPARTMEN T OF EDUCATION ost, 0110u. anon, Peser PERMISSION TO REPRODUCE THIS and invfovemenf 5/12 MATERIAL HAS BEEN GRANTED BY EDUCATIONAL PE SOItTICES INFORMATION CENTER rERICS iifir,s CIO< umAni Tuts been reproductd as irreece(4141 recedsd bog* lbe person or crgamtnoon orvnatmg .1 F" T.4mor Tranpes Nore been made lo tmotove tewochxl.oss Clu8Sily Pomis ottew 04 orymons ststed n doc o men! do not necessartly represent othoal TO THE EDUCATIONAL RESOURCES OE RI posthon on 1,0hCr INFORMATION CENTER (ERIC) BEST COPY AVAILABLE SPECIAL INSERT ON FATE ECS NATIONAL FORUM AND ANNUAL MEETING EDUCATION Volume 12 Education Number 2 Commission of the States Fall 1993 **** * * ** * * ** * * * * *** * ** * * * * * * * * * * * * * * * * * * * Rural school concerns get attention of Congress loe "Approximately HY; ot our country's public school districts are rural districts. The schools in these districts and the children they serve face difficult problems: Approximateh, one of every lour of America's rural children live, below the pover. ts line. The average rural school is inore than 45 years o)d and in Congle,.. wind- Rural school concerns .ac Nettiv the attentum MMus:rah two bilk that,antOng other Will help rural duariet nude) disrepair take relorm. better prepare graduate:, leCrillt teat hers and' advaueed teelmolo,ves ?lithe ela.sroom. (Photo by Rwti t tar( so Rural preschoolers have less access to early childhood programs than other children. Don t tohl..re-41m,1:, the r cblen: o' !,ehool retorat beemc,e the rural school ts loam, In sl -.tate to arrested development. Rural schools face tar greater t.adit ions laelong 1.;,,,lo:e.1 by 611u-it teacher shortages than do e'fectrue -upervIston, controlled lar:zely by rum; people. too often. ,lo not rod. citho their oa the 1,0..sihtitics 04 rloa) education. (oh: Idifsht others. who. Ncuerally by teachers hiNT eonipre:02.4on riird!-h'e rioNem The ta-:; )t reovant:Ing and 1 etllreetIV rural eilielltlet1 .11',1,1at .111,1 2,111 A declining number ot rural high school graduates are pur- Ellwood P. Cubberlv (education leader), 1914 suing postsecondary education opportunities Rutal rivpled,,a I urhicP,4,m1; Cr,, ildrpei2Ois: 2C('ll the S10bal and 1101011a/ eC01011111 Ht,11 N ph11011.SZ 0211 fo 111 their di,adrantas:e in their comnrontte: The-ze to al people dre onnot,11 Institut lonally. Dieu Ui (11...emmeeted In a number So noted Congressman l'at Vil- other hilre way:-..and they nt4t (4 In,,n hey are remote undershulding the thmxs that are alreetIng then. fit- 11,VC,, hams of Montana as he intro- lure, and tlutt Is Important. Kenneth Deavers (agricultural economist), 1()92. duced the Rural Schools of America Act into the I louse ot Repre- sentatives last April. The act of ts one Continued on page h Rural education: What are the barriers to school reform? IN THIS ISSUE by Paul Nachtigal Choice plans ignore rural schools. Page 3 / School reform is not new to rural education. In fact, rural schools have Rural school finds interagency cooperation a either been reformed or under threat to be reformed since school con- plus. Page 5 solidation became the public policy of choice to address the "rural school Special bonus section! What went on at the 1993 ECS co problem." Such policy is usually mandated, usually aaomply.hed in spite of National Forum. Pages 7-10 co strong local opposition and often results in years of bad feelings that gel played out in local political arenas. "Bottom-up" change exemplified in rural project. As a one-time member of a state department of education, it was clear Page 13 C3 to me that when new educational policy was initiated or accreditation standards imposed that were purported to improve educattonal quality, the rural Excerpts t'N from The Condition of Education t C) schools were the first to feel the,pressure. It is no secret that frequently such ac- Page 15 Rural Schools. tions on the part of the state are thinly veiled efforts to further reduce the num- '?. her of small rural schools. With this history, it is little wonder that one when Continued On page 4 AVAILABLE BEST COPY Education Commission of the States State Education Leader Fall 1993 * * * * * * * * ** * * * * * * * * * * * * * * * * *.** * * * * * * *, * * -* **" Distance learning provides link for rural schools Editor's note: ln the following Mississippi, which connects two tion for Educational Telecommunica- rather than at how to reallocate mternett., Inn Mecklenburger talks about universities, the state education tions lunds. Technology is becoming technology and rural schools.. Pie is presi- department, some high schools and Does distance learning in another option for providing ser- teta of the Meckleilbto ger Croup. a coali- a ciirrections schools have to be classroom-like vices, whether people choose to in- tion of independent technology eon,ul t with teachers and students con- vest in It is a question of priority. ants based in Alexandria, Qls satellite for distance learning nected? Probably, but it doesn't have losing ground to other technologies? to be "real time" like most people QWhat steps are being taken to en- QI low did distance learning think. Teachers can put material on sure certification ot teachers who A. Technologies employed in the develop? teach via technology? A. In 1986 or 1987, tve TI-IN Net- A. Schools of education generally work begar Texas as a private/ are outside the technological The 1994 ECS National Forum and public p .tnership offering live cour- phenomenon, with very few excep- ses witl. a teacher in a studio. A num- Annual Meeting, scheduled July 6-9 in tions. There may be some discussion ber of other enterprises began shortly of technological training in the '90s, Honolulu, will feature demonstrations of afterwards, also based on the premise but for now there is a disjuncture be- that you could teach live, using satel- distance-learning efforts. If you' re tween the ways we train and certify lite for delivering one-way television teachers and new ways of instruction you could watch the teacher but interested in showing what you' re doing to facilitated by technology. feedback was by phone. policy makers and education leaders from Almost without exception, At the same time, other ef- school systems at the leading edge of forts were using "lower tech," i.e., around the countly and the Pacific Rim, technology have become trainers of they contained little or no video. please contact Christie McElhinney at their own people. There are