Trump plan takes second shot at ending rural schools program Congress created to address resource gaps

Classroom at Velva Public Schools, which educates 
roughly 450 students. (Velva Public Schools photo)

The Trump administration is pushing to end the Rural Education Achievement Program by rolling the money into a $2 billion block grant. But rural schools rely on REAP to fill the funding gaps for "tutoring, afterschool and technology needs," reports Linda Jacobson for The74. Smaller school district leaders say the funding "is vital."

REAP was created by Congress to help rural schools meet the same educational standards that bigger public schools must adhere to, even though rural areas have fewer services and resources for helping students reach those strict benchmarks.

Monty Mayer, the superintendent of the Velva Public Schools in North Dakota, which serves nearly 450 students across two schools, told The74, "Money rolled into a block grant would be swallowed up by the bigger schools as their needs are much greater than ours. [That would leave] “small rural schools looking to find answers in different places without a clear picture as to where those resources would come from.”

When Education Secretary Linda McMahon gave her testimony to the Senate appropriations committee in late April, she "faced several questions from both Democrats and Republicans about the future of the program. She suggested that REAP was underutilized," Jacobson writes. McMahon testified that rural schools don't apply for REAP dollars because they lack grant writers and grant writing expertise.

Rural education experts don't agree with McMahon. They claim Congress designed REAP to be flexible because rural schools lack grant writing staff and expertise. "States or districts don’t write grant proposals for the funding, said Steven Johnson, superintendent of the Fort Ransom Public School District, which operates one elementary school in southeast North Dakota," Jacobson reports. "Districts eligible for the funds, based on size and location, receive an invitation to apply. And most do, Johnson said."

During her testimony, McMahon also said that REAP funds weren't "giving the returns that we hope to see for rural schools." McMahon did not cite the evidence or measurement standards that informed her statement.

This is the second time the administration has pitched the block grant proposal. Last year, "Congress ultimately rejected it." Jacobson reports. "With the appropriations process likely to drag out for months, it’s unclear whether lawmakers will be more receptive this year."

More selective colleges aim to get rural students who've been accepted to take the leap and enroll

Rural students accepted to selective Amherst College make 
s'mores and discuss their futures. (Photo by Lucy Lu, Hechinger)

Prestigious colleges throughout the U.S. are increasing efforts to convince more rural high school seniors to not only apply for admission but to enroll upon acceptance. Student and family support initiatives are being created to help those seniors take the leap, reports Jon Marcus of NPR in collaboration with The Hechinger Report.

Roughly three years ago, a full-fledged initiative known as the STARS College Network — for the Small Town and Rural Students — was launched by rural-born philanthropist and University of Chicago trustee Byron Trott, who invested $20 million to start the program, Marcus explains. During its first three years, STARS aimed to help more rural students learn what more elite colleges were offering and apply.

Even though more rural high schoolers graduate than their urban and suburban counterparts, getting rural students to consider and apply to colleges like Brown, MIT and Yale is a tall order. "Ninety percent of rural students graduate from high school," Marcus reports. "But only a little more than half go straight to college."

The reasons rural high school graduates avoid colleges, particularly those that are more selective or far away from home, are complex and can range from being scared off by tuition costs to not even knowing where to start applying. Nonetheless, the STARS College Network has made progress. Marcus adds, "As STARS has built momentum, more than 90,000 rural students applied to its member institutions last year, up 15% over the year before."

But STARS leadership saw a gap. Even when rural students were accepted to more elite colleges, they did not enroll. New funding from the Trott family is working to change that. Marcus reports, "Trott's foundation has since injected another $150 million into STARS, which has expanded from 16 member schools to 32."

To encourage accepted students to enroll, some STARS colleges are covering the costs for "prospective students and admitted applicants from rural areas to spend a day or two on their campuses," Marcus explains. "More than 1,000 students took advantage of that opportunity last year."

Not only does adding rural students to a selective college body help rural students and families achieve upward mobility, but it also helps colleges create a more diverse set of opinions and learning experiences for all students. Michael Elliot, the president of prestigious Amherst College in Massachusetts that participates in STARS, told Marcus, "Students growing up in rural areas bring perspectives and experiences that students from urban environments don't have."

Small towns use simple fix that starts with private funds to keep high schoolers out of dead-end jobs

rootED advisors help rural students navigate educational
and employment complexities. (rootED photo)

A new program launched by billionaire investment banker Byron Trott is helping students at small-town high schools develop and execute after-high-school plans that tap into their interests and keep them out of "dead-end jobs," reports Lauren Weber of The Wall Street Journal. 

Called rootEd Alliance, Trott's program "has placed advisers in schools across seven states to fill a gaping void: 17- and 18-year-olds are expected to navigate an astoundingly complex labor market, often with little or no explicit guidance," Weber explains. 

