MIT, Yale, and other elite colleges are finally reaching out to rural students
In Internet Dead Zones, Rural Schools Struggle With Distanced Learning
Rural Schools Struggle With Road Ahead In Era Of Coronavirus
Bringing Together Young And Old To Ease The Isolation Of Rural Life
One Reason Rural Students Don't Go To College: Colleges Don't Go To Them
With Unfilled Jobs, Businesses Push Rural Residents Toward College
Can Online Learning Level the AP Playing Field for Rural Students?
How Small School Districts Are Making Personalized Learning A Reality
How Maker Mindsets Can Be An Easy Fit For Rural Schools
Sponsored
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FM","link":"/"}},"mindshift_62900":{"type":"posts","id":"mindshift_62900","meta":{"index":"posts_1591205157","site":"mindshift","id":"62900","score":null,"sort":[1703262781000]},"guestAuthors":[],"slug":"mit-yale-and-other-elite-colleges-are-finally-reaching-out-to-rural-students","title":"MIT, Yale, and other elite colleges are finally reaching out to rural students","publishDate":1703262781,"format":"standard","headTitle":"MIT, Yale, and other elite colleges are finally reaching out to rural students | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Since the time she was in elementary school, Isabella Cross has dreamed of going to an Ivy League college to become an engineer.\u003c/p>\n\u003cp>But in Crossville, her “little no-name town” in East Tennessee, as she describes it, selective universities and colleges rarely came to recruit.\u003c/p>\n\u003cp>As a 17-year-old in a rural community, and the daughter of a single parent, “I always kind of felt, like, I wouldn’t say necessarily trapped, but a lot of kids feel trapped,” says Cross. “And a lot of them never get out. They never get to explore and never get to see other things.”\u003c/p>\n\u003cp>Now, Cross thinks applying to a top-flight college might be possible after all.\u003c/p>\n\u003cp>Recruiters from some of the nation’s most selective universities — MIT, the University of Chicago, Yale — have, for the first time, come to her “little no-name town.” It’s part of an effort by top schools to pay more attention to rural America, where students are less likely than their urban and suburban counterparts to go to college and, if they do, are more likely to drop out.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It kind of just felt like they heard us, and they see us, and that they know that there’s a need as well for small-town kids like me to have really big dreams,” says Cross.\u003c/p>\n\u003cp>The college fair in Crossville this fall was part of a string of events throughout the state, where admissions officers from about a half-dozen of the nation’s most selective universities visited with students and parents. It was among the first by a new consortium called STARS, or Small Town and Rural Students College Network, prompted by a $20 million grant from a University of Chicago trustee.\u003c/p>\n\u003cfigure id=\"attachment_62903\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62903\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_45-1-_custom-0367a1046cdc6184a31d4546a9a476b8c08a562a.jpg\" alt=\"\" width=\"200\" height=\"260\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_45-1-_custom-0367a1046cdc6184a31d4546a9a476b8c08a562a.jpg 200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_45-1-_custom-0367a1046cdc6184a31d4546a9a476b8c08a562a-160x208.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">A poster for the Tristar College Tour on Wednesday, Oct. 4, 2023, at Stone Memorial High School in Crossville, Tenn. \u003ccite>(Austin Anthony for the Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It follows a long history of neglect of rural areas by many colleges and universities. Not even public research universities recruit in rural places, a 2019 study by scholars at UCLA and the University of Arizona found, disproportionately favoring\u003ca href=\"https://emraresearch.org/sites/default/files/2019-03/joyce_report.pdf\"> higher-income public and private high schools\u003c/a> in major metropolitan areas. (The study was produced for the Joyce Foundation, which financially supports NPR.)\u003c/p>\n\u003cp>Even when they do find their way to these small towns, recruiters are up against increasing reluctance by students and their families to go to four-year institutions, and especially to campuses far away from home.\u003c/p>\n\u003cp>\u003ca href=\"https://starscollegenetwork.org/allmembers/\">Sixteen colleges and universities in all\u003c/a> — also including Brown, the California Institute of Technology, Columbia, Northwestern, and the University of Southern California — have signed on to STARS and have agreed to visit rural high schools in exchange for financial help with travel costs and staffing.\u003c/p>\n\u003cfigure id=\"attachment_62904\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62904\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-1920x1279.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">School counselor Karen Hicks poses for a photo on Wednesday, Oct. 4, 2023, at Stone Memorial High School in Crossville, Tenn. \u003ccite>(Austin Anthony for the Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They’ve never come and taken an interest in us. But the big thing right now is rural, and they’re finally seeing it, I guess,” says Karen Hicks, lead counselor at Crossville’s Stone Memorial High School, who has been an educator in the city for 36 years. “I love it in the sense that it gives our kids opportunities. I hate that they didn’t see it before.”\u003c/p>\n\u003cp>Rural communities can be hard to reach, and often have only small numbers of prospective high school seniors, says Marjorie Betley, senior associate director of admissions at the University of Chicago. She helped organize the STARS project and serves as its executive director.\u003c/p>\n\u003cp>For recruiters, she says, “driving hours and hours on the road to meet with five students, that’s really hard.”\u003c/p>\n\u003cp>The new initiative comes from a University of Chicago trustee, Byron Trott, who left a small town in Missouri to attend the university, and later created a financial services company. In 2018, he asked Betley how many students at her university came from rural places, as he had.\u003c/p>\n\u003cp>“We couldn’t even answer the question,” Betley recalls. After further inquiry, she realized that, “the numbers were not good.”\u003c/p>\n\u003cp>Rural students were about 3% of enrollment at the time, which she says has since increased to 9%. Rural Americans comprise\u003ca href=\"https://www.census.gov/newsroom/press-releases/2016/cb16-210.html\"> nearly 20%\u003c/a> of the population, the Census Bureau reports.\u003c/p>\n\u003cp>Rural students\u003ca href=\"https://nces.ed.gov/programs/coe/pdf/2023/LBA_508c.pdf\"> graduate from high school at a higher rate\u003c/a> (90%) than their counterparts in cities (82%) and suburbs (89%), according to the U.S. Department of Education. But only 55%\u003ca href=\"https://nscresearchcenter.org/high-school-benchmarks/\"> go directly to college\u003c/a>.\u003c/p>\n\u003cp>That’s a smaller proportion than suburban students. It’s also declining, down from\u003ca href=\"https://nscresearchcenter.org/wp-content/uploads/2017HSBenchmarksReport-1.pdf\"> 61% in 2016\u003c/a>, the National Student Clearinghouse Research Center says.\u003c/p>\n\u003cp>So rarely do top colleges recruit in rural towns, says Bryan Sexton, a father who came with his son to the college fair in Crossville, that, “you know, when I saw some of the names, I was, like, what are these schools doing here?”\u003c/p>\n\u003cp>A city of\u003ca href=\"https://www.census.gov/quickfacts/fact/table/crossvillecitytennessee/PST045222\"> 12,470\u003c/a> named for the spot where an old stagecoach road crossed a onetime cattle drivers’ route between Nashville and Knoxville, Crossville is a case study in how rural families aspire to, fret about, and often decide to forgo, college.\u003c/p>\n\u003cfigure id=\"attachment_62905\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62905\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-800x450.jpg\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-1536x864.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-2048x1152.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-1920x1080.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An aerial view of Main Street on Wednesday, Oct. 4, 2023, in Crossville, Tenn. \u003ccite>(Austin Anthony for the Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Outside the high school’s auditorium, Nae Evans Sims stopped and thought for a moment about the smallest community she’d ever visited as an admissions recruiter for Case Western Reserve University. “Oh, my gosh,” she says. “Probably this one.”\u003c/p>\n\u003cp>Alongside representatives from Yale, MIT, the University of Chicago, and other institutions, Sims was arranging brochures on a table in anticipation of the kind of college recruiting fair that – in more populated places – draws throngs of anxious students and their parents.\u003c/p>\n\u003cp>In Crossville, families from adjoining towns were also invited. In all, 81 students showed up.\u003c/p>\n\u003cp>“My friends in the cities, their kids start talking about college when they’re freshmen,” says Rob Harrison, a city council member who stopped by. But in Crossville, he says, “a lot of kids don’t even think about the opportunities out there. It’s just not part of the culture.”\u003c/p>\n\u003cp>Then again, no one from those elite universities had ever come to Crossville, local educators say, even though the graduation rate from Stone Memorial is\u003ca href=\"http://smhspanthers.ccschools.k12tn.net/academics/smhsprofile.pdf\"> 91%\u003c/a>.\u003c/p>\n\u003cp>Of the students here who do continue their education, many attend the community college just across the street, where tuition is free. More than 1 in 10 enroll in a local trade school, the Tennessee College of Applied Technology, and 4% enlist in the military.\u003c/p>\n\u003cp>That makes Crossville fairly typical of rural places, where residents are less likely to get bachelor’s degrees. Only about 20% of people over age 25 in rural America (and\u003ca href=\"https://www.census.gov/quickfacts/fact/table/crossvillecitytennessee/PST045222\"> 15% in Crossville\u003c/a>)\u003ca href=\"https://www.ers.usda.gov/topics/rural-economy-population/employment-education/rural-education\"> have bachelor’s degrees or higher\u003c/a>, compared with \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=27#:~:text=During%20this%20period%2C%20the%20percentage%20of%2025-%20to,higher%20degree%20increased%20from%207%20to%2010%20percent.\">40%\u003c/a> nationally, according to the U.S. Department of Agriculture. This gap, the Federal Reserve reports,\u003ca href=\"https://www.federalreserve.gov/publications/files/consumer-community-context-201901.pdf\"> has been widening steadily\u003c/a> over the last 50 years.\u003c/p>\n\u003cp>That not only contributes to a worsening political and earnings divide between urban and rural America; it limits economic opportunity in rural places.\u003c/p>\n\u003cp>“It’s essential for rural communities to have a skilled and invested workforce,” says Noa Meyer, president of rootED Alliance, another STARS partner, which puts college and career advisors in rural high schools. “Local businesses need skilled workers.”\u003c/p>\n\u003cp>But the path to that goal is narrowing. At least a dozen private, nonprofit colleges in rural areas or that serve rural students have closed or announced their closings in the last three years. Public universities in\u003ca href=\"https://hechingerreport.org/the-shuttering-of-a-rural-university-reveals-a-surprising-source-of-its-financing/\"> rural parts of Kansas, Arkansas\u003c/a> and West Virginia\u003ca href=\"https://hechingerreport.org/rural-universities-already-few-and-far-between-are-being-stripped-of-majors/\"> are cutting dozens of majors\u003c/a>.\u003c/p>\n\u003cp>Others are merging, including in\u003ca href=\"https://www.passhe.edu/SystemRedesign/Pages/redesign.aspx\"> Pennsylvania\u003c/a> and\u003ca href=\"https://vermontstate.edu/about/\"> Vermont\u003c/a>. Spending on higher education\u003ca href=\"https://www.cbpp.org/research/state-budget-and-tax/state-higher-education-funding-cuts-have-pushed-costs-to-students\"> fell\u003c/a> in 16 of\u003ca href=\"https://www.census.gov/programs-surveys/geography/guidance/geo-areas/urban-rural/2010-urban-rural.html\"> the 20 most rural states\u003c/a> between 2008 and 2018, when adjusted for inflation, according to the Center on Budget and Policy Priorities.\u003c/p>\n\u003cp>About 13 million people now live in\u003ca href=\"https://www.acenet.edu/Documents/Education-Deserts-The-Continued-Significance-of-Place-in-the-Twenty-First-Century.pdf\"> higher education “deserts,”\u003c/a> mostly in the Midwest and Great Plains, where the nearest university is beyond a reasonable commute away, the American Council on Education estimates.\u003c/p>\n\u003cp>“There is a significant untapped talent pool in our rural communities,” says Trott, the founder, chairman, and co-CEO of the banking company BDT & MSD Partners. “Yet rural students often lack access to the resources needed to help set them up for their education, careers, and economic stability.”\u003c/p>\n\u003cp>Also, as in Crossville, rural students who do go to college generally\u003ca href=\"https://www.acenet.edu/Documents/Education-Deserts-The-Continued-Significance-of-Place-in-the-Twenty-First-Century.pdf\"> prefer to stay close to home\u003c/a>, research shows.\u003c/p>\n\u003cp>“Even the ones that have the higher scores, that can survive at some of the more prestigious colleges, they like it here, and they don’t necessarily want to leave,” says Laura Kidwell, a counselor at Stone Memorial. “They want to be within driving distance from home and their family and friends and relatives.”