Louisiana's network remains the big- hundreds of school systems where gest with about 100 schools hooked 303-299-3695 . someone is responsible for technol- into a graphic screen or electronic ogy, usually at the assistant superin- chalkboard. Other higher-tech sys- tendent level, where they have ac- tems include two-way video with TV nam of distance learning have the system and students can pull up cess to budget, ph-liming, etc. In these cameras at all sites. Those systems never included just satellite, al- the information when they're ready. cases, you find staff development. tend to be installations by school sys- though the term came into being This application is not used too re, ruff ing. maintenance. The p.ob- tems or partnerships such as univer- around satellite technology and has much yet, but it opens up the lem in rural areas is that that k nd of sity and feeder schools. The most grown enormously using satellite. relationship between teacher and stu- 1..i,tliani7istrative structure is not in notable example is Fibernet 2000 Many people satisfy the same pur- dents; it allows people to work in- poses with other technologies, rang- dividually and get back together on ing trom low-tech a id inexpensive the network. When one ge s into t he QWhat other teinnological issues State means such as radio and microwave array of technology and uses, you come up in rural schools? Education to high-tech like fiber optics. It can think of combining technique I'v . one issue that affects rural areas doesn't matter which system is used; Leader and technology. ot the Sim., especially is the traditional role of the choice depends on convenience, the rural school as the center of the ISSN No. 0736-7311 price, availability, etc. Q What are the biggest problems community or the major enterprise. with technology in education? nurcirtor ot CoW.Muslicti With technology, this can be en- hon. Division QI low many states have or- A. The two most obvious relate to Edit, sherry roei,e,,f hanced. echnology raises questions ganized efforts at distance learning? tve-4 Production Csordmator change of any kind: Who will pay? about the relationship of the school Rwii and Da:1,1 Rubel Photos. A. Virtually every state has some- I low do we get started? These are to community. Does it provide a new raphers thing going on called distance learn- two enormous hurdles, especially it opportunity for schools to serve their Ne:es:.m. Et. S Pre:Advnt ing. Some efforts are quite substan- one is indisposed to change. School ECS Chatrm.ln. community? ls the school the place tial, organized and funded by the people tend to look for new money ,1-1 state. Some networks are estab- Continued on page 3 Publislwd three times a %ear: $15 per lished. Multi-state networks such as Year TI-IN reach almost every state. Be- ript queries and un- cause most of the country is rural, solh ited submissions should he ad- more of the technological uses may dressed to the editor. No payment for bc in rural schools. The early efforts articles. Contents do not necessarily at distance learning were in rural, reflect views of ECS. Cop.:tight I small, isolated sites Now many are Educatton Commission of the States. in urban sites. The pattern emerging 1443 All rights reserved. is that distance learning will always ECS is a nonprofit, nation- have a niche in rural America, but wide interstate compact formed itt now it is every place. ISh$ to help pit colors, state kgi, turs, state education officials and Q, I'Vhat are school- doing with others develop policleS to improve the technology' quality of education at all levels. Forty- nme states, the District of Columbia, A. The question that arises is al- Amencan Samoa. Puerto Rico and the ways, "Should we do tourses of in- Virgin Islands MT members The struction V.,1 technology?" The first fice is located st 707 17th Street, etforts at this resulted in "talking- Suite 2700, Denver, Colorado 11021i2- 1-127, 3t0-254-11,00 head" television; some of th it still It is the pohcy iif 1:C'l to false gilt., on. Other uses include famative at him to prevent dis it Electronic Field Trips, pioneered by rimmation In its policies, programs the Fairfax County, Virginia, ire and employment practices st hools, or debates, seminars and political gatherings such as those Technolfwy applications in nual tansy (tom computei . m the, lasstony to high tei tin - way tmleo done lw the Massachusetts Ci apt rd wJ 4 Fall 1993 State Education Leader Education Commission of the States * * * * * * * * * * * * *4-* * * * * * ***-* * * * *.* -k*** * * * * Do school choice plans ignore rural school needs? costs. Most choice plans involve only by Dori Nielson public schools, but in a few instances private/nonpublic schools are in- In 1989, President Bush called the nation's governors to Charlottes: cluded. In some cases, transportation s- costs are incorporated into the plans. ville to discuss education and change. One of the major topics was Effects on rural schools open enrollment or school choice Three years later, 34 states were in- Do open enrollment and volved in legislative activity relating other choice proposals address the to this issue. concerns of the nation's rural states? Several rural states have been I low do the claims commonly made involved in those discussions, includ- by proponents for open enroll- ing one of the most distinctly rural ment/choice affect rural students? states, Montana. Montana is the fourth largest state geographically, CLAIAI: School choice allow, parents to but is only 44th in population. That make choices about education. combination results in only 1.0q stu- The typical choices available to dents per square mile and 5.6 resi- many rural school districts, espe- 4,7 dents per square mile. More than 85' : lially in a state such as Montana, of Montana's schools are located in are a one-room school 20 miles rural or small towns, and more than away, maybe on a gravel road, or of the school districts have fewer 30 a school of approximately 30 stu- than 100 students enrolled. dents in a small town that's 45 Although open enroll- miles away (and the first 25 are ment /choice proposals Littler in not pavedk During much of the detail from state to state, they has e a Crittes of school choice plans cjileSt ion whether such plans discriminate against rural students, winter, the roads may be impass- common base. They generally allow a MIL/ be a 5...WA 20 miles await that oilers the same tourses is Ins or her