The majority of the 280 schools that rootEd partners with "already have guidance counselors," Weber writes. But many are "overstretched with basics like sorting students’ schedules and managing the life emergencies that hit students all too often."

The program partners with more than 1,500 national
and local businesses. (rootED photo) 

By planting an advisor dedicated to providing career guidance and opportunities, students and their post-high school plans get more attention. According to Weber, that kind of focused planning is particularly important for rural students who are traditionally exposed to fewer career options and role models. Root advisers also help employers connect with potential employees to fill skilled-labor shortages. 

Through its advisors, rootED also aims to help students avoid poverty by training for careers with solid pay and promotion possibilities. Weber reports, "Once a school is staffed with a rootEd adviser, students are 54% less likely to wind up in low-skill, low-paying jobs than before." 

At schools where a rootEd advisor is working, students are more likely to pursue higher education. Weber adds, But advisors are "agnostic on whether students choose college, military service, employment or trade school," Weber reports. "The goal is for each senior to have a Plan A and ideally a Plan B." To help students develop those plans, advisors take students to different trade schools and colleges and promote scholarships.

Rural Missouri classrooms were the first to use a promising new way to teach students how to read

Ashley Wood, a second-year kindergarten teacher in Phelps County, Missouri, is learning 
to teach her students reading with the new coaching model. (Photo via Missouri Independent)

Teachers in rural Missouri are helping students learn to read with a model that applies the science of reading to student learning, paired with teacher support and coaching. 

Through the Rural Schools Early Literacy Collaborative, literacy coaches from the national nonprofit TNTP "work directly with teachers in [select Missouri] schools, helping them implement structured reading instruction grounded in the science of reading," reports William Hehemann of the Missouri Independent.

Part of the effort includes coaches trained in reading sciences who regularly visit classrooms to observe teachers in action and model foundational lessons with students for practicing teachers. Hehemann explains, "Teachers receive feedback tied directly to classroom instruction. Coaching conversations are specific, practical and immediately applicable, accelerating growth in instructional practice."

The RSELC is working to improve reading proficiency across the state, where a majority of students are struggling. Hehemann reports, "According to the 2024 National Assessment of Educational Progress, only 27% of Missouri fourth-grade students scored at or above the proficient reading level . . . . Improving early literacy is critical because reading proficiency by the end of third grade is closely linked to long-term academic success."

Early data show that students taught with the coaching model have made significant strides in reading skills. "In Rolla Public Schools, more than 94% of first-grade students demonstrated year-long growth in reading after coaching support began," Hehemann writes. "In Dent-Phelps R-III School District, the share of first graders reading at grade level increased from 25.5% in the fall to 89.4% by the spring."

What began as an experiment in one rural Missouri county is "expanding across the state," Hehemann reports. "The coaching model is being implemented in 60 schools statewide. . . . Education leaders say the expansion reflects growing recognition that improving reading outcomes requires not only a strong curriculum but also sustained coaching and support for teachers."

New $100,000 visa fee leaves rural schools with few options to fill in-person teaching positions

Many rural schools have depended on foreign teachers
to fill teaching positions. (Photo by K. Eliason, Unsplash)

At a time when rural schools can least afford to lose teachers, some school administrators have stopped offering international teacher contracts or contract renewals due to higher visa costs and uncertain immigration policies, reports Michael Melia of The Associated Press.

Teachers are in short supply across the U.S., with the shortage most acutely felt in rural counties that can't offer higher salaries or city amenities to recruit new educators. To fill the gaps, rural schools turned to international teachers. Melia writes, "More than 2,300 people with H-1B visas work as educators across 500 school districts."

Superintendent Vallerie Cave, who oversees schools in rural Allendale County, S.C., has consistently employed foreign teachers to fill roughly 25% of her open teaching positions, Melia reports. But this year, Cave is ending contracts and not extending new offers. She told AP, "Some of my very best teachers are having to return to their countries."

Early in 2025, the Trump administration raised H-1B visa fees to $100,000, which allowed "highly skilled foreign workers to be employed in the U.S," Melia explains. "The Trump administration argued American employees were being replaced, particularly in highly paid roles at tech companies."

In rural counties like Allendale, where poverty is high and teacher salaries are low, paying higher visa fees isn't feasible. And while many rural administrators will try to hire locally to fill gaps left by international teachers, many will add more online teaching or "consider hiring uncertified instructors, combining classes or dropping course offerings."

Some international teachers could teach in American schools with a J-1 visa, which "is not subject to the new fee," Melia adds. But many international teachers have decided not to teach in the U.S. for now and have chosen to go home. In turn, many American rural school districts are avoiding any visa issues by eliminating international teacher hires.

Like many rural school superintendents, Cave says she will do all she can to fill teaching gaps with certified teachers, but admits it will be hard. She told the AP, "I can’t really do competitive pay. For rural America, impoverished America, it is still a problem recruiting teachers.”