\u003c/p>\n\u003cp>Aaron Conley is a senior at the school. He says he’s deciding between learning heating, ventilation and air conditioning to start his own HVAC business, or going to college to study physical therapy or nursing. Both of those fields, he notes, require “a lot of college. It’s something that I just don’t know if I want to do for a long period of time like that.”\u003c/p>\n\u003cp>If he does go to college, he’d opt for Tennessee Technological University in Cookeville, 30 minutes away. There, he explains, “I can come back and see my family whenever I want.”\u003c/p>\n\u003cp>Many parents here don’t want their kids to move away. Some worry that university campuses and faculty in far-flung places are too liberal, and not religious enough, says Hicks, the school counselor.\u003c/p>\n\u003cp>“Some of the things that you hear in the news and stuff that happens at different colleges is scary for a conservative family,” Hicks explains. Parents think, ” ‘I have control of you now, and I know your environment, and to send you out to that big world is scary.’ ”\u003c/p>\n\u003cp>Amy Beth Strong says she would prefer that her daughter, Ellie Beth, stick around for at least a little while, and maybe start at the local community college after she graduates from Stone Memorial next spring.\u003c/p>\n\u003cfigure id=\"attachment_62906\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62906\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-1920x1279.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Ellie Beth Strong and her mother Amy Beth Strong pose for a photo together on Wednesday, Oct. 4, 2023, at Stone Memorial High School in Crossville, Tenn. \u003ccite>(Austin Anthony for the Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m not trying to hold on to them, and I want them to do what they want to do, but I would rather they have a little bit more life experience under their belt,” Strong says, instead of, “throwing them out in the middle of the world and saying, ‘OK, there you go. You’re 18, you’re done.’ ”\u003c/p>\n\u003cp>Some rural parents also worry that their children, if they go far away for college, won’t come back, Hicks adds.\u003c/p>\n\u003cp>Some Crossville parents are encouraging their reluctant children to go on to further education, however.\u003c/p>\n\u003cp>Tina Carr started college, stopping now and then to earn the money she needed to pay for it. But she never graduated.\u003c/p>\n\u003cp>“I’ve always regretted not being able to finish,” Carr says. She’s still wearing her scrubs after commuting home from her job in Knoxville as the front-desk coordinator at a surgeon’s office. “I just see where people get stuck in – it’s a bad word to say – but ‘dead-end’ jobs without a college degree.” And while she likes what she does, “I’ve seen a lot of jobs posted throughout the years that I think I could do, but I can’t because I don’t have that degree.”\u003c/p>\n\u003cp>And so Carr is pushing her daughter, Kira, to continue her education: “I don’t want her down the line to eventually regret that she didn’t go to college.” Kira Carr wants to go directly into the workforce; she decided to skip the college recruiting fair.\u003c/p>\n\u003cp>Another major reason fewer rural high school students go to college is the cost. Median earnings in rural areas are\u003ca href=\"https://www.ers.usda.gov/topics/rural-economy-population/employment-education/rural-education\"> nearly one-sixth lower\u003c/a> than incomes elsewhere, according to the USDA.\u003c/p>\n\u003cp>In Crossville, the median household income\u003ca href=\"https://www.census.gov/quickfacts/fact/table/crossvillecitytennessee/PST045222\"> is $40,708\u003c/a>, compared with the national median of\u003ca href=\"https://www.census.gov/library/publications/2023/demo/p60-279.html\"> $74,580\u003c/a>. More than 20% of the population lives in poverty; 40% of the 1,000 students at the high school\u003ca href=\"https://tdepublicschools.ondemand.sas.com/school/001800079\"> are considered economically disadvantaged\u003c/a>.\u003c/p>\n\u003cp>Despite their higher graduation rates, rural students often feel that they don’t belong at top colleges. That, along with homesickness and the cost, is among the reasons those who do go are\u003ca href=\"https://nscresearchcenter.org/high-school-benchmarks/\"> more likely to drop out\u003c/a> than their urban and suburban classmates.\u003c/p>\n\u003cp>“We do have rural students come in who have that imposter syndrome, with classmates who took 20 [Advanced Placement courses] and their high school didn’t have any,” says Betley, at the University of Chicago.\u003c/p>\n\u003cp>At the Stone Memorial recruiting fair, the longest lines were to talk to representatives from the nearby University of Tennessee at Knoxville, Middle Tennessee State University, and Tennessee Tech. The shortest line was for MIT.\u003c/p>\n\u003cfigure id=\"attachment_62902\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62902\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-800x450.jpg\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-1536x864.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-2048x1152.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-1920x1080.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Crossville water tower on Wednesday, Oct. 4, 2023, in Crossville, Tenn. \u003ccite>(Austin Anthony for the Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“That’s typically not the MIT experience,” says Carlos Vega, the recruiter from that university. “I go somewhere and I have auditoriums full of students.”\u003c/p>\n\u003cp>In Tennessee, however, two other high schools that he also was supposed to visit, outside of the STARS tour, had told him not to bother coming for scheduled visits, he says, because they didn’t have any students who were interested — a first in his career.\u003c/p>\n\u003cp>Stone Memorial senior Ellie Beth Strong — she goes by E.B., a nickname given to her by her soccer coach — wonders how comfortable she’d feel at a big, far-off university. She says she’s applied to two Christian colleges and the University of Tennessee.\u003c/p>\n\u003cp>After growing up in a small town, “I don’t want to go to a giant university where I’m just another person that you pass by when you’re going to class,” she explains. “I don’t want to have 300 people in my class and have the professor just lecture the whole time. I want to actually get to sit down and talk to the people and get to know everybody.”\u003c/p>\n\u003cp>Many students from rural areas have similar concerns, says Corinne Smith, an associate director of admissions at Yale.\u003c/p>\n\u003cp>Smith is the advisor to the Rural Student Alliance at Yale, formed five years ago to help rural students feel more of a sense of belonging. When the group was started, she suggested social activities such as apple-picking. But the students instead wanted help getting used to the unaccustomed urban traffic noise outside their dorms or off-campus apartments. “Then they said, ‘Can someone take us on a tour of New Haven so I can see where things are? My town has one stoplight.’ ”\u003c/p>\n\u003cp>Smith notes that rural perspectives like these are essential to the diversity of campuses:\u003c/p>\n\u003cp>“If you say you want to have a university with a wonderful political science department, and then 100% of the students in that political science seminar are from urban and suburban towns with the same religious and political affiliation, then are you really having the discussions that we say our institutions are meant to be having?”\u003c/p>\n\u003cp>Isabella Cross, the aspiring engineer, has no doubt about what she would contribute to a campus: a small-town sense of community.\u003c/p>\n\u003cp>In Crossville, she says, “We see you in Walmart? We’re going to stop and talk to you for 45 minutes. We’re going to ask how the kids are. We’re going to ask how your mom is doing. We’re going to ask about all of the things that, you know, sometimes you just don’t get” in big cities. “I just think that that’s something that you can bring to a school where it’s definitely a cutthroat competition to get into.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by\u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem> The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Additional reporting by Lauren Migaki.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 The Hechinger Report. To see more, visit \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=MIT%2C+Yale%2C+and+other+elite+colleges+are+finally+reaching+out+to+rural+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"As they aim to create diverse campuses, elite colleges are traveling to places they've neglected before: rural communities. ","status":"publish","parent":0,"modified":1704213435,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":64,"wordCount":2858},"headData":{"title":"MIT, Yale, and other elite colleges are finally reaching out to rural students | KQED","description":"As they aim to create diverse campuses, elite colleges are traveling to places they've neglected before: rural communities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"As they aim to create diverse campuses, elite colleges are traveling to places they've neglected before: rural communities."},"sticky":false,"nprByline":"Elissa Nadworny, Jon Marcus","nprImageAgency":"Austin Anthony for the Hechinger Report","nprStoryId":"1215408745","nprApiLink":"http://api.npr.org/query?id=1215408745&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/12/22/1215408745/mit-yale-and-other-elite-colleges-are-finally-reaching-out-to-rural-students?ft=nprml&f=1215408745","nprRetrievedStory":"1","nprPubDate":"Fri, 22 Dec 2023 09:04:00 -0500","nprStoryDate":"Fri, 22 Dec 2023 05:00:15 -0500","nprLastModifiedDate":"Fri, 22 Dec 2023 09:04:20 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62900/mit-yale-and-other-elite-colleges-are-finally-reaching-out-to-rural-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Since the time she was in elementary school, Isabella Cross has dreamed of going to an Ivy League college to become an engineer.\u003c/p>\n\u003cp>But in Crossville, her “little no-name town” in East Tennessee, as she describes it, selective universities and colleges rarely came to recruit.\u003c/p>\n\u003cp>As a 17-year-old in a rural community, and the daughter of a single parent, “I always kind of felt, like, I wouldn’t say necessarily trapped, but a lot of kids feel trapped,” says Cross. “And a lot of them never get out. They never get to explore and never get to see other things.”\u003c/p>\n\u003cp>Now, Cross thinks applying to a top-flight college might be possible after all.\u003c/p>\n\u003cp>Recruiters from some of the nation’s most selective universities — MIT, the University of Chicago, Yale — have, for the first time, come to her “little no-name town.” It’s part of an effort by top schools to pay more attention to rural America, where students are less likely than their urban and suburban counterparts to go to college and, if they do, are more likely to drop out.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It kind of just felt like they heard us, and they see us, and that they know that there’s a need as well for small-town kids like me to have really big dreams,” says Cross.\u003c/p>\n\u003cp>The college fair in Crossville this fall was part of a string of events throughout the state, where admissions officers from about a half-dozen of the nation’s most selective universities visited with students and parents. It was among the first by a new consortium called STARS, or Small Town and Rural Students College Network, prompted by a $20 million grant from a University of Chicago trustee.\u003c/p>\n\u003cfigure id=\"attachment_62903\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62903\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_45-1-_custom-0367a1046cdc6184a31d4546a9a476b8c08a562a.jpg\" alt=\"\" width=\"200\" height=\"260\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_45-1-_custom-0367a1046cdc6184a31d4546a9a476b8c08a562a.jpg 200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_45-1-_custom-0367a1046cdc6184a31d4546a9a476b8c08a562a-160x208.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">A poster for the Tristar College Tour on Wednesday, Oct. 4, 2023, at Stone Memorial High School in Crossville, Tenn. \u003ccite>(Austin Anthony for the Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It follows a long history of neglect of rural areas by many colleges and universities. Not even public research universities recruit in rural places, a 2019 study by scholars at UCLA and the University of Arizona found, disproportionately favoring\u003ca href=\"https://emraresearch.org/sites/default/files/2019-03/joyce_report.pdf\"> higher-income public and private high schools\u003c/a> in major metropolitan areas. (The study was produced for the Joyce Foundation, which financially supports NPR.)\u003c/p>\n\u003cp>Even when they do find their way to these small towns, recruiters are up against increasing reluctance by students and their families to go to four-year institutions, and especially to campuses far away from home.\u003c/p>\n\u003cp>\u003ca href=\"https://starscollegenetwork.org/allmembers/\">Sixteen colleges and universities in all\u003c/a> — also including Brown, the California Institute of Technology, Columbia, Northwestern, and the University of Southern California — have signed on to STARS and have agreed to visit rural high schools in exchange for financial help with travel costs and staffing.\u003c/p>\n\u003cfigure id=\"attachment_62904\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62904\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_25_slide-5374c02f4a768b9152454815a314d04bcae9a82c-1920x1279.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">School counselor Karen Hicks poses for a photo on Wednesday, Oct. 4, 2023, at Stone Memorial High School in Crossville, Tenn. \u003ccite>(Austin Anthony for the Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They’ve never come and taken an interest in us. But the big thing right now is rural, and they’re finally seeing it, I guess,” says Karen Hicks, lead counselor at Crossville’s Stone Memorial High School, who has been an educator in the city for 36 years. “I love it in the sense that it gives our kids opportunities. I hate that they didn’t see it before.”