Education is key for the health of rural America. School consolidation, school closures, and a declining economic base for some of these areas have created hardships for families and schools, writes guest columnist Michael Strickland. (Getty Images)
With the monumental task of educating nearly 50 million children who make up the students in public schools, board members go beyond policymaking and administration, serving as advocates for students and parents, entrusted with shaping a brighter future.
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These dynamics are especially powerful in Idaho where a significant percentage of students learn in small communities.
Expectations are at an all-time high while funding remains at historic lows.
The pressure for all students to achieve underscores the value of analyzing the school-level factors associated with student success. We need to supplement the portfolio of evidence-based instructional practices for high-needs student populations.
Given that many rural districts serve as the primary employers in their regions, they additionally face distinct economic considerations not encountered in more densely populated regions.
The unique challenges of rural areas, including smaller staff sizes and overlapping roles among decision-makers, can complicate governance and leadership.
Key to their success was a commitment to “getting on the balcony”—gaining perspective and distance from day-to-day operations in order to focus on long-term goals.
At a recent gathering of the Idaho School Boards Association, I had the opportunity to hear Elizabeth Wargo from the University of Idaho present on this topic. In her article, “Rural School District Leadership and Governance: Eating Your Veggies to Stay on the Balcony,” Wargo and her colleagues say, “getting in the weeds’’ or micromanagement is “an egregious error in governance that has been associated with low district performance. Micromanagement on behalf of trustees distracts the team from the work necessary to support district-wide success for all students long term, especially when trustees disagree and cannot come to a consensus and lead as a team.”
In small rural communities, handling differences of opinion and fostering relationships with individuals who hold varying perspectives is a highly visible task. School board and superintendent partnerships that adhere to defined governance principles greatly contribute to student achievement. Trustees and superintendents committed to advancing student success share a unified vision.
They employ data-driven approaches to establish objectives and track advancements for all students. Transparency and communication are essential. The Idaho district in the study implemented monthly updates on progress toward goals, fostering community trust, and reducing rumors. Bite-sized training sessions during board meetings ensured that trustees stayed informed about governance best practices and policy changes.
Despite the challenges, the success of that Idaho district demonstrates that focused collective action, trust, and ongoing learning can drive positive change in rural school governance. By staying committed to the “right work” and maintaining clear boundaries, governance teams can support districts and enable communities to thrive.
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