Rural Vermont schools face district mergers and closures as student populations dip and per-pupil costs climb

Third and fourth grade students at Peacham Elementary School, in Peacham, Vt. The school has 60 students and is tucked in a rural northeastern part of the state. (Photo by Oliver Parini, The Hechinger Report) 

Over the past 20 years, smaller schools in Vermont have grappled with shrinking student enrollment, rising per-pupil costs, and property tax hikes. As the country's most rural state, Vermont's educational challenges are being "closely watched by rural education advocates nationwide," reports Chris Berdik of The Hechinger Report. Vermont's educational struggles mirror that of many American rural school districts. 

Across Vermont, public schools have lost 20% of their student population. That kind of steep decline has an outsized impact on rural school budgets, which must juggle increasing per-pupil costs, rising health care costs for teacher benefits and spending limited by a smaller property tax base.

Vermont lawmakers have passed a series of district consolidations to cut costs and offer students more services. "In 2015, Act 46 triggered several years of mergers — first voluntary, then required — that eliminated dozens of districts and led many small schools to close," Berdik explains.

In July, the Vermont legislature passed Act 73, which mandates "a minimum of 4,000 students per district, a threshold now met by only 1 of the state’s 119 districts," Berdick writes. The extreme educational changes Act 73 would require "ignited intense pushback from people fearing the loss of local control over education, even from a majority of the task force created to map options for bigger districts."

Supporters for consolidation "maintain that the crises of declining enrollment, falling test scores and tight education budgets demand a bold response," Berdik reports. Opponents want "any mergers and closings to be voluntary and done with a clear-eyed accounting of what’s to be gained and lost."

Vermont lawmakers will decide this month whether to proceed with Act 73 or dial back the proces to leave time and space to retool their plans.

Federal grant cuts over DEI leave rural students and teachers with few options to replace funding and its benefits

Canceled federal grant money is more difficult for rural
schools to replace. (Adobe Stock photo)

Efforts to root out inclusion and equity programming prompted the Trump administration to slash educational grants, leaving rural schools in a lurch. 

The lost grant money, which funded additions such as counselors to teach mental health education, additional academic tutoring options for students and learning initiatives for teachers, is difficult for rural communities to replace.

"Federal dollars make up roughly 10% of education spending nationally, but the percentage is significantly higher in rural districts," reports Annie Ma of The Associated Press. "When the funding is reduced, many districts have no way to make up the lost money."

Since President Donald Trump returned for a second term, his administration has cut millions of dollars earmarked for "programs supporting mental health, academic enrichment and teacher development," Ma writes. Republican lawmakers defended the cuts, saying the canceled grants focused on diversity and inclusion agendas -- not academics.

In Kentucky, the loss of grant funding means student counselors and supportive programming in rural counties will most likely come to a premature end, along with the student and staffing advantages they provided. 

In Shelby County, Ky., where federal spending "makes up about 18% of schools’ budgets," Ma reports. "The programs are not political, Superintendent Joshua Matthews said, and the funding loss only hurts students."

Matthews told Ma, "We’re not promoting anything one way or the other.”

The Department of Education recently announced a new round of mental health grants, but these funds require schools to hire psychologists, not counselors. Unfortunately, there is a national shortage of school psychologists and rural schools that attempt to recruit one will compete with larger, more urban schools.

Even though more rural high schoolers graduate than their urban peers, fewer go on to college. Why?

Rural high school students might not have access to the same 
technology as their urban peers. (iStock photo via The Conversation CC)

In 2020, nearly 90% of rural high school students earned their diplomas, compared with 82% in urban areas. And yet, urban students remain more likely to attend college. Several factors, including a lack of college recruitment in rural areas, explain the disparity, writes Sheneka Williams, an education professor at Michigan State University, for The Conversation.

Being the first one to attend college is a tough choice -- especially if no one's encouraging students to consider it. "If these universities don’t know you exist, and if your parents haven’t gone to college and don’t know how the admission system works, you might not have help as you move closer to attending college," Williams explains. "Some rural schools also do not have college counselors."

Teacher shortages in STEM subjects are particularly tough for rural schools to overcome. Williams explains, "This lack of science course offerings can create a whole block of students who are not going to college."

Another educational drawback to living in more remote pockets of the U.S. is that it is more time-consuming and expensive for college recruiters to get students who might be considering college. Williams adds, "I think the narrative around rural students and college needs to shift – these students may want to go to college, but nobody is looking for them."

The STARS College Network is one group that has been successful in engaging rural students with colleges, but more outreach is needed.

Opinion: Rural kids need more than trade school training to lift themselves out of hopeless circumstances

Working-class rural kids need more than trade school training to help pull themselves out of unhealthy living situations, including abject poverty, writes Jessica Grose in her opinion for The New York Times.