\u003c/p>\n\u003cp>Rural communities can be hard to reach, and often have only small numbers of prospective high school seniors, says Marjorie Betley, senior associate director of admissions at the University of Chicago. She helped organize the STARS project and serves as its executive director.\u003c/p>\n\u003cp>For recruiters, she says, “driving hours and hours on the road to meet with five students, that’s really hard.”\u003c/p>\n\u003cp>The new initiative comes from a University of Chicago trustee, Byron Trott, who left a small town in Missouri to attend the university, and later created a financial services company. In 2018, he asked Betley how many students at her university came from rural places, as he had.\u003c/p>\n\u003cp>“We couldn’t even answer the question,” Betley recalls. After further inquiry, she realized that, “the numbers were not good.”\u003c/p>\n\u003cp>Rural students were about 3% of enrollment at the time, which she says has since increased to 9%. Rural Americans comprise\u003ca href=\"https://www.census.gov/newsroom/press-releases/2016/cb16-210.html\"> nearly 20%\u003c/a> of the population, the Census Bureau reports.\u003c/p>\n\u003cp>Rural students\u003ca href=\"https://nces.ed.gov/programs/coe/pdf/2023/LBA_508c.pdf\"> graduate from high school at a higher rate\u003c/a> (90%) than their counterparts in cities (82%) and suburbs (89%), according to the U.S. Department of Education. But only 55%\u003ca href=\"https://nscresearchcenter.org/high-school-benchmarks/\"> go directly to college\u003c/a>.\u003c/p>\n\u003cp>That’s a smaller proportion than suburban students. It’s also declining, down from\u003ca href=\"https://nscresearchcenter.org/wp-content/uploads/2017HSBenchmarksReport-1.pdf\"> 61% in 2016\u003c/a>, the National Student Clearinghouse Research Center says.\u003c/p>\n\u003cp>So rarely do top colleges recruit in rural towns, says Bryan Sexton, a father who came with his son to the college fair in Crossville, that, “you know, when I saw some of the names, I was, like, what are these schools doing here?”\u003c/p>\n\u003cp>A city of\u003ca href=\"https://www.census.gov/quickfacts/fact/table/crossvillecitytennessee/PST045222\"> 12,470\u003c/a> named for the spot where an old stagecoach road crossed a onetime cattle drivers’ route between Nashville and Knoxville, Crossville is a case study in how rural families aspire to, fret about, and often decide to forgo, college.\u003c/p>\n\u003cfigure id=\"attachment_62905\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62905\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-800x450.jpg\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-1536x864.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-2048x1152.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_33-1-_wide-40e8299adc3ac46a4f01bafdc2f0f29a450e1576-1920x1080.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An aerial view of Main Street on Wednesday, Oct. 4, 2023, in Crossville, Tenn. \u003ccite>(Austin Anthony for the Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Outside the high school’s auditorium, Nae Evans Sims stopped and thought for a moment about the smallest community she’d ever visited as an admissions recruiter for Case Western Reserve University. “Oh, my gosh,” she says. “Probably this one.”\u003c/p>\n\u003cp>Alongside representatives from Yale, MIT, the University of Chicago, and other institutions, Sims was arranging brochures on a table in anticipation of the kind of college recruiting fair that – in more populated places – draws throngs of anxious students and their parents.\u003c/p>\n\u003cp>In Crossville, families from adjoining towns were also invited. In all, 81 students showed up.\u003c/p>\n\u003cp>“My friends in the cities, their kids start talking about college when they’re freshmen,” says Rob Harrison, a city council member who stopped by. But in Crossville, he says, “a lot of kids don’t even think about the opportunities out there. It’s just not part of the culture.”\u003c/p>\n\u003cp>Then again, no one from those elite universities had ever come to Crossville, local educators say, even though the graduation rate from Stone Memorial is\u003ca href=\"http://smhspanthers.ccschools.k12tn.net/academics/smhsprofile.pdf\"> 91%\u003c/a>.\u003c/p>\n\u003cp>Of the students here who do continue their education, many attend the community college just across the street, where tuition is free. More than 1 in 10 enroll in a local trade school, the Tennessee College of Applied Technology, and 4% enlist in the military.\u003c/p>\n\u003cp>That makes Crossville fairly typical of rural places, where residents are less likely to get bachelor’s degrees. Only about 20% of people over age 25 in rural America (and\u003ca href=\"https://www.census.gov/quickfacts/fact/table/crossvillecitytennessee/PST045222\"> 15% in Crossville\u003c/a>)\u003ca href=\"https://www.ers.usda.gov/topics/rural-economy-population/employment-education/rural-education\"> have bachelor’s degrees or higher\u003c/a>, compared with \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=27#:~:text=During%20this%20period%2C%20the%20percentage%20of%2025-%20to,higher%20degree%20increased%20from%207%20to%2010%20percent.\">40%\u003c/a> nationally, according to the U.S. Department of Agriculture. This gap, the Federal Reserve reports,\u003ca href=\"https://www.federalreserve.gov/publications/files/consumer-community-context-201901.pdf\"> has been widening steadily\u003c/a> over the last 50 years.\u003c/p>\n\u003cp>That not only contributes to a worsening political and earnings divide between urban and rural America; it limits economic opportunity in rural places.\u003c/p>\n\u003cp>“It’s essential for rural communities to have a skilled and invested workforce,” says Noa Meyer, president of rootED Alliance, another STARS partner, which puts college and career advisors in rural high schools. “Local businesses need skilled workers.”\u003c/p>\n\u003cp>But the path to that goal is narrowing. At least a dozen private, nonprofit colleges in rural areas or that serve rural students have closed or announced their closings in the last three years. Public universities in\u003ca href=\"https://hechingerreport.org/the-shuttering-of-a-rural-university-reveals-a-surprising-source-of-its-financing/\"> rural parts of Kansas, Arkansas\u003c/a> and West Virginia\u003ca href=\"https://hechingerreport.org/rural-universities-already-few-and-far-between-are-being-stripped-of-majors/\"> are cutting dozens of majors\u003c/a>.\u003c/p>\n\u003cp>Others are merging, including in\u003ca href=\"https://www.passhe.edu/SystemRedesign/Pages/redesign.aspx\"> Pennsylvania\u003c/a> and\u003ca href=\"https://vermontstate.edu/about/\"> Vermont\u003c/a>. Spending on higher education\u003ca href=\"https://www.cbpp.org/research/state-budget-and-tax/state-higher-education-funding-cuts-have-pushed-costs-to-students\"> fell\u003c/a> in 16 of\u003ca href=\"https://www.census.gov/programs-surveys/geography/guidance/geo-areas/urban-rural/2010-urban-rural.html\"> the 20 most rural states\u003c/a> between 2008 and 2018, when adjusted for inflation, according to the Center on Budget and Policy Priorities.\u003c/p>\n\u003cp>About 13 million people now live in\u003ca href=\"https://www.acenet.edu/Documents/Education-Deserts-The-Continued-Significance-of-Place-in-the-Twenty-First-Century.pdf\"> higher education “deserts,”\u003c/a> mostly in the Midwest and Great Plains, where the nearest university is beyond a reasonable commute away, the American Council on Education estimates.\u003c/p>\n\u003cp>“There is a significant untapped talent pool in our rural communities,” says Trott, the founder, chairman, and co-CEO of the banking company BDT & MSD Partners. “Yet rural students often lack access to the resources needed to help set them up for their education, careers, and economic stability.”\u003c/p>\n\u003cp>Also, as in Crossville, rural students who do go to college generally\u003ca href=\"https://www.acenet.edu/Documents/Education-Deserts-The-Continued-Significance-of-Place-in-the-Twenty-First-Century.pdf\"> prefer to stay close to home\u003c/a>, research shows.\u003c/p>\n\u003cp>“Even the ones that have the higher scores, that can survive at some of the more prestigious colleges, they like it here, and they don’t necessarily want to leave,” says Laura Kidwell, a counselor at Stone Memorial. “They want to be within driving distance from home and their family and friends and relatives.”\u003c/p>\n\u003cp>Aaron Conley is a senior at the school. He says he’s deciding between learning heating, ventilation and air conditioning to start his own HVAC business, or going to college to study physical therapy or nursing. Both of those fields, he notes, require “a lot of college. It’s something that I just don’t know if I want to do for a long period of time like that.”\u003c/p>\n\u003cp>If he does go to college, he’d opt for Tennessee Technological University in Cookeville, 30 minutes away. There, he explains, “I can come back and see my family whenever I want.”\u003c/p>\n\u003cp>Many parents here don’t want their kids to move away. Some worry that university campuses and faculty in far-flung places are too liberal, and not religious enough, says Hicks, the school counselor.\u003c/p>\n\u003cp>“Some of the things that you hear in the news and stuff that happens at different colleges is scary for a conservative family,” Hicks explains. Parents think, ” ‘I have control of you now, and I know your environment, and to send you out to that big world is scary.’ ”\u003c/p>\n\u003cp>Amy Beth Strong says she would prefer that her daughter, Ellie Beth, stick around for at least a little while, and maybe start at the local community college after she graduates from Stone Memorial next spring.\u003c/p>\n\u003cfigure id=\"attachment_62906\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62906\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_01_slide-31e18f3ef7fb9af7b1bfc3637a7a9a0555be74f9-1920x1279.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Ellie Beth Strong and her mother Amy Beth Strong pose for a photo together on Wednesday, Oct. 4, 2023, at Stone Memorial High School in Crossville, Tenn. \u003ccite>(Austin Anthony for the Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m not trying to hold on to them, and I want them to do what they want to do, but I would rather they have a little bit more life experience under their belt,” Strong says, instead of, “throwing them out in the middle of the world and saying, ‘OK, there you go. You’re 18, you’re done.’ ”\u003c/p>\n\u003cp>Some rural parents also worry that their children, if they go far away for college, won’t come back, Hicks adds.\u003c/p>\n\u003cp>Some Crossville parents are encouraging their reluctant children to go on to further education, however.\u003c/p>\n\u003cp>Tina Carr started college, stopping now and then to earn the money she needed to pay for it. But she never graduated.\u003c/p>\n\u003cp>“I’ve always regretted not being able to finish,” Carr says. She’s still wearing her scrubs after commuting home from her job in Knoxville as the front-desk coordinator at a surgeon’s office. “I just see where people get stuck in – it’s a bad word to say – but ‘dead-end’ jobs without a college degree.” And while she likes what she does, “I’ve seen a lot of jobs posted throughout the years that I think I could do, but I can’t because I don’t have that degree.”\u003c/p>\n\u003cp>And so Carr is pushing her daughter, Kira, to continue her education: “I don’t want her down the line to eventually regret that she didn’t go to college.” Kira Carr wants to go directly into the workforce; she decided to skip the college recruiting fair.\u003c/p>\n\u003cp>Another major reason fewer rural high school students go to college is the cost. Median earnings in rural areas are\u003ca href=\"https://www.ers.usda.gov/topics/rural-economy-population/employment-education/rural-education\"> nearly one-sixth lower\u003c/a> than incomes elsewhere, according to the USDA.\u003c/p>\n\u003cp>In Crossville, the median household income\u003ca href=\"https://www.census.gov/quickfacts/fact/table/crossvillecitytennessee/PST045222\"> is $40,708\u003c/a>, compared with the national median of\u003ca href=\"https://www.census.gov/library/publications/2023/demo/p60-279.html\"> $74,580\u003c/a>. More than 20% of the population lives in poverty; 40% of the 1,000 students at the high school\u003ca href=\"https://tdepublicschools.ondemand.sas.com/school/001800079\"> are considered economically disadvantaged\u003c/a>.\u003c/p>\n\u003cp>Despite their higher graduation rates, rural students often feel that they don’t belong at top colleges. That, along with homesickness and the cost, is among the reasons those who do go are\u003ca href=\"https://nscresearchcenter.org/high-school-benchmarks/\"> more likely to drop out\u003c/a> than their urban and suburban classmates.\u003c/p>\n\u003cp>“We do have rural students come in who have that imposter syndrome, with classmates who took 20 [Advanced Placement courses] and their high school didn’t have any,” says Betley, at the University of Chicago.\u003c/p>\n\u003cp>At the Stone Memorial recruiting fair, the longest lines were to talk to representatives from the nearby University of Tennessee at Knoxville, Middle Tennessee State University, and Tennessee Tech. The shortest line was for MIT.\u003c/p>\n\u003cfigure id=\"attachment_62902\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62902\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-800x450.jpg\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-1536x864.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-2048x1152.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/collegerecruiting_36-2-_wide-2e50acb7c2f6aa6eb9d9e0900b5c55722df8addd-1920x1080.