cur- whose milli "i able. wat -chwl (Photo ba Ruth I hum) student to enroll in a school of choice with minimal or no cost. The plans Iwo/ t how,' otters nota/ eithei eliminate tuition, grant a transportation costs. eithor to thtt itortimilli tor roe?' childen. distances between families and t ottcher for parent, to redeem at .111y sclutol district or the parents. schools in rural areas mean that The power the parent, the less school or provide a tax credit to few rural school choice's could be likely the parent can make a parents who have school tuition Continued on page 5 exercised without increasing choice that will cost money. The Distance learning provides link for rural schools Continued front page 2 reality is that the cost is high, the tech- agency planning and coordination Another kind of model sug- tel locate resources of are there things nology "service to everyone" prior to use. The fact that technology gests that welfare people have one happening elsewhere that are taking capability is obvious, and it is in the is available and somebody IS think- set of problems, medical people ads antage of electntnic media that interest cif the vendor to get a number ing about using it may' cause another and school people another, ought to he connected to the school? of communities excited. If the comes eryone to decide they ought to and they all operate' each in their It's a little easier in rural settings to munity people are smart, they won't work together. own agencies to solve the problems. get agencies to collaltorate. but the just look at one technology; they will It a solution to any given problem is question is how the community gets QAre there caveats to using tech- look at several and make some hard a voice-mail system, a cable its act together and whether schools nology for collaborative eltorts? decisions betsy e'en them. television channel, a special-service- lead, collaborate or follow. A. One aspect to all of this is that On the other hand, the drive on-the-phone system or a new cel- frequently the catalytic agent in tor collaboration via technology lular communication system, for ex- Qiow can technology help with bringing people together is the ven- creat.'s the capacity for external politi- ample, it makes sense, when a com- efforts to improve interagency col- dor of the technology or maybe ...Yen such as sovernors and cal forces munity is going to be spending the laboration in rural areas? a regulatory agency that has over- legislators and regulatory commis- kind of money required, to consider A. Technology is sometimes a sight over the technologies. The to see the prospect of col- sions multiple-agency use if not multiple- catalyst for collaboration because It laboration and decide, for instance', turns out that services can be that no agency gets a planning grant Cable giant filling teacher training gap rendei ed bet ter, more comprehen- for technology unless they are talking sively, more easily or more cheaply if to other agencies. oeople get their act together. You Amajor cable television company is stepping in to provide the You could flip the issue the could. tor example, organi/e lit technological training diat teacheis need other way and say, "Well, if people deliver information about the school cal) is opening a new national train- Tele-Conununications Inc. are planning collaborations around and its programs, using .1 ing faciltty to help teachers learn how to use advanced video and Ciin- some sort of service, they ought to go "homework hotline" model. Hien it puter technologies in their schools 'I he facility, scheduled to open in looking tor a technology component turns out that people in six other November, has nationel satellite uplink capabilities to reach teachers to what they are doing." My guess is community agencies. Stith as the nationwide. It also will be connected to Denver-area schools to aHow it more often will go the other way. hospital, the city, the police, like the teae hers there to observe master teachers using new lea nung tools. That is, the technology will either be idea and want to join in, creating one In addition, TC1 will use the facility' to determine the most ef tee- the catalyst or the occasion for communication system to all Live ways cif linking cable resoo we's With other tee hmilogies such as laser prompting people tit work together families. This approach makes good discs and CD-ROM systems. who otherwise have not had sot h- it most likely doesn't change sense For more information, c onto, t Tt'l Fdlication Project, I' 0 13ox emit reason to do so * the technology, it saves inoney; it 5h30, Denvei, CO 80217-5630 * prompts collaboration. BEST COPY AVAILABLE State Education Leader Fall 1993 Education Commission of the States * ** * * * * * * * * * *'* * * * * * * * * * * * * * * * * * * * * * * * * ** * ** * * * * * * * * * * What are the barriers to school reform? Continued from page 1 more wave of school reform comes One response to these rolling across the country, rural demands was to look to various schools and rural communities view forms of distance learning, using it with skepticism. satellite or interactive video net- The first barrier that needs to works, to provide the additional be addressed is reducing the "siege courses. In some cases this was a use- mentality- resulting from past p licv ful option, but hardly the cure-all it initiatives designed to solve the :ural was advertised to be. Generally, school problem. Accomplishing this when distance learning is embedded will depend on policy makers accept- in the current system, it contributes ing the fact that rural education will to preserving the status quo rather continue to be a part of the education than encouraging more powerful ap- scene in America and that young proaches to teaching and learning. people must not be geographically The second wave of reform disadvantaged because of their was less concerned with additions to parent's choice of residence. True the educational program and more rural reform will come (ink. when we concerned with how the program replace the current "siege mentality" was carried out. The reforms being with a supportive climate in which promoted were emerging from re- rural schools can explore creative op- search on "effective schools" and in- tions to improving education that cluded characteristics such as high build on the strengths of small scale expectations; safe, positive climate and the culture and traditions of for learning; good