Grose cites the new book by Beth Macy, Paper Girl: A Memoir of Home and Family in a Fractured America, as a source for insight and solutions on how the U.S. education system could help more rural youth recover from trauma and set their lives on a different track.

"Macy, a former newspaper reporter and the author of 'Dopesick,' the 2018 best seller about how the opioid crisis ravaged Appalachia, returned to her hometown, Urbana, Ohio, for the new book," Grose explains. "She is trying to figure out how a working-class girl like her got to college and the middle class from Urbana 40 years ago, while that journey is much more arduous for today’s rural working class."

"How do young people, especially those without supportive parents, make a future for themselves? . . . While learning a trade is excellent advice for many students, it is not the cure-all for inequality that our commerce secretary, Howard Lutnick, hopes it might be when he says he wants Harvard to build vocational schools,'" Grose explains.

Grose points out that "learning a trade" isn't easy and that trade work requires "the same kinds of executive functioning, people skills and intelligence that a college education requires, just applied differently."

Giving working-class youth the help they need through rural schools is one of the best solutions, according to Macy. "Rural schools need better access to wraparound services, providing students with necessities like food, but also health care in the form of school nurses and counselors on site," Grose adds.

But providing those types of services in rural areas is a tall order. Grose writes, "Most school systems run on economies of scale and a per-student funding model; it poses a great challenge to provide wraparound services to districts with fewer students who have a lot of needs and who are also spread out."

"My dark prediction is that kids with more stable families and better developed life skills will occupy the trade jobs that used to be a reliable route to the middle class," Grose asserts. "We need to support working-class kids before the 21st century abandons them completely."

Rural schools may face dire teacher shortages as federal funding is canceled, and H-1B visas are priced out of reach

In many rural schools, the majority of teachers are
not from the U.S. (Adobe Stock photo)

Federal funding cuts and skyrocketing H-1B visa fees are likely to deepen teacher shortages in rural schools, where international teachers helped fill staffing shortages.

Earlier this year, the federal Department of Education canceled teacher residency and training grants for rural schools. In September, President Donald Trump "announced a $100,000 fee on new H-1B visa applications — visas hundreds of schools use to hire international teachers for hard-to-staff positions," writes Ariel Gilreath of The Hechinger Report, which covers education.

Melissa Sadorf, the executive director of the National Rural Education Association, told Gilreath the H-1B fee increase could cause the rural teacher workforce to "collapse."

Halifax County School District in rural North Carolina serves as an example: "Districtwide, 101 of 156 educators are international," Gilreath reports. "Of the 17 teachers who work at Everetts Elementary School in the district, two are from the United States."

Since few rural schools have the funding to pay $100k for an H-1B visa, districts will be forced to hire international teachers through the J-1 visa, which requires recipients to return home after three to five years.

While the J-1 visa helps schools fill staffing holes, it doesn't deliver a return on investment through retention because teachers have to leave the country just as they are hitting their stride in the classroom.

With fewer American college students choosing elementary and secondary teaching as a profession, the U.S. has an overall teacher shortage "that’s made filling vacancies one of the most challenging problems for school leaders to solve," Gilreath explains. 

In rural Bunker Hill, Illinois, where "more than 500 students attend two schools, some positions have gone unfilled for years," Gilreath reports. "Students often end up with a long-term substitute or an unlicensed student teacher."

Rural kids rally: Nature nerding; 4-day school week; hikes instead of detention; farm safety; the 'Little White Duck'

Whether it's discovering a ginormous toad, finding the most gooseberries or uncovering troves of fossils, when kids venture into the great unknown of rural places, adventures unfold. A new graphic novel by cartoonist Tiffany Everett, Diary of a Nature Nerd, celebrates all the discoveries and learning nature nerding youth can make while tramping over hill and dale. "Everett encourages readers to explore new places, keep journals about what they encounter, and think like scientists," reports John R. Platt of The Revelator.

Rural school districts with teacher hiring and retention challenges turned to 4-day school weeks as an employment perk that also saves districts money. The 4-day school week schedule has been criticized as cutting too deeply into student learning time, and yet some rural schools are keeping the shortened schedule because it's a practical fix. "The schedule is especially popular with rural communities, where students and teachers often have to travel long distances to get to school," reports Anya Petrone Slepyan of The Daily Yonder. "But when it comes to assessing how the four-day school week affects students’ educational outcomes, the results are inconclusive."

At the end of the 3 1/2-mile hike, the students grab their 
backpacks and head home. (All Trails photo)

Instead of sitting in detention for breaking school rules, some high schoolers at Morse High School in Maine have opted to take mandatory hikes instead. Morse counselor Leslie Trundy was inspired to start the program after attending an outdoor conference, reports Madi Smith of NPR. Trundy told Smith, "I hoped that time in the woods, like, I could sort of take the skills that I have on the road with them, or on the trail, and be a listener for them and [while students] pay back the time to the school and sort of serve their consequence, [they] also receive more care and attention."