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Crossville water tower on Wednesday, Oct. 4, 2023, in Crossville, Tenn. \u003ccite>(Austin Anthony for the Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“That’s typically not the MIT experience,” says Carlos Vega, the recruiter from that university. “I go somewhere and I have auditoriums full of students.”\u003c/p>\n\u003cp>In Tennessee, however, two other high schools that he also was supposed to visit, outside of the STARS tour, had told him not to bother coming for scheduled visits, he says, because they didn’t have any students who were interested — a first in his career.\u003c/p>\n\u003cp>Stone Memorial senior Ellie Beth Strong — she goes by E.B., a nickname given to her by her soccer coach — wonders how comfortable she’d feel at a big, far-off university. She says she’s applied to two Christian colleges and the University of Tennessee.\u003c/p>\n\u003cp>After growing up in a small town, “I don’t want to go to a giant university where I’m just another person that you pass by when you’re going to class,” she explains. “I don’t want to have 300 people in my class and have the professor just lecture the whole time. I want to actually get to sit down and talk to the people and get to know everybody.”\u003c/p>\n\u003cp>Many students from rural areas have similar concerns, says Corinne Smith, an associate director of admissions at Yale.\u003c/p>\n\u003cp>Smith is the advisor to the Rural Student Alliance at Yale, formed five years ago to help rural students feel more of a sense of belonging. When the group was started, she suggested social activities such as apple-picking. But the students instead wanted help getting used to the unaccustomed urban traffic noise outside their dorms or off-campus apartments. “Then they said, ‘Can someone take us on a tour of New Haven so I can see where things are? My town has one stoplight.’ ”\u003c/p>\n\u003cp>Smith notes that rural perspectives like these are essential to the diversity of campuses:\u003c/p>\n\u003cp>“If you say you want to have a university with a wonderful political science department, and then 100% of the students in that political science seminar are from urban and suburban towns with the same religious and political affiliation, then are you really having the discussions that we say our institutions are meant to be having?”\u003c/p>\n\u003cp>Isabella Cross, the aspiring engineer, has no doubt about what she would contribute to a campus: a small-town sense of community.\u003c/p>\n\u003cp>In Crossville, she says, “We see you in Walmart? We’re going to stop and talk to you for 45 minutes. We’re going to ask how the kids are. We’re going to ask how your mom is doing. We’re going to ask about all of the things that, you know, sometimes you just don’t get” in big cities. “I just think that that’s something that you can bring to a school where it’s definitely a cutthroat competition to get into.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by\u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem> The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Additional reporting by Lauren Migaki.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 The Hechinger Report. To see more, visit \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=MIT%2C+Yale%2C+and+other+elite+colleges+are+finally+reaching+out+to+rural+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62900/mit-yale-and-other-elite-colleges-are-finally-reaching-out-to-rural-students","authors":["byline_mindshift_62900"],"categories":["mindshift_21694"],"tags":["mindshift_21189","mindshift_20627"],"featImg":"mindshift_62901","label":"mindshift"},"mindshift_56719":{"type":"posts","id":"mindshift_56719","meta":{"index":"posts_1591205157","site":"mindshift","id":"56719","score":null,"sort":[1601379982000]},"guestAuthors":[],"slug":"in-internet-dead-zones-rural-schools-struggle-with-distanced-learning","title":"In Internet Dead Zones, Rural Schools Struggle With Distanced Learning","publishDate":1601379982,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The past seven months have been a big strain on families like Mandi Boren's.\u003c/p>\n\u003cp>The Borens are cattle ranchers on a remote slice of land near Idaho's Owyhee Mountains. They have four kids — ranging from a first grader to a sophomore in high school. When the lockdown first hit, Boren first thought it might be a good thing. Home schooling temporarily could be more efficient, plus there'd be more family time and help with the chores.\u003c/p>\n\u003cp>\"I thought, I'll be able to get my kids' schooling done in a few hours and then they'll be to work with dad, and no problem it will be great,\" Boren says, chuckling. \"Well, it didn't turn out so great.\"\u003c/p>\n\u003cp>That's because all four kids — in addition to Boren, who telecommutes — were suddenly plugged into the family's satellite Internet, which is spotty on a good day. You can forget trying to use Zoom or Google Classroom.\u003c/p>\n\u003cp>\"I soon found out that our Internet speeds were so slow, we had to spread it out all week long actually,\" Boren says. \"We were doing schooling on Saturdays and Sundays as well.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Her kids started back to school in person, at least for now.\u003c/p>\n\u003cp>Across the country as American schools struggle with whether to reopen or stay virtual, many rural districts are worried their students will fall even further behind than their city peers.\u003c/p>\n\u003cp>This pandemic has shone a glaring light on a lot of inequalities. The federal government estimates that more than \u003ca href=\"https://www.npr.org/2020/04/24/843411430/even-in-crisis-times-there-is-a-push-to-wire-rural-america\">a third of rural America has little or no Internet\u003c/a>. In numerous recent interviews, educators have told NPR they're concerned the rural-urban divide will only worsen if kids can't get online to learn.\u003c/p>\n\u003cp>\u003cstrong>Rural-urban divide \u003c/strong>\u003c/p>\n\u003cp>This past spring, when the lockdowns began, many rural districts amid the crisis had to resort to delivering paper copies of school work to students who didn't have Internet or cell phone service at home.\u003c/p>\n\u003cp>\"I don't know why anybody would rationally think 'we can just hand you a packet, and here you're going to go teach yourself,' that's basically what was going on,\" says Dr. Leslie Molina, principal at \u003ca href=\"https://www.hcsdnv.com/o/mcs\">McDermitt Combined Schools \u003c/a>in northern Nevada.\u003c/p>\n\u003cp>She says all 105 of her students qualify for free or reduced lunch. Most live on the Fort McDermitt Reservation and about 75% have no Internet access at home.\u003c/p>\n\u003cp>\"Plus, we're also so extremely rural,\" Molina says. \"We're 80 miles from a WalMart.\"\u003c/p>\n\u003cp>According to Molina, when a fifth of tribal members tested positive for coronavirus over the summer, the school decided to start back this month virtually, at least for the first couple weeks.\u003c/p>\n\u003cp>But they've had time to plan. Before COVID-19, Nevada was already trying to get every student outfitted with \u003ca href=\"https://ccsd.net/district/mobile-device-initiatives/\">tablets\u003c/a> and cellular hotspots. And due to the pandemic, CARES Act money is fast tracking that.\u003c/p>\n\u003cp>So when McDermitt reopened Sept. 8 initially for distance education, Molina ditched those dreaded paper packets.\u003c/p>\n\u003cp>\"We spent that week troubleshooting a lot of technology and calling and hounding parents and students,\" Molina says.\u003c/p>\n\u003cp>She says some of her kids had to be reminded that, unlike in the spring, online attendance was not optional and work had to be turned in.\u003c/p>\n\u003cp>\u003cstrong>Opportunity out of crisis\u003c/strong>\u003c/p>\n\u003cp>Still, it's widely held that hot spots aren't a long-term solution for rural learning, especially since cell service can be spotty, if sometimes non-existent in more rugged areas of the West in particular.\u003c/p>\n\u003cp>Rural leaders have been lobbying Congress for \u003ca href=\"https://www.nexttv.com/news/senators-collins-jones-propose-5-billion-plan-for-rural-broadband-buildout\">a big public works project\u003c/a> to build out broadband here, much like when the government paid to bring electricity to rural areas during another crisis, the Great Depression.\u003c/p>\n\u003cp>\"Honestly, the challenge is bringing about some good, it really is,\" says Jojo Myers Campos, Nevada's broadband development manager.\u003c/p>\n\u003cp>Myers Campos has been helping spearhead more Internet connectivity in urban and rural areas of the state, including the ambitious plans to issue every student a Chromebook and hotspot. She hopes the pandemic makes people realize that fast Internet should be a right, not a privilege.\u003c/p>\n\u003cp>\"I wish that every single time a big project was done, you had to put in conduit and fiber in the ground,\" Myers Campos says. \"Just like you do water and sewer, just like you do gas, just like you do electricity.\"\u003c/p>\n\u003cp>Back in Idaho, CARES Act funds are also being tapped to build out rural broadband connections. But Mandi Boren recently learned that the fiber wasn't going to reach her remote ranch by a year-end deadline. So for now, she's just hoping her kids' school — the Bruneau Grandview district — can stay in-person so long as it's safe.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It makes you appreciate your teachers a whole lot more,\" Boren says. \"I always appreciated them, but just [for me ] to have to do four grades as one person, that's tough.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Internet+Dead+Zones%2C+Rural+Schools+Struggle+With+Distanced+Learning+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Many American schools are back in class via distance learning. It's stressful everywhere but especially in rural districts where most students lack high-speed Internet and cell phone service at home.","status":"publish","parent":0,"modified":1601380209,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":842},"headData":{"title":"In Internet Dead Zones, Rural Schools Struggle With Distanced Learning - MindShift","description":"Many American schools are back in class via distance learning. It's stressful everywhere but especially in rural districts where most students lack high-speed Internet and cell phone service at home.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56719 https://ww2.kqed.org/mindshift/?p=56719","disqusUrl":"https://ww2.kqed.org/mindshift/2020/09/29/in-internet-dead-zones-rural-schools-struggle-with-distanced-learning/","disqusTitle":"In Internet Dead Zones, Rural Schools Struggle With Distanced Learning","nprImageCredit":"Tony Avelar","nprByline":"Kirk Siegler","nprImageAgency":"AP","nprStoryId":"916571273","nprApiLink":"http://api.npr.org/query?id=916571273&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/09/28/916571273/in-internet-dead-zones-rural-schools-struggle-with-distanced-learning?ft=nprml&f=916571273","nprRetrievedStory":"1","nprPubDate":"Mon, 28 Sep 2020 05:00:00 -0400","nprStoryDate":"Mon, 28 Sep 2020 05:00:31 -0400","nprLastModifiedDate":"Mon, 28 Sep 2020 05:00:31 -0400","path":"/mindshift/56719/in-internet-dead-zones-rural-schools-struggle-with-distanced-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The past seven months have been a big strain on families like Mandi Boren's.\u003c/p>\n\u003cp>The Borens are cattle ranchers on a remote slice of land near Idaho's Owyhee Mountains. They have four kids — ranging from a first grader to a sophomore in high school. When the lockdown first hit, Boren first thought it might be a good thing. Home schooling temporarily could be more efficient, plus there'd be more family time and help with the chores.\u003c/p>\n\u003cp>\"I thought, I'll be able to get my kids' schooling done in a few hours and then they'll be to work with dad, and no problem it will be great,\" Boren says, chuckling. \"Well, it didn't turn out so great.\"\u003c/p>\n\u003cp>That's because all four kids — in addition to Boren, who telecommutes — were suddenly plugged into the family's satellite Internet, which is spotty on a good day. You can forget trying to use Zoom or Google Classroom.\u003c/p>\n\u003cp>\"I soon found out that our Internet speeds were so slow, we had to spread it out all week long actually,\" Boren says. \"We were doing schooling on Saturdays and Sundays as well.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her kids started back to school in person, at least for now.\u003c/p>\n\u003cp>Across the country as American schools struggle with whether to reopen or stay virtual, many rural districts are worried their students will fall even further behind than their city peers.\u003c/p>\n\u003cp>This pandemic has shone a glaring light on a lot of inequalities. The federal government estimates that more than \u003ca href=\"https://www.npr.org/2020/04/24/843411430/even-in-crisis-times-there-is-a-push-to-wire-rural-america\">a third of rural America has little or no Internet\u003c/a>. In numerous recent interviews, educators have told NPR they're concerned the rural-urban divide will only worsen if kids can't get online to learn.\u003c/p>\n\u003cp>\u003cstrong>Rural-urban divide \u003c/strong>\u003c/p>\n\u003cp>This past spring, when the lockdowns began, many rural districts amid the crisis had to resort to delivering paper copies of school work to students who didn't have Internet or cell phone service at home.\u003c/p>\n\u003cp>\"I don't know why anybody would rationally think 'we can just hand you a packet, and here you're going to go teach yourself,' that's basically what was going on,\" says Dr. Leslie Molina, principal at \u003ca href=\"https://www.hcsdnv.com/o/mcs\">McDermitt Combined Schools \u003c/a>in northern Nevada.\u003c/p>\n\u003cp>She says all 105 of her students qualify for free or reduced lunch. Most live on the Fort McDermitt Reservation and about 75% have no Internet access at home.