leadership, time- rural communities. on-task. Implementing the charac- ra.ily Luective -ate Nature of reform teristics of effective schools is not re- iti Ruth I Iar,s-, :quail 19, lated to school size, as were the ear- A second barrier that stands lier demands of more course offer- in the' way of rural sclu,o1 reform is ings, and in fact the effective. the nature ot the reform itself. Cur- people, have been disempowered, This looks and feels a lot like, characteristics, in general, could rent reform efforts are primarily con- the top-down approach to reform they are still the -people who have more easily be achieved in small- cerned with fine tuning the existing been left behind." Children will con- that rural schools have experienced scale institutions. Again, however, facto-v model of sinc,, the turn of the century It is tinue, to live in rural al ea. ,m good rural schools could say, "Look, education in which rural schools by deserve quality educathin. Rural ironic that the tide of schoeI reform eve, have. all those characteristic., in their very definition, are considered people must be trusted to address continue's to threaten the future of place. We are an effective school, to be "second best.- For instance, the their own problems. small rural schools while the success- leave us alone." first wave of the post-A Natimi If school reform is to be useful, break-the-mold schools are incor- reform efforts called for more ad- ful to rural communities, the nation porating many of the characteristics Skepticism valid vanced course offerings and better of rural schools, e.g., small scale and must accept rural reisclity. Rural com- prepared teachers, changes that munities have unique needs. Small tight connections with the com- The current wave. of reform made additional demands upon al- schools can and should operate dn- calls for basic restructuring of public munity whicll the school serves ready stretched resource's available, to .' -ently from large urban schools. education encouraging "break-the- A special kind of rural :Sc hoots and represented On,' size of school reform does not fit mold" schools. The solution another set of top-down mandate.... assistance proposed for restructuring educa- all And, finally, support systems mast be put in place that will enable thin, the engine for school reform, is Small institutions have vet-) standards national standards, rural schools to become true par- little slack in the system whic:h can ipants in the nation's school state standards, local standards; be devoted to rural school redesign; standards for math, standards for retorm e Hort. they cannot do it alone. Strategies science, standards for social studies \a, t:tigal ditectsti:c110.71 In- and incentives will need to be, Depending on how the crest cif this . row,' reated to encourage schools to work the .N..11,1,.oilluneur Re10,131 new wave forms, it could, it one' together, breaking down the isola- 1.11,0nitoni.* were really serious about looking at tion and providing the, moral sup- student outcomes and measuring pp port necessary to su±tom the pro.:ess State Education Leader them in a variety of ways, open the, of school reform. door for major restructuring. Or it Three issues of the State Rural school reform also re- could look a lot like, every other man- Education Leader cost $15 per year. quires access to outside assistance, dated, top-down approach to school Subscribe now. not assistance, that tells rural school improvement. Name people what they have, to do, but Rural educators have a right Address rather helps them think through and to hold on to their skepticism. The implement reforms that they design. Elementary and Secondary Educa- AnytInng less is not doing ju,,tice tion Act proposed in Congress re- City, State, ZIP the 25': ,it the nation's students who quires that local distrie ts create a set OD. attend rural sclwols of student outcomes which ate con- Note: State fees guarantee that ECS Ailumbolotoli sistent with state and national goals commissioners and certain primary Summary in order to receive' federal funding. constituents receive these publica- Some states are t ollowing suit, im- tions. Within the existing climate plementing similar requirements for of school reform, there is little, chance. Mail this form, with your check or the. receipt of state funding. If schools that rural people, can bring their ex- money order for $15, to ECS Dis- Ciateuf eltort, make deliumds that do not comply, the. state can Like pertise to beer on how their schools fulfill (Photo tribution Center, 707 17th Street, Wok firs1 haul i, steps to dissolve the district. could more effectively serve their stu- Ruth I hills) Suite 2700, Denver, CO 80202-3427, dents and their eommunifies. Rural 303-299-3692. 6 BEST COPY AVAILABLE State Education Leader Fall 1993 Education Commission of the States * * *** * * **it * * * * * * * * *It * * * *-* * * * * -k ck-* -lc Minnesota district models interagency collaboration by Sherry Freeland Walker agent ies and the. school district recognize. the. need to share limited resour- 41' ces. "We can't continue to do things When a high school student the wav we have been, there has to be in rural Blue Earth, Min- some risk-taking, some leaders will- nesota, needs assistance ing to shove down walls," he stresses. from the local human services agencies, he or she doesn't have to travel Private benefits to town for help. The agencies come to him. With students spread Out A state incentive grant is al- over about 600 square miles, there lowing a variety of county agencies was also a question about how acces- to share office space in one of four sible and "user-friendly" services high schools that were consolidated. were when they weren't readily avail- A new replacement high school able, he says. The. shared space in the scheduled to open next fall will be new school will have a separate home to 600-650 students as well as entrance. to provide a more private, representatives from county human less embarrassing, less demeaning services agencies serving young place. for students and their parents people and families. ilareeseta to meet xTi ep to.nscefi Yes. ,s, Rural states already rank at the top in several standardized test comparisons and high school "We are trying to break graduation rates. down the barriers between education school personnel if they come in to and hu Tian services for the benefit of meet with a human services repre- merged under Minnesota's