Labels: AERA, education, rural, small schools

Posted by Caitlin Howley @ 10:58 AM  Comments (0) | |

From www.formulafairness.com

Is the education of a disadvantaged child in an urban school worth more than the education of a disadvantaged child in a rural school? Should a disadvantaged child in a wealthy suburb count more in a federal funding formula than a disadvantaged child in a high-poverty rural community? If you don’t think so, join the Formula Fairness Campaign to fix what’s wrong about the formula for distributing federal funds for the education of disadvantaged students in public schools.

Title I of the Elementary and Secondary Education Act (now known as No Child Left Behind) provides federal funding to local school districts to help them meet the educational needs of disadvantaged students, primarily those living in poverty.

The formula by which these funds are distributed is badly flawed.

One provision sends more money for each disadvantaged student in a large school district and less money for each disadvantaged student in a small district, even if the poverty rate in the smaller district is higher than the poverty rate in the larger district. It’s called Number Weighting" and it takes money from small schools with the most poverty and gives it to big schools with the least poverty.

Another provision sends more money to states that spend more per pupil on public education – wealthy states – and less to states that spend little – poor states. This lets legislatures in states where support for education is weakest dictate how much federal funding goes to help disadvantaged students.

To learn more about these and other formula injustices, go to www.formulafairness.com.

The Formula Fairness Campaign takes aim at these unfair provisions based on this simple principle: The education of a disadvantaged child in a small, rural school is worth as much to the nation as the education of a disadvantaged child anywhere. The Formula Fairness Campaign’s objective is to end Title I formula discrimination against disadvantaged rural students. We will press for reforms, engage people in the process, find solutions, and get them enacted.
Rural poor children are not the only ones unfairly affected by the Title I formula. Many high-poverty cities are also adversely affected. The Formula Fairness Campaign will work with advocates for these children to make the formula fair for them as well.

What you can do now:
Go to www.formulafairness.com to

• Sign up as a Supporter of the Formula Fairness Campaign
• Encourage organizations you are active in to Co-Sponsor the Formula Fairness Campaign
• Sign the petition to congressional leaders and the Secretary of Education
• Sign up to receive Formula Fairness Campaign updates and action alerts.
• Forward this to your friends, co-workers, members of organizations you belong to.

The Formula Fairness Campaign is sponsored by the Rural School and Community Trust, a national non-profit organization dedicated to helping rural schools and communities get better together. To learn more about the Rural School and Community Trust, go to www.ruraledu.org.

Campaign Co-Sponsors include:
Arkansas Rural Education Association
California Small Districts Association
Center for Rural Affairs
Missouri Association for Rural Education
Montana Small Schools Alliance
National Rural Education Advocacy Coalition
North Carolina Rural Education Working Group
Organizations Concerned about Rural Education
Pennsylvania Association of Rural and Small Schools
Rural Community Alliance (AR)
Rural School and Community Trust
Save Alabama’s Small Schools
South Carolina Rural Education Grassroots Group
Texas Rural Education Association

Organizations wanting to sign up as co-sponsors of the campaign contact marty.strange@comcast.net.

To receive a free monthly electronic newsletter on rural education policy issues, sign up for Rural Policy Matters here: http://www.ruraledu.org/mybuilt_rpm.php?arg=create

Tags: AERA, small schools, rural, education

Labels: AERA, education, rural, small schools

Posted by Caitlin Howley @ 9:51 AM  Comments (0) | |

1. Dr. Elyse Pratt-Ronco. Adolescents Living In Rural Poverty: Success, Resilience, and Barriers to Social Mobility. (Boston College)
2. Dr. Karen Eppley. Friction, Fiction, and Failure: Scientifically Based Research and the Rural. (The Pennsylvania State University)
3. Dr. Thomas Butler. Rural Schools And Communities: How Globalization Influences Rural School and Community Collaboration. (The Pennsylvania State University)

Labels: AERA, education, rural, small schools

Posted by MKB @ 8:08 PM  Comments (0) | |

The report helps dispel common myths about rural schools.

According to a new report, one out of every four rural students fails to graduate from high school, a problem that owes largely to a lack of attention to the needs of rural schools. From changing Title I formulas to providing cutting-edge technology, it’s time to provide more support to those who need it most, the report says.

Called “Current Challenges and Opportunities in Preparing Rural High School Students for Success in College and Careers: What Federal Policymakers Need to Know,” the report was released by the Alliance for Excellent Education (AEE), a national policy and advocacy organization with a commitment to ensure that all students graduate from high school prepared for success. It was funded by the Walmart Foundation.

According to the report, approximately 3.4 million students attend rural high schools, yet one out of four students fails to graduate. Overall, rural school enrollment is on the rise—up 15 percent over the past several years—but more than 20 percent of the nation’s poorest-performing high schools are located in rural areas.

Students of color, low-income students, English language learners, migrant students, and children with special needs are at even greater risk for dropping out of rural high schools, and college enrollment rates for 18- to 24-year-olds are lower in rural areas than in any other location; only 17 percent of rural adults ages 25 and older have a college degree, which is half the percentage of urban adults.

A larger percentage of teenagers in rural areas, as compared with suburban areas, are neither in school nor employed.

“Much of the recent debate over high school reform at the federal level has not involved rural schools,” said Bob Wise, AEE president and former governor of West Virginia. “Every student in America deserves the chance to graduate from high school ready to succeed in college, careers, and life.”

The report argues that education reformers should pay more attention to rural high schools, because not only do the “principles of equity demand it,” but also because with almost 90 percent of the fastest-growing high-wage jobs now requiring a postsecondary education, “our nation needs every child to be prepared to participate in the global economy.”

The report also says there currently exists an unprecedented opportunity to help reform and support rural schools as a result of the severe state and local government budget crises, coupled with the “national urgency for massive education reform.”

“The federal government will be the driving force,” said Wise. “The traditional educational functions of administration and instruction will remain with the local school districts and states, but the federal government will have the responsibility to provide the commitment and strategic resources for the true innovation.”

Rural schools’ needs

To help government officials and education stakeholders better understand rural schools’ needs, the report describes the many advantages and disadvantages facing rural schools as their leaders strive to provide a high-quality education for all students.

Some of the advantages that rural schools have include a growing access to innovative technology, such as distance-learning infrastructure that can connect students to subject-matter experts in other locations, and high levels of volunteer support from parents and other concerned stakeholders.

“We wear many hats in our district,” said Greg Darling, superintendent of Humboldt Community School District in Humboldt, Iowa—a district with 1,292 students, four schools, and 88 teachers.

“But thankfully, we’re lucky enough to have regional backing. … We have lots of small-town pride.”

Rural schools also have a small student-to-teacher ratio, meaning students can have a closer relationship with their teachers and benefit from individualized learning.

However, rural schools also face many disadvantages, such as shrinking local tax bases, federal and state funding inequities, challenges in recruiting and retaining highly effective teachers and school leaders, limited access to Advanced Placement and International Baccalaureate courses, and the out-migration of young people and professionals.

Labels: AERA, education, rural, small schools

Posted by MKB @ 4:09 PM  Comments (0) | |