\u003c/p>\n\u003cp>\"Plus, we're also so extremely rural,\" Molina says. \"We're 80 miles from a WalMart.\"\u003c/p>\n\u003cp>According to Molina, when a fifth of tribal members tested positive for coronavirus over the summer, the school decided to start back this month virtually, at least for the first couple weeks.\u003c/p>\n\u003cp>But they've had time to plan. Before COVID-19, Nevada was already trying to get every student outfitted with \u003ca href=\"https://ccsd.net/district/mobile-device-initiatives/\">tablets\u003c/a> and cellular hotspots. And due to the pandemic, CARES Act money is fast tracking that.\u003c/p>\n\u003cp>So when McDermitt reopened Sept. 8 initially for distance education, Molina ditched those dreaded paper packets.\u003c/p>\n\u003cp>\"We spent that week troubleshooting a lot of technology and calling and hounding parents and students,\" Molina says.\u003c/p>\n\u003cp>She says some of her kids had to be reminded that, unlike in the spring, online attendance was not optional and work had to be turned in.\u003c/p>\n\u003cp>\u003cstrong>Opportunity out of crisis\u003c/strong>\u003c/p>\n\u003cp>Still, it's widely held that hot spots aren't a long-term solution for rural learning, especially since cell service can be spotty, if sometimes non-existent in more rugged areas of the West in particular.\u003c/p>\n\u003cp>Rural leaders have been lobbying Congress for \u003ca href=\"https://www.nexttv.com/news/senators-collins-jones-propose-5-billion-plan-for-rural-broadband-buildout\">a big public works project\u003c/a> to build out broadband here, much like when the government paid to bring electricity to rural areas during another crisis, the Great Depression.\u003c/p>\n\u003cp>\"Honestly, the challenge is bringing about some good, it really is,\" says Jojo Myers Campos, Nevada's broadband development manager.\u003c/p>\n\u003cp>Myers Campos has been helping spearhead more Internet connectivity in urban and rural areas of the state, including the ambitious plans to issue every student a Chromebook and hotspot. She hopes the pandemic makes people realize that fast Internet should be a right, not a privilege.\u003c/p>\n\u003cp>\"I wish that every single time a big project was done, you had to put in conduit and fiber in the ground,\" Myers Campos says. \"Just like you do water and sewer, just like you do gas, just like you do electricity.\"\u003c/p>\n\u003cp>Back in Idaho, CARES Act funds are also being tapped to build out rural broadband connections. But Mandi Boren recently learned that the fiber wasn't going to reach her remote ranch by a year-end deadline. So for now, she's just hoping her kids' school — the Bruneau Grandview district — can stay in-person so long as it's safe.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It makes you appreciate your teachers a whole lot more,\" Boren says. \"I always appreciated them, but just [for me ] to have to do four grades as one person, that's tough.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Internet+Dead+Zones%2C+Rural+Schools+Struggle+With+Distanced+Learning+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56719/in-internet-dead-zones-rural-schools-struggle-with-distanced-learning","authors":["byline_mindshift_56719"],"categories":["mindshift_21358"],"tags":["mindshift_21343","mindshift_252","mindshift_358","mindshift_20701","mindshift_21347","mindshift_20627"],"featImg":"mindshift_56721","label":"mindshift"},"mindshift_56545":{"type":"posts","id":"mindshift_56545","meta":{"index":"posts_1591205157","site":"mindshift","id":"56545","score":null,"sort":[1597681273000]},"guestAuthors":[],"slug":"rural-schools-struggle-with-road-ahead-in-era-of-coronavirus","title":"Rural Schools Struggle With Road Ahead In Era Of Coronavirus","publishDate":1597681273,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>At the Bruneau-Grandview School District in rural southern Idaho, a couple of dozen teachers are crowded into the small library.\u003c/p>\n\u003cp>They're doing a refresher training for online teaching. In person-classes are scheduled to begin Monday, but with coronavirus cases continuing to rise in Idaho and other states, it's an open question for how long.\u003c/p>\n\u003cp>Superintendent Ryan Cantrell, who's helping lead the Google Classroom training, is advising his staff that last-minute decisions will be the unfortunate normal this upcoming school year. Parents have the option of sending their kids to school this week, or staying fully online or some combination of both.\u003c/p>\n\u003cp>A recent survey indicated that about three-quarters of the district's families were comfortable sending their kids back to school this fall.\u003c/p>\n\u003cp>When the district abruptly went to online-only last spring, Cantrell says some students dropped off the map and learning suffered, especially in outlying areas where there's little or no Internet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There's a general consensus of let's get moving,\" Cantrell says. \"Let's get the kids back in here so that we can find out where they're at, how we can help them.\"\u003c/p>\n\u003cp>Those kids who do return can expect some changes. Desks will be spaced apart in classrooms and classes are being staggered to minimize the number of students in the hall at one time. The school day will also be shortened to allow for more online teaching.\u003c/p>\n\u003cp>In a small rural school like this, teachers like Maya Davis will be expected to work in both worlds.\u003c/p>\n\u003cp>\"That will be a little bit challenging to navigate because teaching online itself was a full-time job, and obviously teaching in a classroom is a full-time job,\" Davis said. \"But we're just making it work.\"\u003c/p>\n\u003cp>Schools around the country have been grappling with how or even whether to reopen. In the two isolated farming towns of Grandview and Bruneau, which form the joint school district, there are fewer than a dozen known COVID-19 cases. But in nearby more-urban counties, where some of the staff here commute from, infection rates continue to climb out of control.\u003c/p>\n\u003cp>In Idaho, public health experts have warned that schools that are reopening may just have to close down again because it's not safe.\u003c/p>\n\u003cp>At the training, Davis, who teaches third grade, was one of only a handful of teachers wearing a mask. Masks won't be required this semester, except on school buses. She and a few other staffers commute one hour each way from the Boise area.\u003c/p>\n\u003cp>\"I wear a mask just to protect my community,\" Davis says.\"I don't want to be the one coming from Boise bringing COVID into the community.\"\u003c/p>\n\u003cp>Masks just aren't that common in this mostly isolated, rural community along the Snake River, where social distancing is generally a fact of life. And in small towns like this, the school is often a reflection of a community's values, says superintendent Cantrell. Yet it feels almost inevitable to him that there will be coronavirus cases soon after in-person classes resume.\u003c/p>\n\u003cp>\"I think it's only a matter of time before we're back to all virtual,\" Cantrell says.\u003c/p>\n\u003cfigure id=\"attachment_56547\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56547\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/img_6352-9f09b4812bc39f04d3e3ac0950a96ffd171f0f28-scaled-e1597940584420.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Ryan Cantrell wants to get students back in class, even if just temporarily, after months of uncertainty and struggles with distance learning. \u003ccite>(Kirk Siegler/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He'll work closely with the local public health district to do contact tracing.\u003c/p>\n\u003cp>\"I expect almost immediately to have to start making decisions about who comes to school, who's quarantined, do we need to shut school down for two weeks,\" Cantrell says.\u003c/p>\n\u003cp>This is widely seen as an uncomfortable reality in Idaho, where generally most state leaders have been pushing for businesses and schools to reopen. This is one of the most politically red corners of the country, yet the state also now has a big red mark next to it as having one of the nation's fastest growing rates of coronavirus infections.\u003c/p>\n\u003cp>Some larger school districts in the state are beginning the school year all online. And public health experts have warned schools that are reopening that they may just have to close down again because it's not safe.\u003c/p>\n\u003cp>\"Listening to experts to set policy is an elitist approach,\" said state. Sen. Steven Thayn.\u003c/p>\n\u003cp>At a recent legislative hearing, Thayn, vice chair of an education committee, pushed a bill that would take authority away from Idaho's local health districts so they can't enforce school closures or mandatory mask orders. Many Republicans argued that local school boards should have the final say, not public health experts.\u003c/p>\n\u003cp>That bill and another that would limit a school's liability when it comes to coronavirus lawsuits is likely to be debated in a special session of the Legislature later this month.\u003c/p>\n\u003cp>\"There are a lot of people that are willing to go back to school, willing to go back to work and yet we're letting a few fearful people control the lives of those of us that are not fearful,\" Thayn said at the hearing.\u003c/p>\n\u003cp>In the Bruneau-Grandview district anyway, there is certainly some fear about the virus. But school leaders are also worried about students not learning. The district had long been labeled as poor-performing and things had started to turn around until the virus.\u003c/p>\n\u003cp>This is just another pressure point for schools across the country, and there's no clear blueprint on how to go forward.\u003c/p>\n\u003cp>For now, Davis says she's just hoping to keep herself safe and her classroom clean \"and teach my kids as much as I possibly can.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One of her first lesson plans for Monday will be a Zoom session with a friend who's a doctor who has treated coronavirus patients. They'll discuss with the third-graders the severity of the virus and how they can protect themselves and their families.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Rural+Schools+Struggle+With+Road+Ahead+In+Era+Of+Coronavirus&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Some schools across the country are under pressure to reopen for in-person classes, even in states like Idaho where coronavirus cases continue to rise out of control.","status":"publish","parent":0,"modified":1597940639,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1005},"headData":{"title":"Rural Schools Struggle With Road Ahead In Era Of Coronavirus - MindShift","description":"Some schools across the country are under pressure to reopen for in-person classes, even in states like Idaho where coronavirus cases continue to rise out of control.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56545 https://ww2.kqed.org/mindshift/?p=56545","disqusUrl":"https://ww2.kqed.org/mindshift/2020/08/17/rural-schools-struggle-with-road-ahead-in-era-of-coronavirus/","disqusTitle":"Rural Schools Struggle With Road Ahead In Era Of Coronavirus","nprImageCredit":"Kirk Siegler","nprByline":"Kirk Siegler","nprImageAgency":"NPR ","nprStoryId":"902686819","nprApiLink":"http://api.npr.org/query?id=902686819&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/08/17/902686819/rural-schools-struggle-with-road-ahead-in-era-of-coronavirus?ft=nprml&f=902686819","nprRetrievedStory":"1","nprPubDate":"Mon, 17 Aug 2020 14:50:00 -0400","nprStoryDate":"Mon, 17 Aug 2020 05:00:00 -0400","nprLastModifiedDate":"Mon, 17 Aug 2020 14:50:09 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2020/08/20200817_me_rural_schools_struggle_with_road_ahead_in_era_of_coronavirus.mp3?orgId=1&topicId=1013&d=259&p=3&story=902686819&ft=nprml&f=902686819","nprAudioM3u":"http://api.npr.org/m3u/1903152263-05578b.m3u?orgId=1&topicId=1013&d=259&p=3&story=902686819&ft=nprml&f=902686819","path":"/mindshift/56545/rural-schools-struggle-with-road-ahead-in-era-of-coronavirus","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2020/08/20200817_me_rural_schools_struggle_with_road_ahead_in_era_of_coronavirus.mp3?orgId=1&topicId=1013&d=259&p=3&story=902686819&ft=nprml&f=902686819","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>At the Bruneau-Grandview School District in rural southern Idaho, a couple of dozen teachers are crowded into the small library.\u003c/p>\n\u003cp>They're doing a refresher training for online teaching. In person-classes are scheduled to begin Monday, but with coronavirus cases continuing to rise in Idaho and other states, it's an open question for how long.\u003c/p>\n\u003cp>Superintendent Ryan Cantrell, who's helping lead the Google Classroom training, is advising his staff that last-minute decisions will be the unfortunate normal this upcoming school year. Parents have the option of sending their kids to school this week, or staying fully online or some combination of both.\u003c/p>\n\u003cp>A recent survey indicated that about three-quarters of the district's families were comfortable sending their kids back to school this fall.\u003c/p>\n\u003cp>When the district abruptly went to online-only last spring, Cantrell says some students dropped off the map and learning suffered, especially in outlying areas where there's little or no Internet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There's a general consensus of let's get moving,\" Cantrell says. \"Let's get the kids back in here so that we can find out where they're at, how we can help them.\"\u003c/p>\n\u003cp>Those kids who do return can expect some changes. Desks will be spaced apart in classrooms and classes are being staggered to minimize the number of students in the hall at one time. The school day will also be shortened to allow for more online teaching.\u003c/p>\n\u003cp>In a small rural school like this, teachers like Maya Davis will be expected to work in both worlds.