How do we give rural students more educational opportunities?

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding a P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Sam Chaltain

In the small town of Hartsville, South Carolina, which sits just about two hours from anywhere you’ve ever heard of, Monay Parran and her two young sons – eight-year-old Ja’quez, and eleven-year-old Rashon – begin each day in the darkness of the pre-dawn hours.

Parran, a single parent who works two minimum-wage jobs in two towns that are almost an hour apart, must drop her boys off at the bus stop early enough to make it to her first job on time. By the time she sees her sons again, after her second shift wraps up, it will be almost midnight.

This is the daily cycle for scores of families, who must make ends meet while living below the poverty line. It’s a cycle that results in young people who are often overtired and undernourished. It’s also a widespread reality that is largely invisible to most Americans, and made more complex by the distances rural families must traverse to access foundational resources like a school, a hospital – or even a minimum-wage job.

The particular struggles – and successes – of families like Ms. Parran’s are given close attention via a new PBS documentary film, 180 Days: Hartsville (I am one of its producers), a project that was funded by the Corporation for Public Broadcasting’s American Graduate: Let’s Make it Happen initiative. Viewers will experience a year in the life of one small Southern town, two schools that work primarily with low-income children, and one family’s efforts to break the generational cycle of poverty.

What the film will also make visible, albeit indirectly, is our national preoccupation with the needs of cities, and the extent to which many of our most hotly debated national strategies for school reform – from charter schools to online learning – simply aren’t viable in towns like Hartsville, where transportation costs alone circumscribe the choices many rural families can make, and where many residents still have no Internet access. In places like these, if you want to transform the schools, you are going to have to do it from within the traditional systems and structures – from neighborhood schools to school boards to local politicians angling for re-election — no matter how change-averse those actors and institutions tend to be.

At this moment of intense national interest in public education, you would think that figuring out how to improve the systems we already have would matter a lot more than it does, if for no other reason than because renovating a house is more cost-efficient than razing it and starting from scratch. But the particular challenges and opportunities associated with reform in rural schools matter for another reason – those schools house nearly ten million American students, or slightly more than 20% of the nation’s total enrollment. And yet, as a recent report of the Rural School and Community Trust made clear, “the invisibility of rural education persists in many states. Many rural students are largely invisible to state policy makers because they live in states where education policy is dominated by highly visible urban problems.”

Consequently, it’s my hope that films like 180 Days: Hartsville can elevate the particular circumstances and needs of rural communities, poor families, and public school educators. After all, we can’t begin to reimagine American schools for the modern era if we remain fixed on merely one type of American school. And we can’t identify solutions that will work in the majority of American communities if we continue to disproportionately share the success stories of individual schools of choice.

The questions before us have wide-ranging implications: can a community like Hartsville really change the fortunes of a generation by doubling down on its neighborhood schools? Does the stark reality of the 21st century global economy outweigh the impact of one rural town’s efforts to prepare its children to compete in that economy?

I hope you’ll tune in to find out, and help us all widen the lens through which we see American public education.

This post originally appeared on Sam Chaltain’s personal blog, and was republished with permission.


Sam Chaltain (@samchaltain) is a DC-based writer, filmmaker, and strategic communications consultant. His work focuses on the changing nature of teaching and learning in America, and on how individuals and organizations can find and tell stories that capture the emotional center of an idea; build and sustain an audience of supporters over time (as opposed to merely generating awareness); and leverage both traditional and new media in order to expand an ideological base of support.

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