Category Archives: Rural Education

Why Do So Few Kids Walk or Bike to School in My State?

When I was a teacher in Connecticut, most of my students walked to school. I taught just a few blocks from downtown, so that made walking a pretty reasonable option. However, that wasn’t the norm in the rest of New England, and it would be really exceptional in my current home state of Kentucky. In fact, only 3% of students walk or bike to school in the “East South Central” states of Mississippi, Alabama, Tennessee, and Kentucky.

Walking and biking to school varies by region.

Nationally, about 10% of students walk or bike to school every day, but actual likelihood of walking to school varies significantly by region. Why are students in my region ranked lowest in the country in active forms of transportation, and what are the “Pacific” states of California, Oregon, and Washington, with the highest rates of students walking or biking to school, doing that we aren’t?

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Media: “One HBCU and One Black-Led Charter School Team Up to Ensure Success for Rural Students of Color” in EdPost

My colleagues and I recently conducted in-depth case studies of four rural charter schools that outperform state and district averages in reading and math. We then published those case studies, and the lessons they surfaced, in a new website: ruralcharterschools.org.

Today, I have a new piece out in Education Post that profiles one school we visited, Crossroad Academy Charter School in Gadsden County, Florida. The piece explores the unique relationship between Crossroad Academy and a local HBCU, and explains how Crossroad students benefit from that relationship:

When Crossroad’s leader Kevin Forehand, an alum of Florida A&M and Gadsden County native, began his tenure as principal, the school’s student body was growing rapidly. As a result, the school needed a larger teaching force. Mr. Forehand recognized the importance of recruiting and hiring young, ambitious Black talent to teach at his school, and later developed a mentorship program between his alma mater and Crossroad Academy. Through this partnership, university staff and students help Crossroad high school students prepare for the college application process and review their application materials. In return, all Crossroad seniors apply to Florida A&M to ensure that they have at least one high-quality postsecondary option.

Read the full piece at Education Post and learn more about other high-quality rural charter schools at ruralcharterschools.org.

How Four Rural Schools Reminded Me of the Fundamentals of Quality Education

Over the past year, Kelly Robson, Brandon Lewis, and I visited charter schools in four rural communities across the country. As we drove into town to speak with school and community leaders, we expected to uncover challenges that rural charter schools face which are distinct from those in urban areas — and we did. Our findings are included in a new website and highlight some of the constraints specific to operating a charter school in a rural setting. 

But we also found many commonalities between what make these schools tick and the characteristics of successful schools in more urbanized settings. These commonalities were a useful reminder of some fundamental elements of a high-quality school that too often get lost in the shuffle. 

First, these schools were exemplars of consistent, local leadership.
Those we spoke to made it clear that their school’s success was enabled by local champions with sustained relationships to the community. The school staff had the community’s trust and confidence. Moreover, in three out of the four schools we visited, the school leader had been in their role for ten or more years, a startling contrast to the national average tenure of just over four years. Schools’ local leadership, and the stability of that leadership, helped the schools grow local roots and sustain their missions and visions. 

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Media: “Three Factors Critical to Rural Charter Schools’ Success” in EducationNext

As of the 2017-18 school year, 809 rural charter schools nationwide serve approximately 256,000 students. Though that’s only about one tenth of all charter schools and students nationwide, it represents substantial growth over the last decade.

Despite the growth, charter schools aren’t always a viable solution to a rural community’s education needs. They can negatively impact the enrollment and finances of local school districts, resulting in the closure or consolidation of long-standing community institutions.

But that’s not always the case. There are some rural communities where charters can and do work.

My team and I recently conducted in-depth case studies of four rural charter schools that are outperforming state and district averages in reading and math. Each of these schools serve a diverse student body. I have a piece in EducationNext today that discusses three factors that seem to facilitate the success of these rural charter schools:

  1. The founders, leaders, and/or board members of these schools have deep ties to the local community.
  2. These rural charter schools were founded as an explicit remedy to a gap in the community’s education offerings.
  3. These rural charter schools maintain consistent leadership and/or engagement with school founders.

Read the full piece at EdNext and learn more about rural charter schools on our new website, ruralcharterschools.org.

A Poor People’s Campaign for Education Reform? What We Can Learn from LBJ and MLK

On April 11, 1965, President Lyndon Johnson sat in front of a one-room schoolhouse in Stonewall, Texas — the rural setting where he received his formative education — and signed the Elementary and Secondary Education Act (ESEA). By his side was his former teacher, an elderly white woman bedecked in pearls and cat-eye glasses, and a group of Mexican-American former students he had taught in the Texas border town of Cotulla. This framing was no accident: the undercurrents of Civil Rights policy were in the air as Johnson had signed the Civil Rights Act of 1964 the previous summer. And to further spotlight race equity in the ESEA, the date was selected to fall nearly 100 years to the day that the Civil War concluded.

President Lyndon Johnson signing the Elementary and Secondary Education Act on April 11, 1965. Photo by Frank Wolfe / LBJ Library

Johnson was staunch about his commitment to education. In a March 1965 conversation with newly inaugurated Vice President Hubert Humphrey, Johnson said: “Don’t ever argue with me. I’ll go a hundred million or a billion on health or education….Education and health. I’ll spend the goddamned money.” With ESEA’s role in providing significantly expanded resources (like library books, special education centers, and college scholarships) to vulnerable students, Johnson served as a human bridge between underserved populations: rural students, minorities, and immigrants. Looking at Johnson’s cleverly staged ESEA photo makes me think there are again opportunities for underserved student interests to unite in their demand for access to educational and economic equality. Identifying the intersection of class interests — as LBJ did — might have powerful political ramifications for the U.S. school system. 

A few years after the signing of the ESEA, Martin Luther King, Jr. carried the racial and economic unity torch forward. In 1968 he initiated the Poor People’s Campaign, which sought economic justice for the American poor. The first march of the Campaign included an interracial group of protestors — and would be King’s last. At his famous speech directed at striking Memphis sanitation workers, he urged:

We’ve got to stay together and maintain unity. You know, whenever Pharaoh wanted to prolong the period of slavery in Egypt, he had a favorite, favorite formula for doing it. What was that? He kept the slaves fighting among themselves.

But what if the photo opp Johnson arranged in Stonewall or the Poor People’s movement King envisioned stepped off the pages of history? What would a united populist movement for education and economic equality look like? How would it affect the classrooms our children fill each morning and the neighborhoods they return to each afternoon? As schools begin de facto resegregating, how might a united front across all underrepresented classes and underfunded schools provide a more equal education for all? Continue reading