Secon- sentatives of such agencies as .thild kids," says Don Helmstetter, superin- sentative," I lelmstetter says. In addi- protection, probation, public and dary Facilities Grant Program. "Many tendent of the Blue Earth Area Public tion, parents will have the. oppor- see this grant program as an effort by mental health and the county Schools and acting superintendent of tunity to learn of services that could the state to consolidate small schools, attorney's office. Although the school the Blue Earth Area High School Dis- benefit them, such as adult education but that's not its intent," I lelmstetter is still under construction, the col- trict. "We want to eliminate both or parenting classes. "We hope to says. Rather, the grants offer an incen- laboration itself is under way. duplication of service as well as the bring disenfranchised parents back tive to bring small rural high schools lelmstetter notes there have gaps in service." into the schiiol system by giving together to share resources. been no turf battles among agencies, them a comtortable place to be." Consolidated schools Under the program, the new a result he attributes to the fact that high school will make office space agencies are charged no rent for the The high school district wa:. available foe support sei vices, includ- spaee and that both human services Continued on page II tormed when the schools were ing school counselors and repre- Do school choice plans ignore rural school needs? Continued from page 3 rules for public and nonpublic are schools often have almost no pen halt wav around the world. Sure- Facilitating choice will Increase not the same, it can hardly be con- bureaucracy. In Montana districts, ly we can bring art history to a transportation costs, especial'y in sidered competition. no on-site administrator is re- remote Indian reservation, Japanese rural areas. If the district is required in schools with fewer than language course's to a one-room quired to provide transpor tation States that are very rural Mon- nine professional staff. school, advanced math or science costs, the students who remain m tana, North Dakota, South Dakota, courses to a high school of 50 stu- It would appear that district schools probably ss ill have losva, Nebraska already rank at dents or the most up-to-date agricul- fewer funds available tor instruc- proponents of traditional school the top in several standardized tural research to a small farming choice do not recognize that "choice" tional purposes. testing comparisons, high school community. has many faces, and one of them is completion statistics and We have. an available choice improzy Cl .11M. School Own e rural. Perhaps policy makers is ith postsecondary enrollment. that provided infinite possibilities acluercincut becau,e (.1 wmpet rural constituencies should considll for learning without moving stu- tion ainonN school, CIAIM. 50100/ t ronlOte the choices that rural parents have I- dents great dist,mces It's e tilted kits- Z'ohrMe//f of /HMV pirOPIt: III then advocated for generation's.. Those When the majority ot schools are tance-iiwning technolop and is al- alum parents have supported the "choice" located in rural areas or small ready pros iding choices in some to keep their small rural schools towns, schools are likely to pro- The further from home the (Ten. Ask any legislator or policy vide similar prograins Choices to children go to school, and the I low about a c Iwice plan maker who has advocated consolida- attend other schools generally are more the chosen school is unlike that provides a voucher tor tion of small schools Rural parents based on convenient e, lot anon the home community, the k'ss like- ch., !tom, equipment or if Nam o. want then children to attend si_ hools \Own. a parent works or athletic oi ly that parents will be able. or wilt- learning oulses it parents eerel,e that n'tlee t their rural i ulture and student actiyities.11ierelore, ing to be involved. the option to keep their students in values and are close. to home. And academic programs are not likely small, rural schools with minimal they want those small and often iso- CLAW: School dunce will promote to be affet led by school choice. bureaucracy and reduced transporta- lated schools to provide their inluntary(hNivegation. If nonpublic schools are involved tion costs' It's a choice! The time has children with educational oppi,r- Rural minority students in Mon in the "c ompetition," the rural l0 I ne lode rural America in the. tunifies to prepare them tor the fu- c tana and several her western ea, become non-playel s be, oust. 'We.' debate's. ture. and central states are likely to be vei v few private schools are lo- ,11/1,/ education American Indian students who cated in rural areas. Different choices alialit,t tor the Vfontalia ()Nu e of l'ublic live on remote reservations. The Private schools are not obligated to al lit It' I, a rel011iii In I, in 1551 We can take people to the nest nearest school is probably adhere to state rules and regula- terleseilt t moon. film the surface. of tlw moon, and I.. PIO! 11111)Illed another reservation school. tions that apply to public schools, ot l'ublii Jsti ii,. pt.,Itil,t1 of ftfr( Siff make phone calls from airplane's, such as those governing certitied bon * watch two TV programs while film- CLA/M Sc him! ciwice will force teachers, reporting and account- Inonntrracie., ing a third, put the entire l-nenclo ability and educating spec lot polio Pt itonin«i on a small pet y ot Unless local school boards are i on- education students. lkcausc the tic and wale II wars as they hap- tattered bureaue racy, small rural BEM COPY AVAILABLINI State Education Leader Fall 1993 Education Commission of the States * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *--* Ruralschoolconcerns Continued from page I Iwo federal bills introduced in support of rural education, the first time separate bills supporting rural education have been submitted to Con- gress. The Senate version was introduced on September 20 by Senators James Jeffords of Vermont, young people in spite of limited Paul Simon of Illinois and Paul resources. The National Center for Wellstone of Minnesota. Education Information recently The act focuses directly on is- reported that the 10 states leading the sues that rural educators seek to ad- nation in academic achievement are dress. The legislation will help rural lots a, North predominately rural school districts meet the National