\u003c/p>\n\u003cp>\"That will be a little bit challenging to navigate because teaching online itself was a full-time job, and obviously teaching in a classroom is a full-time job,\" Davis said. \"But we're just making it work.\"\u003c/p>\n\u003cp>Schools around the country have been grappling with how or even whether to reopen. In the two isolated farming towns of Grandview and Bruneau, which form the joint school district, there are fewer than a dozen known COVID-19 cases. But in nearby more-urban counties, where some of the staff here commute from, infection rates continue to climb out of control.\u003c/p>\n\u003cp>In Idaho, public health experts have warned that schools that are reopening may just have to close down again because it's not safe.\u003c/p>\n\u003cp>At the training, Davis, who teaches third grade, was one of only a handful of teachers wearing a mask. Masks won't be required this semester, except on school buses. She and a few other staffers commute one hour each way from the Boise area.\u003c/p>\n\u003cp>\"I wear a mask just to protect my community,\" Davis says.\"I don't want to be the one coming from Boise bringing COVID into the community.\"\u003c/p>\n\u003cp>Masks just aren't that common in this mostly isolated, rural community along the Snake River, where social distancing is generally a fact of life. And in small towns like this, the school is often a reflection of a community's values, says superintendent Cantrell. Yet it feels almost inevitable to him that there will be coronavirus cases soon after in-person classes resume.\u003c/p>\n\u003cp>\"I think it's only a matter of time before we're back to all virtual,\" Cantrell says.\u003c/p>\n\u003cfigure id=\"attachment_56547\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56547\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/img_6352-9f09b4812bc39f04d3e3ac0950a96ffd171f0f28-scaled-e1597940584420.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Ryan Cantrell wants to get students back in class, even if just temporarily, after months of uncertainty and struggles with distance learning. \u003ccite>(Kirk Siegler/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He'll work closely with the local public health district to do contact tracing.\u003c/p>\n\u003cp>\"I expect almost immediately to have to start making decisions about who comes to school, who's quarantined, do we need to shut school down for two weeks,\" Cantrell says.\u003c/p>\n\u003cp>This is widely seen as an uncomfortable reality in Idaho, where generally most state leaders have been pushing for businesses and schools to reopen. This is one of the most politically red corners of the country, yet the state also now has a big red mark next to it as having one of the nation's fastest growing rates of coronavirus infections.\u003c/p>\n\u003cp>Some larger school districts in the state are beginning the school year all online. And public health experts have warned schools that are reopening that they may just have to close down again because it's not safe.\u003c/p>\n\u003cp>\"Listening to experts to set policy is an elitist approach,\" said state. Sen. Steven Thayn.\u003c/p>\n\u003cp>At a recent legislative hearing, Thayn, vice chair of an education committee, pushed a bill that would take authority away from Idaho's local health districts so they can't enforce school closures or mandatory mask orders. Many Republicans argued that local school boards should have the final say, not public health experts.\u003c/p>\n\u003cp>That bill and another that would limit a school's liability when it comes to coronavirus lawsuits is likely to be debated in a special session of the Legislature later this month.\u003c/p>\n\u003cp>\"There are a lot of people that are willing to go back to school, willing to go back to work and yet we're letting a few fearful people control the lives of those of us that are not fearful,\" Thayn said at the hearing.\u003c/p>\n\u003cp>In the Bruneau-Grandview district anyway, there is certainly some fear about the virus. But school leaders are also worried about students not learning. The district had long been labeled as poor-performing and things had started to turn around until the virus.\u003c/p>\n\u003cp>This is just another pressure point for schools across the country, and there's no clear blueprint on how to go forward.\u003c/p>\n\u003cp>For now, Davis says she's just hoping to keep herself safe and her classroom clean \"and teach my kids as much as I possibly can.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One of her first lesson plans for Monday will be a Zoom session with a friend who's a doctor who has treated coronavirus patients. They'll discuss with the third-graders the severity of the virus and how they can protect themselves and their families.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Rural+Schools+Struggle+With+Road+Ahead+In+Era+Of+Coronavirus&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56545/rural-schools-struggle-with-road-ahead-in-era-of-coronavirus","authors":["byline_mindshift_56545"],"categories":["mindshift_21345","mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_21347","mindshift_20627","mindshift_21359"],"featImg":"mindshift_56546","label":"mindshift"},"mindshift_54082":{"type":"posts","id":"mindshift_54082","meta":{"index":"posts_1591205157","site":"mindshift","id":"54082","score":null,"sort":[1565269938000]},"guestAuthors":[],"slug":"bringing-together-young-and-old-to-ease-the-isolation-of-rural-life","title":"Bringing Together Young And Old To Ease The Isolation Of Rural Life","publishDate":1565269938,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Priscilla Bogema lives in a rural town called McGregor, Minn., in a part of the state that has more trees and lakes than people.\u003c/p>\n\u003cp>She came here about 20 years ago seeking solitude during a major crisis in her life. She had just gotten divorced and was dealing with some health problems. \"So I came to a place where nobody could see me,\" she says.\u003c/p>\n\u003cp>Now, Bogema is in her 60s, frail and mostly confined to her house. Her arthritis and other health problems have limited her mobility. She struggles with the upkeep of her home and yard. She drives into town once a week for groceries and a movie with other seniors. But she doesn't have close friends she sees regularly and her children and grandchildren only visit once every few months.\u003c/p>\n\u003cp>The solitude she once sought is no longer as comforting. \"It can get lonely, very lonely,\" she says.\u003c/p>\n\u003cp>According to a recent poll by NPR, the Robert Wood Johnson Foundation and the Harvard T.H. Chan School of Public Health, Bogema is one of about 2.5 million rural residents (about 7% of the total rural population) who say they have no friends or family nearby to rely on. An additional 14 million (about 39%) say they only have a few people. Like Bogema, many feel isolated.\u003c/p>\n\u003cfigure id=\"attachment_54104\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54104\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-18_enl-1e6c34c52073035cbd581b0929629582028c01b8-1-e1565235566501.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">McGregor, Minn., is one of 18 communities in north-eastern part of the state that is participating in a program that addresses loneliness and social isolation by connecting the young with the old. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>People in rural areas report \"feeling lonely or left out,\" says Carrie Henning-Smith, the deputy director of the \u003ca href=\"https://www.ruralhealthresearch.org/centers/minnesota\">University of Minnesota Rural Health Research Center\u003c/a> and one of the authors of a recent \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/30609155\">study \u003c/a>on rural isolation, despite the fact that rural communities often have \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/21/725059882/poll-many-rural-americans-struggle-with-financial-insecurity-access-to-health-ca\">stronger social networks than urban ones\u003c/a>. She notes that many communities have become more socially isolated in recent years as rural economies have declined and young people moved away.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Social isolation is increasingly recognized as a \u003ca href=\"https://academic.oup.com/ppar/article/27/4/127/4782506\">public health issue\u003c/a>. Studies show that isolation and loneliness puts people at a higher risk of long term\u003ca href=\"https://heart.bmj.com/content/heartjnl/102/13/1009.full.pdf\"> physical\u003c/a> and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4225959/\">mental health problems\u003c/a>, including \u003ca href=\"https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1000316\">premature mortality\u003c/a>. And Henning-Smith's preliminary research suggests that in rural areas, isolation can reduce people's ability to meet daily needs, like access to health care and food.\u003c/p>\n\u003cp>A group in northeastern Minnesota is tackling this problem in a novel way: They're trying to reconnect a fragmented social fabric by bringing together generations to support each other — kids and the elderly.\u003c/p>\n\u003cp>McGregor is one of 18 rural communities running the program, called\u003ca href=\"https://northlandfdn.org/news/publications/age2age-outcomes-2013.pdf\"> AGE to age\u003c/a>. It connects more than 4,000 youth with almost 2,500 older adults annually.\u003c/p>\n\u003cp>The initiative is not just geared to help the elderly — the support runs both ways. It also helps children and young people in these communities feel more supported, giving them work experience and mentors. Children and seniors work on projects together — the kind of activity varies from community to community, and can range anywhere from participating in a reading club, to building and maintaining a community garden, to helping local food pantries, to working on art projects. Along the way, they develop meaningful relationships that can last beyond the program.\u003c/p>\n\u003cfigure id=\"attachment_54105\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54105\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-19_enl-a69e86f0a4679c4995ecb002de8680906bf7bc4c-1-e1565235619118.jpg\" alt=\"\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Daryl Doering (center) of Kids Plus explains how certain yard tools work to volunteers Amelia Seybold (left) and Jason Ponthieux during a popsicle break at Barbara Coplan's house. Kids Plus connects kids with adults and seniors to foster relationships in the community. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Cheryl Meld is the director of\u003ca href=\"https://www.facebook.com/KidsPlusOfMcGregor/\"> Kids Plus\u003c/a>, a local McGregor group that runs the AGE to age program in this community. She hopes it can help give the town a different future. \"I would like to see a more connected community, and one that sustains those connections,\" she says.\u003c/p>\n\u003cp>The initiative is \"truly unique,\" says \u003ca href=\"https://www.linkedin.com/in/carterflorence\">Carter Florence\u003c/a>, senior director of strategy at \u003ca href=\"https://www.mealsonwheelsamerica.org/\">Meals on Wheels America\u003c/a>, who grew up in rural Appalachia, in Hazard, Ky., and has spent much of her career working in rural areas. Many places around the country, she says, \"are trying to support community connections and grow the close-knitness of their communities,\" she says. But most of these efforts are small-scale, she adds.\u003c/p>\n\u003cp>\"Having such a big program covering such a wide area, that is really intentionally focused on the intergenerational connectedness is unique,\" agrees Henning-Smith.\u003c/p>\n\u003cp>\u003cstrong>A once-bustling town empties out\u003c/strong>\u003c/p>\n\u003cp>Social isolation and loneliness weren't always a problem in McGregor and neighboring towns, says Meld, who grew up in the next town over, Tamarac. These were once thriving, connected communities, she says.\u003c/p>\n\u003cp>\"There were large families,\" she says. \"There were a lot of people doing things together, and a real sense of neighbors and neighborhoods.\"\u003c/p>\n\u003cp>McGregor once had a bustling downtown, full of stores, bars and restaurants. People shopped and socialized there, running into each other and stopping by each other's homes, Meld remembers. But that started to change a couple of decades ago, she says, when the local economy began to decline.\u003c/p>\n\u003cfigure id=\"attachment_54106\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-54106\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-1200x800.jpg 1200w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">McGregor was once a vibrant community, but around two decades ago, the local economy declined and people began to move away in search of other opportunities. Those changes affected the social fabric of the town. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stores like Walmart and Costco arrived, pushing out local businesses. Minnesota's timber industry, a big source of employment, began to struggle. And family farms did too, as the farms became less profitable and young people moved away looking for other careers.\u003c/p>\n\u003cp>\"So we lost the sense of generational businesses and families living here,\" says Meld.\u003c/p>\n\u003cp>Today, downtown McGregor is eerily quiet, with only a handful of businesses, such as a car repair shop, a bowling alley, a health center, a church, and a funeral home.\u003c/p>\n\u003cp>\"People don't just get together or drop by for a visit [anymore],\" Meld says. \"You don't see kids playing pick up games, you don't see them get together to play a game of softball.\"\u003c/p>\n\u003cfigure id=\"attachment_54114\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-54114\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-23_custom-059c149a2da74483b8cc5eb70414df48b2e9d65a-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-23_custom-059c149a2da74483b8cc5eb70414df48b2e9d65a-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-23_custom-059c149a2da74483b8cc5eb70414df48b2e9d65a-s700-c85-160x107.