While growing up on a farm may sound wholesome and safe, farms can be dangerous places for children and young adults. The list of risks is long and can include everything from cows and barbed-wire fencing to big tractors and grain bins. To help farming families build safety awareness and habits, the National Farm Medicine Center and National Children’s Center for Rural and Agricultural Health and Safety support the "Cultivate Safety" website, which offers free resources in English and Spanish. For a quick safety check, Rural Mutual shares its "Top Tips" list for farmers and kids to review.

Often remembered as the voice of Sam the Snowman from the classic 1964 Christmas television special "Rudolph the Red-Nosed Reindeer," Burl Ives also acted and sang. For children who need to calm down after rowdy play or to get ready for bed, Ives' recording of "The Little White Duck and Other Children’s Favorites" is delightfully soothing. Ives’s collection of "traditional folk songs for children is as much fun for the kids as it is for the adults (I dare to say)," writes Jan Pytalski of The Daily Yonder. "Ives was central in promoting traditional folk tunes all the way back in 1940s and continued performing for many decades after."

What's for lunch? This year's school lunches include restrictions that challenge cafeterias and budgets

'Woodles' are a versatile school lunch favorite.

Estimates on how many rural children rely on school lunches for at least one nutritionally balanced meal to fill their bellies each weekday hover around five million. Nationwide, school cafeterias in America "serve 45 million meals a day," reports Kim Severson of The New York Times. "If they were a restaurant chain, it would be the largest in the country."

Besides the sheer number of meals that need to be served, school cafeteria planners and workers are managing "tighter nutritional standards, and limits on food purchased from other countries, like bananas, to 10% of what’s served," Severson explains. "School nutrition directors are bracing for the impact of federal budget cuts and updated federal dietary guidelines."

Some schools have already implemented some of the new guidelines, which include less sugar, fewer food dyes and more scratch-made entrees. But upgrading lunches while reducing costs will be tough on school cafeteria budgets. Severson adds, "And then there is the biggest challenge of all: How to satisfy the fast-changing tastes of a generation of food-savvy children."

Severson outlines what's new on the menu for 2025-26 school meals; a few are shared below.

• Sugar reduction and "cultural-club" food: Lunch favorites such as yogurt, milk and cereal are limited by grams of sugar. "A cup of chocolate milk, for example, can have only 10 grams or less of added sugar," Severson writes. Schools can opt to use "more culturally inclusive [ingredients], or swap out meat with legumes, tofu and other alternative protein sources."
• Make it from scratch, like they did before the 1980s, which saves money and is generally healthier. "Cooking from scratch is one way to make school food healthier," Severson reports. "More districts are trying to bring it back after economic pressures and looser federal standards in the 1980s resulted in an era of heat-and-eat meals."
• Bring on the noodles and 'Woodles': "Woodles are the most exciting new thing to hit the cafeteria this year," Severson explains. "The dried ramen noodles, made by a South Carolina company, were created specifically for school food service, with enough whole wheat to satisfy federal nutrition requirements."

Battle over four-day school week, teacher shortages is fought in rural school district

Parent Jason Breckenridge testified to stop the Florence-Carlton 
shift to a four-day school week. (The Hechinger Report photo)

Facing ongoing teacher shortages, rural Montana school districts have offered a four-day school week as a recruitment and retention tool since 2005. Most Montana schools accepted the shortened schedule without controversy, but the Florence-Carlton district became a loud exception. Community discussions about the change became fierce faceoffs about educational achievement, convenience and priorities, reports Alex Mitchell for The Hechinger Report, which covers education.

"There were standing-room-only public meetings with community members threatening not to support future budget levies. Parents filed two formal complaints," Mitchell writes. "One family sued. Some are transferring their children to districts miles away next year or will take on homeschooling out of concern their kids would otherwise fall behind."

The battle over the fifth day of school highlights a "larger divide and uncertainty around the four-day school week, even as districts in Montana and across the country continue to march toward it," Mitchell explains. "A three-part study from the University of Montana painted a grim picture of the four-day school week’s outcomes for both students and their schools."

Bill McCaw, one of the study's authors, told Mitchell, "When I look at the news reporting and schools [that] are considering the four-day, there’s all these reasons, pros and cons. Student achievement is never part of the conversation. Day care, convenience, longer vacation — all that’s being discussed. But not student achievement.”

The parent who sued the district, Jason Breckenridge, didn't want his kids to be part of an educational experiment. "He felt the school district disregarded the negative aspects of the shortened week," Mitchell adds. "Virginia Mahn, a Florence-Carlton parent and graduate, brought a complaint against the school board, alleging district leaders failed to meet their required responsibility of ensuring a quality education."