Dakota, Minnesota, Nebraska, Wis- Education Goals, undertake retorm, consin, Idaho, Utah. Wytaning, Ran- prepare graduates for higher education and vocational training, train cas and :Notith Dakota. The center noted that six of the top states enroll and recruit classroom teachers and 1$1 more than 30'4 of their students in provide early childhood develop- So- schools with fewer than 300 students. ment programs. It will enable rural 'i rhni and All children deserw edueathnuil opportunities equal to those available to outhinf school districts to use the most ad- suburban districts, rural advocate,: argue. (Photo by Ruth Harri.ti rturalahicatioriCongress vanced telecommunications technologies for learning and also will The federal bills were among be designed to better prepare stu- provide funding for various work and state governments. Legislators the topics at the Second National dents for life This means, among must be convinced that rural needed on rural school buildings. Congress on Rural Education, which other things, that curricula should In addition, both bills estab- schools are unique and must con- took place in Burlington, Vermiant, promote and facilitate life-long tinue to exist. They need to be lish rural regional education centers during NREA's annual meeting in learning. School facilities should made aware that rural and small to conduct research and evaluation October The theme was, "How Can be available to the community as a activities important to the nation's schools have been the well-spring The Federal Government Assist whole, evenings and weekends, as of innovations in teaching, such as rural areas, call for a White I louse Rural Schools In Meeting the Educa- well as during the regular school multi-age classrooms. Moreover, Conference on Rural Education and ti(mal Goals of the Year 200o?" day. Financial assistance nnist be legislators need to understand that create a rural education focus within More than 400 rural olloiAtcd ti) improve rural all rural children desers Li educa- the Executive Branch by establishing eduLators representing all 30 states infrastructure so that tional opportunities equal to flu ise an othce ot the assistant secretary for dissussed their N. ieus and node !ugh-tech interaciis e video classes available to students in urban and Depart- rural education in the L reLommendations for federal ,1`,,as- can be shared among schools and suburban districts. ment of Education Idilie. delivered trom college., via The Rural Schools tIt America Equity and Resources. A com- The rural congress began in telephone lines and satellite sig- Acts ot l't43 contain, important and monplace problem in America's loy2 when rural educators and sup- nals, to broaden and enrich the essential steps in addressing the rural schools is that resources are porters of rural education met in curriculum. education needs or rural America and inadequate to educate children to Traverse City, Michigan, to help real- rural children For these children. Also, to assure appropriate meet tomorrow's challenges. Such 1./e one of NREA's missions a change and improvement in teach- many ot them living in isolated unaied national voice tor rural t'ducc- regions. education is the only real Op- ing and learning, statt develop- tion. Findings ot the congress ee their In es portunity to ch ment must be readily available to Legibitorsmiusi be coovbiceq: pros ided a focal point tor issues and Interestingly. rural schools rural, isolated school teachers and g rural education and concerns fc runt! schools are upiquc of educating administrators via electronis are doing a good strongly supported the need tor the Innst ctinqhue exis(. telecommunications. National and federal government to pass the initia- state legislation must heed these tives contained in the ahos e-men. needs milt h niore adequatvh . tioned hills. Moreover, interagenLy collaboi (I- goals as those of America 2000 are The congress was charged lion should be brought to bear on ludicrous in this light. What is with developing a consensus state- the problems of provincialism, more, education has an urban bias ment on the serious problems afflict- isolation and the nexus of both State funding programs need to ad- ing rural education and with recom- limited resources dress the diverse needs of rural as mending solutions and strategies to well as urban schools. One of these correct problems in improving rural The future needs is support in attracting and education. retaining quality teachers and The rural congress agreed Solving the challenges facing staff. Another is to avail isolated upon three major p(unts. the nation's rural schools will require and/or small schools with technol- the concerted effort of all govern- Awareness and Image. America's ogy tor enhancing and (int-Idling ment IL-s els and all community sec- rural schools are generally among curriculum. tors Because state and federal fund- the nation's most effective and, ing of rural schools does not ade- Finally, legislatures must stop ex- considering the relative (-ost, one qUately retie( t need, NREA feels acerbating the poiblems (a rural of tl'' t 01.1ffiry's best bargains strongly that well-targeted federal educators by mandating education. tIll dotes must be adver- The funds, arcompanied by flexible al improvement and reform tised and till myth dispelled that guidelines, and that holding programs until thet can provide small and or t ural schools are educators accountable will make a tull funding to enable implementa- at ademicallt inadequate com- significant contribution to address- tion, funding that makes no pared to urban and large schools ing rural school needs and Loncerns. demands on already in. erstressed Advocates need to orchestrate adi'Ocatt' sill Illral 4clivols ale 11,Ilong rural school budgets programs to substantially enhame th, Hatton reNmr,e, Ncwlm is preuutient id the Nu orwq eVet. the public image ot rural educa- GM1.01i Mg Me MUM .01,1 howl /Oita! Itiutqlion -1:soelation, an Provincialism. Rural edlication tion 'ic rlenIed NOVI( .1, ea,I1/ leaders maintain a focus on educat- t+; year-cult! national membership or- ROI 0.1-1 I'dis '1'11,q4 ganization /intaglio toed at Colorado ing tor the present with methods most important. rural edu( ation WI Stale Lburelsity * from the pact, but schools need to needs a stronger voice in national State Education Leader Fa111993 Education Commission of the States * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Rural