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Cheryl Meld, who grew up in the town adjacent to McGregor and now runs the Kids Plus and the AGE to age program, says that as local businesses closed, families had to work harder to make ends meet. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The recent poll by NPR, Harvard and the Robert Wood Johnson Foundation found that low income contributes to isolation. The poll found a higher proportion — about three in ten — of rural adults in households earning less than $25,000 a year say they always or often feel lonely and isolated from others, compared to those who earn more money. Previously published studies show that poverty is associated with a greater experience of social isolation.\u003c/p>\n\u003cp>The economic decline has affected the well-being of the entire community, Meld says. Older adults are increasingly aging in isolation. And young and middle aged people are having to work harder to make ends meet.\u003c/p>\n\u003cfigure id=\"attachment_54115\" class=\"wp-caption alignnone\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-54115\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/fallback.png\" alt=\"\" width=\"600\" height=\"813\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/fallback.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/fallback-160x217.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Source: NPR/Robert Wood Johnson Foundation/Harvard T.H. Chan School of Public Health \"Life in Rural America — Part II\" survey of 1,405 adults living in the rural United States, conducted Jan. 1-March 2. The margin of error for the full sample is +/- 3.5 percentage points. For purposes of this poll, \"rural\" was defined as areas that are not part of a Metropolitan Statistical Area, as used in the 2016 National Exit Poll. \u003ccite>(Alyson Hurt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Poverty and social isolation have contributed to rising addiction rates in the community, says Meld.\u003c/p>\n\u003cp>All this has led to children growing up in difficult family circumstances, with hardly any opportunities to escape their realities.\u003c/p>\n\u003cp>\"If you talk with kids, they'll tell you their parents are separated or divorced or going through some kind of substance [abuse] issue, and that's commonplace\" Meld says. \"The reality of their life is a lot of disruption, a lot of sadness, a lot of kids filling adult roles in their family's lives, helping raise their siblings.\"\u003c/p>\n\u003cp>\u003cstrong>Supporting vulnerable children\u003c/strong>\u003c/p>\n\u003cp>AGE to age program leaders in each community make an effort to engage the most vulnerable kids, says Lynn Haglin, director at the \u003ca href=\"https://northlandfdn.org/\">Northland Foundation,\u003c/a> a Minnesota foundation which started the AGE to age program and funds it.\u003c/p>\n\u003cp>Without help, many kids — \"children in the shadows,\" as she calls them — end up struggling on their own, Haglin says. These are \"young people that kind of move through school very quietly and they just don't have those moments where they are made to feel like, 'Wow you are really something you really have a lot to offer,' \" says Haglin.\u003c/p>\n\u003cfigure id=\"attachment_54091\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54091\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-6_enl-990a58a90fcc99f00f7e05bad369700ecca263c6-e1565236026924.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Annastazia Vierkandt is now raising her two sons Hamilton (center) and Jack in McGregor, where she grew up. When she was in the seventh grade, she signed up with the AGE to age program and met Coplan, who became a mentor to her. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Annastazia Vierkandt, now 20 years old, mostly grew up in McGregor. She says the Kids Plus AGE to Age program was a lifeline for her.\u003c/p>\n\u003cp>When she was a kid, she and her family rarely saw their neighbors or friends. She had three siblings and three half-siblings but they were on their own a lot.\u003c/p>\n\u003cp>\"Being the oldest sister, I was just expected to take care of the kids,\" she says. \"My mom wouldn't go out and play with them or anything like that. Sometimes, we'd just be inside playing, and she'd be inside in her room, or sitting on her phone.\"\u003c/p>\n\u003cp>Her father lived in another town, and her step father worked long hours. Vierkandt spent much of her childhood feeling alone.\u003c/p>\n\u003cfigure id=\"attachment_54101\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54101\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-26_enl-9a1f119bd915ad7b9394f698560b584cd18c21f9-1-e1565236113402.jpg\" alt=\"\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Vierkandt says growing up, there wasn't a lot for kids to do. \"If you're not in school doing stuff, you're going to hang out with the wrong people and end up doing the wrong things. And I've seen people do that,\" she says, referring to drugs and alcohol use, which is a problem in the community. \"That's not where I wanted to be.\" \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Studies show that social isolation puts people at risk of a range of physical and mental health problems. And by the time Vierkandt was about 12 years old, she began to struggle with anxiety and depression.\u003c/p>\n\u003cp>Then, in seventh grade, she signed up to work with Kids Plus and met Barbara Coplan, who remembers her when they first met.\u003c/p>\n\u003cp>\"A very bubbly happy girl, but she would be stressed and inward,\" Coplan, who is now 70. \"And she needed some encouragement to be Anna, because Anna's a really cool person!\"\u003c/p>\n\u003cp>The two of them would meet up after school and head out into the community to work on various projects — helping out at community meals, a soup kitchen, a bake sale, a flower sale.\u003c/p>\n\u003cp>\"Anything that they did, I was usually there, because I didn't want to be at home,\" Vierkandt says.\u003c/p>\n\u003cfigure id=\"attachment_54099\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54099\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-7_enl-85616f224a63666988f2fc31b23db6f9ba58b567-1-e1565236160541.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Vierkandt says she appreciated her mentor Coplan's support and guidance during difficult years. \"For the older generation, they've lived life. They can tell you 'Oh that doesn't matter,'\" she says. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As she got to know Coplan better, Vierkandt started to open up to her about her home life, Coplan recalls. And Vierkandt was also anxious about a lot of things and afraid to talk to people.\u003c/p>\n\u003cp>Coplan, who has worked with over 50 children through the program over the years, realized that Vierkandt didn't have much support from the adults in her life. \"It's hard for the kids to fight when they feel like they don't have the support they need,\" she says.\u003c/p>\n\u003cp>So she began to give Vierkandt lots of encouragement to come out of her shell.\u003c/p>\n\u003cp>She says she would say to her: \"Hey, you're a great person! You talk to people, and communicate with them like you want. You're loving, you understand things. And if they don't want to talk to you, what's the worst that can happen? They'll say get away from me, OK!\"\u003c/p>\n\u003cp>Coplan was a positive role model, says Vierkandt. \"If I got frustrated or didn't understand how to do something, she was very patient and able to explain it in a way that would help me understand,\" she says.\u003c/p>\n\u003cp>The relationship, she says, helped her get through some difficult years, and helped her stay away from drugs, which is what a lot of kids she knew were doing.\u003c/p>\n\u003cfigure id=\"attachment_54116\" class=\"wp-caption alignnone\" style=\"max-width: 1300px\">\u003cimg class=\"size-full wp-image-54116\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85.jpg\" alt=\"\" width=\"1300\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85.jpg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-160x53.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-800x265.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-768x255.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-1020x338.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-1200x398.jpg 1200w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Doering, Seybold and Ponthieux, all with Kids Plus, clean up a flower bed in Coplan's yard. Coplan has worked with over 50 kids in the program. As her health declined in recent years, she turned to the community's children for help with maintaining her house and yard. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Connecting kids with an older adult is a way to give them the support of a mentor and a chance to feel like a valued member of the community, says Haglin.\u003c/p>\n\u003cp>\"It's really quite powerful, the impact [of having a] caring adult who takes an interest in this child who is struggling a little bit, who just needs that one-on-one to give them that lift or boost they need,\" she says.\u003c/p>\n\u003cp>Previous studies in other communities show that an older mentor can help children in all kinds of ways, like improving their \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/josh.12735\">academic performance,\u003c/a> increasing their awareness and self-confidence and even \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743554896111007\">reducing their risk\u003c/a> of drug use.\u003c/p>\n\u003cp>Surveys by the Northland Foundation show that 85% of children and youth participating in AGE to age across Northeastern Minnesota say they have created new friendships with their peers and adults, says Haglin. And all the adults who participate in the program say it has increased interactions between older adults and youth in their community.\u003c/p>\n\u003cp>And for the older adults, says Meld, the chance to help kids gives them a sense of purpose.\u003c/p>\n\u003cp>\"Ninety five percent of older adults report a renewed sense of purpose and community connection,\" says Haglin. \"And 94% of older adults report decreased feelings of isolation.\"\u003c/p>\n\u003cp>\u003cstrong>'Lifesavers'\u003c/strong>\u003c/p>\n\u003cp>It's a bright but cool summer morning and Bogema is dressed in a sweatshirt and jeans. She is expecting a group from Kids Plus to help her with some yard work. \"I'm dressed to work in the yard today,\" she says with a smile. \"Even if I don't pull weeds, I'm ready to go.\"\u003c/p>\n\u003cfigure id=\"attachment_54110\" class=\"wp-caption alignnone\" style=\"max-width: 998px\">\u003cimg class=\"size-full wp-image-54110\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1.jpg\" alt=\"\" width=\"998\" height=\"747\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1.jpg 998w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1-800x599.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1-768x575.jpg 768w\" sizes=\"(max-width: 998px) 100vw, 998px\">\u003cfigcaption class=\"wp-caption-text\">Bogema greets Darian Morgart (left) and Mason Jokamaki, both from Kids Plus who arrived to rake her yard, along with Lisa Belinger, an employee of Kids Plus. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Soon, a team of three — Lisa Belinger, an employee with\u003ca href=\"https://www.facebook.com/KidsPlusOfMcGregor/\"> Kids Plus\u003c/a>, and two 14 year-old boys, named Mason Jokamaki and Darian Morgart — arrive at Bogema's.\u003c/p>\n\u003cp>Bogema takes them to her garage so they can grab some rakes, and the team gets to work raking her yard.\u003c/p>\n\u003cfigure id=\"attachment_54111\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54111\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-5_enl-30ab49275caf817201ee106a72255232d5a63c4e-1-e1565236442365.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Morgart (left) says he joined the Kids Plus program as a way to see friends like Jokamaki during a time of the year when they wouldn't normally see each other. And, he says, it's a way to meet older people in the community \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Oh gosh you guys, thank you!\" says Bogema. \"Lifesavers!\"\u003c/p>\n\u003cp>Not only is she grateful for their help, she also appreciates their company. Their presence, the sound of their voices — talking and joking with each other — comfort her, she says: \"It's like I'm not alone.\"\u003c/p>\n\u003cp>The program has made her feel more plugged into the community. In fact, this year, she signed up to volunteer herself. Starting this fall, she will join the group's Reading Pals program, where seniors read to children and help them improve their reading skills.\u003c/p>\n\u003cfigure id=\"attachment_54112\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54112\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-13x_enl-4a291011b65b7220adb6384c5ebe740703ef24b0-1-e1565236528618.jpg\" alt=\"\" width=\"1920\" height=\"881\">\u003cfigcaption class=\"wp-caption-text\">Bogema says that the AGE to age program has made her feel more connected to the community. She says just hearing the sounds of kids talking in her yard makes her feel better. \"It's like I'm not alone,\" she says. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As for 14-year-old Morgart who's helping Bogema rake her yard, he says he decided to work with Kids Plus \"just to hang out in the summer [with friends], because other than that we don't hang out normally.\"\u003c/p>\n\u003cp>People live far away from each other, so without a ride from a parent, seeing friends outside of school isn't easy, he says.\u003c/p>\n\u003cp>His friend Jokamaki says he likes working with his friend. \"It doesn't feel like work. It feels like fun,\" he says.\u003c/p>\n\u003cp>The program also makes them feel more connected to other people in the town. \"If I'm doing something for other people ... and then, I see them further down the line, like somewhere else, then they recognize me and I recognize them,\" says Morgart. \"It's just nice.