The University of Montana's study wasn't the only one to call out student learning deficits linked to four-day school weeks. Mitchell writes, "In 2014, Tim Tharp, then a doctoral student at the University of Montana, assembled academic results of all of the state’s schools from 2006, when the four-day school week was first adopted, to 2013. He found that students in four-day schools had lower test scores than peers who attended school five days a week."

Tharp told Mitchell, “If you look back at it logically, it only makes sense. After a certain period of time, you’re losing days, weeks, months of instruction over the course of years. . . . The absolute best thing would be for the students to not only go 180 days, but [for the districts to] even consider making it longer.” Mitchell adds, "Tharp concedes his opinion is unpopular among friends and colleagues."

"A community survey showing that of parents and community members who responded, 51% favored a shift to a four-day school week," Mitchell reports. "The five-person board approved the model 3-to-1 in January, with one abstention. Starting this fall, the school day will be lengthened by 45 minutes, and schools will be closed on Fridays."

Smaller, religiously affiliated campuses are often the best option for rural students, but many are 'fighting to survive'

St. Ambrose and Mount Mercy are working to unite, so both
can remain open. (Photo by M. Rundle, Hechinger Report)

Smaller religious colleges that offer rural students a place to pursue higher education are struggling to keep their doors open. To combat ongoing financial woes, many religiously affiliated colleges are creating ways to join forces with like-minded colleges.

"Rural students often have few options other than religious institutions fighting to survive," reports Jon Marcus for The Hechinger Report. "The heads of St. Ambrose and Mount Mercy, in Iowa, said they’ve watched as nearby religiously affiliated colleges, athletic rivals and institutions that employed their friends and former colleagues closed."

As the number of students graduating from high school shrinks, smaller colleges face dwindling enrollments and rocky financial futures. Marcus writes, "The threats to smaller religiously affiliated institutions in rural areas stem largely from the downturn in the already short supply of high school graduates choosing to enroll. The proportion of such students going straight to college has fallen even more sharply in many largely rural states."

The schools merging or working out unique collaborations with other colleges are striving to protect both institutions from closures or drastic reductions in majors or student services. "Ursuline College in Ohio, for instance, which has fewer than 1,000 students, has agreed to merge with larger Gannon University, 95 miles away. Both are Catholic," Marcus adds. "Bluffton University in Ohio, which is Mennonite, is looking for a new partner after a planned merger fell through in February and the president resigned."

Religiously affiliated institutions often serve more "rural areas where access to higher education is more limited than in urban and suburban places and is becoming less available still as public universities in rural states have merged or closed or cut dozens of majors," Marcus reports. St. Ambrose President Amy Novak told Marcus, “We serve the poor. We educate the poor. That is a risky financial proposition at the moment for small, regional institutions that are largely tuition-driven.”

For Hechinger’s list of all college closures since 2008, click here.

With little notice and no public debate, lawmakers closed a rural school district with a property tax reform bill

Rep. J.D. Prescott defends his reasons for closing USC
 at a public meeting. (Photo by Eric Weddle, NPR)

School officials and parents were shocked to learn Indiana lawmakers quietly closed their rural school district without public debate. "Tucked into a sweeping property tax reform bill with little public notice, the closing of Union School Corporation came as a surprise to nearly everyone except the lawmaker who wrote it — Rep. J.D. Prescott, a Republican from Union City, Ind.," reports Rachel Fradette of NPR, Indianapolis.

Located in tiny Modoc, Indiana, Union School Corporation educates roughly 7,500 students through its virtual programs, with around 290 students attending class in person. Fradette writes, "Under Indiana’s new property tax reform law, it will be dissolved in 2027 and the area (redistricted) among other school corporations."

At a town meeting just days after the bill passed, residents questioned Prescott about the lack of notice. Prescott told them, "The legal process was followed." Fradette reports, "Prescott told the crowd a combination of factors led him to write the legislation: prior years of discussion about district consolidation; more than half of families who live in the Union boundaries choosing to enroll their children in other districts; and poor academic performance at the virtual schools."

The closure, which was wrapped into Senate Enrolled Act 1, has been signed by Indiana Gov. Mike Braun. And while this isn't the first time Indiana lawmakers have stepped in to help struggling schools, those instances included public notice and debate. Chris Lagoni, executive director of the Indiana Small and Rural Schools Association, "said this is the first time in 50 years a school district has been closed by state mandate," Fradette writes. "District leaders now wonder if the state is applying new academic expectations to justify future closures."

Some school officials believe the district's wealth and number of virtual learners may have pegged it for closure. Superintendent of Union Schools Galen Mast "believes Union was targeted in legislation because their virtual schools attract students from other districts and charter schools," Fradette explains. "In Indiana, state funding follows the student. So if a student leaves. . . there is less funding for the home district to cover academic programs and teacher pay."