teachers play critical role in education reform Rural solutions by Daz-iii Lco-Nyquist In practical terms, what this alitor's rime. The folkeing,ii- means is that solutions to educational problems worked out in small ticle is excerpted from the spt in,s; sum- mer 7993 issue o Country Teacher, rural schools can have great relevance for schools everywhere published hi the N'ational Ritrai EdUCO- that now choose to reorganize them- tion Association, based in Colorado State University. selves on a smaller scale. Many small rural schools, be- TO someone not familiar with cause of their special circumstances the most promising current (such as small scale, close connec- directions in school reform tions to the community, flexibility of and restructuring, the attention given adult roles and high level of student recently to the 10th anniversary of participation in school activities, for the publication of A Natio), at Risk example) can move rapidly in the in- might be deceptive. While that dicated directions if they choose to government-sponsored report do so and if they learn to take advan- marked the beginning of a wave of tage of their unique conditions. highly pu'ilicized top-down, state- Small is beautiful. Maintain- level reform initiatives in the mid- ing social relationships on a small Rural teaclwrs interested in school reform need to sift through the re:mot-es and models available 1960s, the most interesting recent scale is an extremely important factor and adapt tlw most wwful practices to their unique ciremn-tance,. ddviscs i? rural high school developments have been on a much te.wher (Nieto IT Ruth Harris, in personalizing the learning process smaller scale, often Involving in- and can provide the starting point in dividual schools and districts or efforts at -community-building" flexibk in defining our teaching mg alternatives to the generic curricu- clusters of schools organized as net- within small schools. As our class- lum of textbooks, worksheets and roles. !slam. small rural schools have works. And a significant number (.f room approaches become more per- commercially produced tests. Vhat preserved or could easily move schools on the cutting edge of retorm sonalized and our support systems ic" or rural cur- tradition ()I the "teach- does a "place-speL toss ard are small and rural. more successful in preventing our riculum look like? I low can we adapt ing pi mcipal," which can help break Until fairly recently. student:, from "falling through the down the communication problems and translate curricular mandates widespread school improvement (A- cracks," rural teachers can draw free- into approaches that fit otir lOcal cir- and ad versari il relations cornmon in tolls %sere weddecl to the assumption ly from and contribute to the large schools with more rigidly cumstances? that "bigger is better," and the cen- rich literature on student learning defined and specialized roles. Small Ecological literacy. Our tury-long consolidation of small styles, alternative forms of grading proximity to the natural resources schools can be trailblazers here if rural schools into much larger subur- and assessment, etc. that is ac- upon which our nation depends al- they can learn to respond imagina- ban urban-stzed units was a cumulating across the country. lows us to give our students first- tively to the question of leadership. conspicuous example of this practice. School-community connections. hand experiences with stewardship. Our task as rural teachers Rural educators were encouraged to The strength and survival of our com- :ommitted to reform is to sift "Ecological consciousness" is certain- believe that smallness was an educa- munities depend on strong schools. ly more widely and deeply dispersei through the resources and models tional disadvantage rather than a This is certainly true everywhere, but throughout the general population available to us, recognizing the strength. The breakdown of many the connection is more visible and ob- than it was a generation ago, especial- entrepreneurial panacea peddlers for large urban school systems in the last vious in small towns and rural areas ly among the young. What is our role what they are and adapting the most two decades, however, has chal- where schools are often the largest in helping that process to continue, powerful and useful practices to our lenged that assumption and employers and schoolpeople often in fostering what Aldo Leopold own unique circumstances. But even prompted some farsighted urban function as communitywide leaders. called a "land ethic" among our- more critically, our task is to under- educators (most notably in New Building upon the informal selves and our students? I low can a stand that the most important York City and Philadelphia) to friendship networks existing in most more thoughtful approach to local inspiring changes that reforms reverse the "bigness" trend. small communities, rural schools can resource management become em- can blaze the trail for others to tot- This reversal of conventional make their school walls permeabk, bedded in our K-12 curriculum and low can and often do happen in wisdom, coupled with the current as students learn how to make the impact the long-term economic our own classrooms and schools. We emphasis on the central role of community into their extended class- viability of our rural communities? must build upon our strengths and teachers in long term school reforms. room, and community members learn to use MU MOSI obvious New form.4 01 leadership. places rural teachers in a privileged share their expertise and resources Schools are in dire need of leadership natural advantages wisely. position, what we know About %cork- within classrooms. that is something more than ing with students and with each 1.6,-Nuquist edits Country Fostering a sense of place. "management." This will involve other in small schools may at last Teacher and teaches English at South Rural teachers can help to foster rethinking the role of the principal, be valued by the educational reform Foil, High School in Wand i. Calmn- -community feeling" and a sense of nurturing teacher leadership as it * movement place among their students by creat- emerges and being more creative and Minnesota district models interagency collaboration Continued from page 5 families Each member agrees in writ- I lelmstetter says N.Imnesota's that student,. will no longer be just a For more information on confidentiality laws make it difficult ing to keep all information private. "number,' they will get more in- Blue Earth's interagency collabora- for human services workers and In addition, the school is adding a dividualized services. Over the long tion, Lontact I lelmstetter at 315 E. hth educators to share informatnm. To family advocate to represent the stu- term, he says, the program aims to Street, Blue Earth, MN WI 3. deal with this problem, the school has dent or tamily at meetings to ensure address the L ycle of depndency on Natal is editor of the a Student Assistance Team, whose the family has an equal voice. welfare by reaching entire families Leader * members meet twice a month to talk The immediate benefit early with servites that can help about how to help students and I lelmstetter sves to the program is thein succeed Pl 1 =AVAILABLE_ Education Commission of the States State Education Leader Fall 1993 * * * * * * * ***** * * * * **********-* ****.