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.