Union school officials and supporters plan to legally challenge the closure. Mast told Fradette, “We've been here for 70 years. Our intent is to be here for another 70 years.”

Funding system for rural schools that overlap with national forests is 'brutal.' Advocates seek a new solution.

Trinity Alps office building in Weaverville, California, pop. 3,667.
(Trinity Alps Unified School District photo via The Daily Yonder)

A lack of support for the 20-year-old Secure Rural Schools and Community Self-Determination Act program has rural schools in 41 states preparing for a possible loss of vital funding. Leaders of those rural schools are advocating for a renewal of funding and a better plan for more secure funding in the future. 

"The law was up for re-authorization in 2024 but died last December without a vote from the House of Representatives," report Claire Carlson and Lane Wendell Fischer of The Daily Yonder. "The Senate had already voted unanimously to approve it."

The federal program provides money to counties that include National Forest land. "Because public land cannot be used or taxed for local interests, the SRS program offsets this loss of local revenue by allocating federal funds to support essential community infrastructure like roads and schools," Carlson and Fischer explain. "SRS requires regular re-authorization, typically every three years, and is often accompanied by reductions in funding."

In 2016, SRS funding wasn't approved in time, and schools missed a year of needed funding. The same thing may happen in 2025. Jamie Green, superintendent of Trinity Alps Unified School District in rural Trinity County, California, told the Yonder, “This every three-year thing, it’s brutal. Absolutely brutal.”

In 2023, Trinity Alps was allotted $600,000 from SRS. "These funds accounted for 5% of the district’s budget and were essential in paying for teachers, programming, and maintenance work," the Yonder reports. "With no clear path toward re-authorization, Green’s current goal is to do what he can to cushion Trinity Alps for the looming shortfall."

With the ongoing potential for funding gaps or reductions within the program, advocates want a longer-term solution. Mark Haggerty, a senior fellow at the independent nonprofit research institute Center for American Progress, favors establishing a trust. He told the Yonder, "A trust makes sure that communities have the resources they need. . . . It’s not asking the taxpayers for permanent appropriations, and it’s not adding to the debt. But it gives counties and schools predictable payments that they can rely on."

To read about obstacles a trust faces, click here. 

Educators work to calm students' and parents' fears about immigration raids by sharing policies and ICE limitations

Children from Africa, Latin America and Asia are
part of the U.S. unauthorized population. (Adobe photo)

U.S. educators, students and parents live with anxiety and fear that Immigration and Customs Enforcement agents will raid their schools or homes since the "Trump administration reversed a longstanding policy that directed immigration agents to avoid sensitive locations such as schools, churches and hospitals," reports Ray Sanchez of CNN News. The change has left teachers "scrambling for guidance on what to do if agents appear and how to reassure worried students and parents."

Acting Homeland Security Secretary Benjamine Huffman said the policy shift prevents criminals from hiding in sanctuary places; however, the threat of ICE agents coming into schools has "contributed to a recent drop in classroom attendance in some communities," Sanchez writes. While there have been "no confirmed reports of ICE agents at U.S. schools," their looming threat can be traumatizing for any educational community.

To help students and families, educators "have been dispensing information on the type of warrant ICE agents must have to gain access to schools," Sanchez reports. Deb Gesualdo, president of the teachers union in Malden, Massachusetts, told Sanchez, "Agents don’t get unfettered access. . . We refer them to the superintendent’s office. . . It would be so damaging for any of our students not only to be detained at school but to witness that happening.”

Educators in Barren County Schools in Warren County, Kentucky, are working to calm fears by sharing their policies on how ICE agents will be managed should they appear on campus. "BCS stated that in addition to following state and federal guidelines for student’s safety and well-being, it has procedures for if federal immigration officers arrive at a school," reports David Mamaril Horowitz of Bowling Green Daily News. BCS said it would require ICE agents to present a "valid warrant or court order for the district's legal team to review before any action is taken."

Sanchez notes, "About 733,000 school-aged undocumented children live in the U.S., according to the Migration Policy Institute think tank."

Three myths about rural communities and schools can hurt rural education opportunities and funding

Researchers analyzed three myths that often put rural education at a disadvantage.
(Getty Images photo via The Conversation)

A lack of attention paired with stereotyped ideas about what rural communities are like can harm rural education systems. "Rural education often can seem like an afterthought to policymakers and scholars. . . even though 20% of the nation’s students are educated in rural schools," write Sheneka Williams, Darren Dubose and Kimberly Clarida for The Conversation. "As scholars who study rural education, we compiled a list of three facts about rural education accompanied by the myths that would help policymakers better design programs to support rural students. "

The first myth is summed up in five words: "Rural communities are overwhelmingly white. . . . .While it’s true that most rural counties are majority white, these communities are becoming increasingly diverse," Williams, Dubose and Clarida explain. "Without truly understanding who resides in these communities, educators and policymakers cannot adequately address students’ needs. Failure to do so widens opportunity gaps for rural students, particularly those who reside in the South."