* * ************** * * * * * * Teaching in Appalachia illustrates extreme of rural problems and most school administrators were opportunity to learn how to "chew upon as an outsider and trying to by Christine Morgenweek extremely appreciative to have well- and spit" (tobacco). I declined. break the barrier of suspicion ed ucated teachers in their schools. A bigger problem was not year of teaching in Ap- Different goals being able to grow professionally. It 1Vhen I was appointed to special palachia :vas quite an ex- education in northeast Tennessee's takes perseverance to obtain an ad- perience. one quite My goals for what I could ac- vanced degree when the nearest I Is wkins County, straight out of col- different from other teaching assign- complish, and what I could teach my university may be hours away. lege in the mid- l()70s, my supervisor ments in the United States. The students, changed as I learned what and prim ipal were grateful for any And, isolated rural areas beauty of the land was at times al- then- lives were like. For example, it such as Appalachia have an addition- ----C:O'rk I did and any progress stu- --- together diminished by the ho).-1;10- was difficult getting parents and students made was considered "ama,- al burden in trying to attract teachers conditions of pover_r-TnXing in dents to accept governmental help used to culture as mainstream mg this region of the United Stot1 :. t as Parents often could not read and Among the frustrations was Americans think of it both a rewarding and trustratIng ex- good therefore could not fill out forms for the tact that school supplies were al- libraries, museums, symphonies, perience assistance such as Food Stamps. most nonexistent and had to be pur- theaters. ballet, etc. I had to find It was rewarding in that Government agencies were located chased on a $55 per-year allowance ways to entertain myself. Even hous- teachers were desperately needed. some distance from the community, (a factor that taught me good budget- ing itself can be a problem. My apart- and many of the mountain people ing skills). Textbooks were outdated ment, an old school converted into did not want to travel far to "be by an average of 15 years, attendance housing units for teachers by a local stared at." rates were low, especially during the principal, was 40 miles away from Some facts about So, my goals became to see tobacco harvesting season, and the school. rural teachers that my students had basic reading. parents did not understand the im- On the other hand, teaching writing and "survival" skills that Nearly one in four public portance of school. In my 150-stu- in a location like Appalachia can be would help them, if they chose, find school teachers (about dent K-12 school, parents believed extremely satisfying for a teacher and qualify for assistance, and under- 560,000) taught in a rural school had not made their lives who is adventurous and wants to get stand things such as how to prepare school in the 1987-88 school easier, so why should it make their out of mainstream America. The ex- more nutritious meals or how to use year. children's lives easier? posure to a challenging teaching en- a bank. Only 6% of teachers in rural vironment and to the community it- Personally, I experienced schools were members of a some unique situations having a self can only help one grow in life ex- Finding teachers big minority group, compared to snake wrap around my ankle during periences. Teaching is one way that problems 12% in nonrural schools. a parent/teacher visit in a home with pupils can become aware of the Rural teachers were younger dirt floors, watching students groom larger world, and it can be reward- One problem facing rural than teachers in other areas their horses and mules during lunch mg to acquaint them with that schools today, as well in the '70s, is and had lees experience and world. whether IN. V ht,0,0 break, and having the seniors (all I 7) to loin it how to attract and retain teachers. preparation. Some 16% were take turns putting coal into the fur- or not. This was particularly tough in Ap- under age 30 compared to nace to heat the building. One of my palachia where teachers had to strug- 12% elsewhere and only 17% Alor:,;cmccck is currently ECS' third-grade students oftered me the gle constantly with being looked had more than 20 years of ex- human ,c-out, adnoniqra tor * perience, compared to 23'1 in nonrural areas. In secondary schools, 34% of rural teachers had at least a master's degree, compared to 46% for n.-)nrural teachers. Rural teachers earned an average of approximately $4,800 less than nonrural teachers per year Rural principals did not appear to have more trouble recruiting teachers than those in nonrural schools, nor was the attrition rate higher in rural areas. Rural teachers exercise con- siderable control over the in- structional process in their classroom, with 889 saying they select teaching tech- niques, for example, and 67) saying they select content, topics and skills to be taugl.t. By contrast, smaller propor- tions of rural teachers said they have "a great deal of in- p,hcv. ti0(-111C. 11 I Taken front The Condi- Rural Shoots, of Education III tion forthcoming from the U.S. Ot- fice of Educational Research and Improvement (see page 151. if may be iliqouragol problem Tem rural hst the 1.lik of urban rut tare am! ptatec, her, schools rentaiw: a mator f tag and retaming feachera ii Nit Mal/ lull/ other oyeets emoulible (Photo bit Ruth 11,1111,1 .ter, /vpment 4,ppOst10/111/". I I L.Llt