The second myth centers on the idea that rural communities "lack the knowledge or resources to educate their youth," they write. "Policymakers often fail to include rural communities’ cultural capital when they develop textbooks, teacher training plans and education policies. By cultural capital, we mean the knowledge, skills, education and advantages that people inherit and use to achieve success in society."

When rural cultural capital is ignored, smaller schools can suffer. In fact, the current system often penalizes rural schools for being smaller.

The third myth: The majority of rural students are underachievers. They write, "Students in rural areas meet the same measures of success as in urban ones – especially in the early years. . . . Graduation rates among rural students are higher than those of non-rural students. . . . Their academic success is too often overlooked by researchers and educators. . . . Policymakers fail these students, who have college-going rates that are lower than in urban areas."

Rural schools and communities need to be recognized for their advantages and rich resources. They add, "We believe debunking myths and recognizing the diverse strengths of rural communities would help ensure that all students across the nation, including those in rural areas, can attain long-term educational and economic success."

Natural disaster recovery is harder for rural schools. Early preparation and strategies ensure students keep learning.

Early planning is key to  rural school disaster
strategies. (Photo by D. Leon, Unsplash)

When natural disasters strike rural schools, many struggle for months to find and implement recovery resources. "Fortunately, there are solutions," writes Lee Ann Rawlins Williams for The Conversation. "Based on my professional research on emergency preparedness – and my experience working in educational settings – I’ve identified several strategies that may help."

Unlike their urban counterparts, rural schools have "unique disaster challenges," including a "lack of access to temporary sites for classes after a disaster, weaker local funding streams, and student transportation struggles," Williams explains. With those issues in mind, "preparing for a disaster in a rural area should occur earlier and take into account the specific needs of the community."

Developing a practical rural school natural disaster plan can begin with these strategies:

• Plan to teach with learning materials that "do not require internet access," Williams suggests. "I have found that many teachers focus on electronic resources, such as smartphones and Apple watches, and overlook the use of old-fashioned methods."
  
  
• Remember that mobile technology can help bridge learning disruption gaps. "If [cell phone] service is available, students and teachers can communicate by phone," Williams explains. "When internet access is unavailable, schools can use mobile learning hubs. These are vehicles equipped with Wi-Fi, computers and other educational tools. These mobile hubs can travel to rural areas to provide students with access to digital resources."
  
  
• Use an adaptive and flexible school work model. Williams adds, "After Hurricane Helene downed power lines and closed roads in Beaufort County, South Carolina, students who were without power or internet were given five days to complete their work and other considerations. This flexibility helps ensure students do not fall too far behind. It may even help students better manage stress and maintain their mental well-being."
  
  
• Make strengthening rural roads a priority.

Rural schools funding bill fails in the U.S. House. The loss will 'create needless pain for rural communities.'

Superior High School in Mineral County, Montana. The county received nearly $900,000 in 2024
from the Secure Rural Schools bill. (Photo by Darrell Ehrlick, the Daily Montanan)

A lack of support in the U.S. House to fund a 20-year-old program will leave rural schools in 41 states without vital money. Western states will likely feel the pinch first. "For years, the Secure Rural Schools and Community Self-Determination Act has sent hundreds of millions of dollars to counties with federal land within their borders," reports Alex Baumhardt of The Daily Montanan. "In the West, the money has largely helped keep county and school budgets whole following reduced logging and a reduction in timber revenue."

Although the Senate reauthorized the bill in November, the House failed to find a compromise to keep the bill funded, and it died without a vote. "Democrat Ron Wyden, who co-authored the original bill in 2000 said the failure to approve the money will create needless pain for rural communities," Baumhardt writes. "Idaho Sen. Mike Crapo, a Republican who worked with Wyden to get the bill passed in the Senate, said he shared Wyden’s frustration."

In Oregon, the bill's funding goes to 30 of the state's 36 counties and "typically pays up to $80 million a year for schools and roads in Oregon along with wildfire prevention and conservation work. . . . Oregon has received $4 billion in funding from the bill in the last 24 years," Baumhardt reports. Other states also have received healthy chunks of support. In 2023, "12 counties in Alaska received $12.6 million; 34 counties in Idaho got $25 million; 32 counties in Montana received $16 million; and 25 counties in Washington state received about $18 million."

As the ranking member of the Senate Finance Committee, Crapo plans to revive the bill in early 2025. "He said he’ll push for the bill when he’ll take the reins of the committee under Republican control of the Senate," Baumhardt reports. "Wyden, now Finance Committee chair who will become the ranking member in 2025, said he’ll be pushing for passage, too."