\"\u003c/p>\n\u003cp>And those community connections can last well beyond the program, as they did for Anna Vierkandt.\u003c/p>\n\u003cp>Today, Vierkandt is happily married with two children. She is no longer in contact with her own mother, but thinks of her AGE to age mentor Coplan as her second mother and continues to stay in touch with her. Coplan was the first person she texted with pictures after she gave birth to her son earlier this year.\u003c/p>\n\u003cp>Coplan and the program changed her life, says Vierkandt, by giving her \"a sense of purpose and belonging.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The program benefits the entire community, says Coplan. \"Because all it does is pull everybody together.\"\u003c/p>\n\u003cfigure id=\"attachment_54117\" class=\"wp-caption alignnone\" style=\"max-width: 1300px\">\u003cimg class=\"size-full wp-image-54117\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85.jpg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85.jpg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-1200x799.jpg 1200w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Vierkandt says the program has taught her empathy and compassion. \"That's just kind of how I live my life now,\" she says. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Bringing+Together+Young+And+Old+To+Ease+The+Isolation+Of+Rural+Life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In rural communities, loneliness and lack of social connection are taking a toll on the elderly and young alike. One group in Minnesota is trying to solve the problem by connecting the generations. ","status":"publish","parent":0,"modified":1565270023,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":67,"wordCount":2968},"headData":{"title":"Bringing Together Young And Old To Ease The Isolation Of Rural Life | KQED","description":"In rural communities, loneliness and lack of social connection are taking a toll on the elderly and young alike. One group in Minnesota is trying to solve the problem by connecting the generations. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54082 https://ww2.kqed.org/mindshift/?p=54082","disqusUrl":"https://ww2.kqed.org/mindshift/2019/08/08/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life/","disqusTitle":"Bringing Together Young And Old To Ease The Isolation Of Rural Life","nprByline":"Rhitu Chatterjee","nprImageAgency":"Meredith Rizzo/NPR","path":"/mindshift/54082/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Priscilla Bogema lives in a rural town called McGregor, Minn., in a part of the state that has more trees and lakes than people.\u003c/p>\n\u003cp>She came here about 20 years ago seeking solitude during a major crisis in her life. She had just gotten divorced and was dealing with some health problems. \"So I came to a place where nobody could see me,\" she says.\u003c/p>\n\u003cp>Now, Bogema is in her 60s, frail and mostly confined to her house. Her arthritis and other health problems have limited her mobility. She struggles with the upkeep of her home and yard. She drives into town once a week for groceries and a movie with other seniors. But she doesn't have close friends she sees regularly and her children and grandchildren only visit once every few months.\u003c/p>\n\u003cp>The solitude she once sought is no longer as comforting. \"It can get lonely, very lonely,\" she says.\u003c/p>\n\u003cp>According to a recent poll by NPR, the Robert Wood Johnson Foundation and the Harvard T.H. Chan School of Public Health, Bogema is one of about 2.5 million rural residents (about 7% of the total rural population) who say they have no friends or family nearby to rely on. An additional 14 million (about 39%) say they only have a few people. Like Bogema, many feel isolated.\u003c/p>\n\u003cfigure id=\"attachment_54104\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54104\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-18_enl-1e6c34c52073035cbd581b0929629582028c01b8-1-e1565235566501.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">McGregor, Minn., is one of 18 communities in north-eastern part of the state that is participating in a program that addresses loneliness and social isolation by connecting the young with the old. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>People in rural areas report \"feeling lonely or left out,\" says Carrie Henning-Smith, the deputy director of the \u003ca href=\"https://www.ruralhealthresearch.org/centers/minnesota\">University of Minnesota Rural Health Research Center\u003c/a> and one of the authors of a recent \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/30609155\">study \u003c/a>on rural isolation, despite the fact that rural communities often have \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/21/725059882/poll-many-rural-americans-struggle-with-financial-insecurity-access-to-health-ca\">stronger social networks than urban ones\u003c/a>. She notes that many communities have become more socially isolated in recent years as rural economies have declined and young people moved away.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Social isolation is increasingly recognized as a \u003ca href=\"https://academic.oup.com/ppar/article/27/4/127/4782506\">public health issue\u003c/a>. Studies show that isolation and loneliness puts people at a higher risk of long term\u003ca href=\"https://heart.bmj.com/content/heartjnl/102/13/1009.full.pdf\"> physical\u003c/a> and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4225959/\">mental health problems\u003c/a>, including \u003ca href=\"https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1000316\">premature mortality\u003c/a>. And Henning-Smith's preliminary research suggests that in rural areas, isolation can reduce people's ability to meet daily needs, like access to health care and food.\u003c/p>\n\u003cp>A group in northeastern Minnesota is tackling this problem in a novel way: They're trying to reconnect a fragmented social fabric by bringing together generations to support each other — kids and the elderly.\u003c/p>\n\u003cp>McGregor is one of 18 rural communities running the program, called\u003ca href=\"https://northlandfdn.org/news/publications/age2age-outcomes-2013.pdf\"> AGE to age\u003c/a>. It connects more than 4,000 youth with almost 2,500 older adults annually.\u003c/p>\n\u003cp>The initiative is not just geared to help the elderly — the support runs both ways. It also helps children and young people in these communities feel more supported, giving them work experience and mentors. Children and seniors work on projects together — the kind of activity varies from community to community, and can range anywhere from participating in a reading club, to building and maintaining a community garden, to helping local food pantries, to working on art projects. Along the way, they develop meaningful relationships that can last beyond the program.\u003c/p>\n\u003cfigure id=\"attachment_54105\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54105\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-19_enl-a69e86f0a4679c4995ecb002de8680906bf7bc4c-1-e1565235619118.jpg\" alt=\"\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Daryl Doering (center) of Kids Plus explains how certain yard tools work to volunteers Amelia Seybold (left) and Jason Ponthieux during a popsicle break at Barbara Coplan's house. Kids Plus connects kids with adults and seniors to foster relationships in the community. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Cheryl Meld is the director of\u003ca href=\"https://www.facebook.com/KidsPlusOfMcGregor/\"> Kids Plus\u003c/a>, a local McGregor group that runs the AGE to age program in this community. She hopes it can help give the town a different future. \"I would like to see a more connected community, and one that sustains those connections,\" she says.\u003c/p>\n\u003cp>The initiative is \"truly unique,\" says \u003ca href=\"https://www.linkedin.com/in/carterflorence\">Carter Florence\u003c/a>, senior director of strategy at \u003ca href=\"https://www.mealsonwheelsamerica.org/\">Meals on Wheels America\u003c/a>, who grew up in rural Appalachia, in Hazard, Ky., and has spent much of her career working in rural areas. Many places around the country, she says, \"are trying to support community connections and grow the close-knitness of their communities,\" she says. But most of these efforts are small-scale, she adds.\u003c/p>\n\u003cp>\"Having such a big program covering such a wide area, that is really intentionally focused on the intergenerational connectedness is unique,\" agrees Henning-Smith.\u003c/p>\n\u003cp>\u003cstrong>A once-bustling town empties out\u003c/strong>\u003c/p>\n\u003cp>Social isolation and loneliness weren't always a problem in McGregor and neighboring towns, says Meld, who grew up in the next town over, Tamarac. These were once thriving, connected communities, she says.\u003c/p>\n\u003cp>\"There were large families,\" she says. \"There were a lot of people doing things together, and a real sense of neighbors and neighborhoods.\"\u003c/p>\n\u003cp>McGregor once had a bustling downtown, full of stores, bars and restaurants. People shopped and socialized there, running into each other and stopping by each other's homes, Meld remembers. But that started to change a couple of decades ago, she says, when the local economy began to decline.\u003c/p>\n\u003cfigure id=\"attachment_54106\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-54106\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-1200x800.jpg 1200w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">McGregor was once a vibrant community, but around two decades ago, the local economy declined and people began to move away in search of other opportunities. Those changes affected the social fabric of the town. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stores like Walmart and Costco arrived, pushing out local businesses. Minnesota's timber industry, a big source of employment, began to struggle. And family farms did too, as the farms became less profitable and young people moved away looking for other careers.\u003c/p>\n\u003cp>\"So we lost the sense of generational businesses and families living here,\" says Meld.\u003c/p>\n\u003cp>Today, downtown McGregor is eerily quiet, with only a handful of businesses, such as a car repair shop, a bowling alley, a health center, a church, and a funeral home.\u003c/p>\n\u003cp>\"People don't just get together or drop by for a visit [anymore],\" Meld says. \"You don't see kids playing pick up games, you don't see them get together to play a game of softball.\"\u003c/p>\n\u003cfigure id=\"attachment_54114\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-54114\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-23_custom-059c149a2da74483b8cc5eb70414df48b2e9d65a-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-23_custom-059c149a2da74483b8cc5eb70414df48b2e9d65a-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-23_custom-059c149a2da74483b8cc5eb70414df48b2e9d65a-s700-c85-160x107.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Cheryl Meld, who grew up in the town adjacent to McGregor and now runs the Kids Plus and the AGE to age program, says that as local businesses closed, families had to work harder to make ends meet. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The recent poll by NPR, Harvard and the Robert Wood Johnson Foundation found that low income contributes to isolation. The poll found a higher proportion — about three in ten — of rural adults in households earning less than $25,000 a year say they always or often feel lonely and isolated from others, compared to those who earn more money. Previously published studies show that poverty is associated with a greater experience of social isolation.\u003c/p>\n\u003cp>The economic decline has affected the well-being of the entire community, Meld says. Older adults are increasingly aging in isolation. And young and middle aged people are having to work harder to make ends meet.\u003c/p>\n\u003cfigure id=\"attachment_54115\" class=\"wp-caption alignnone\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-54115\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/fallback.png\" alt=\"\" width=\"600\" height=\"813\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/fallback.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/fallback-160x217.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Source: NPR/Robert Wood Johnson Foundation/Harvard T.H. Chan School of Public Health \"Life in Rural America — Part II\" survey of 1,405 adults living in the rural United States, conducted Jan. 1-March 2. The margin of error for the full sample is +/- 3.5 percentage points. For purposes of this poll, \"rural\" was defined as areas that are not part of a Metropolitan Statistical Area, as used in the 2016 National Exit Poll. \u003ccite>(Alyson Hurt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Poverty and social isolation have contributed to rising addiction rates in the community, says Meld.\u003c/p>\n\u003cp>All this has led to children growing up in difficult family circumstances, with hardly any opportunities to escape their realities.\u003c/p>\n\u003cp>\"If you talk with kids, they'll tell you their parents are separated or divorced or going through some kind of substance [abuse] issue, and that's commonplace\" Meld says. \"The reality of their life is a lot of disruption, a lot of sadness, a lot of kids filling adult roles in their family's lives, helping raise their siblings.\"\u003c/p>\n\u003cp>\u003cstrong>Supporting vulnerable children\u003c/strong>\u003c/p>\n\u003cp>AGE to age program leaders in each community make an effort to engage the most vulnerable kids, says Lynn Haglin, director at the \u003ca href=\"https://northlandfdn.org/\">Northland Foundation,\u003c/a> a Minnesota foundation which started the AGE to age program and funds it.\u003c/p>\n\u003cp>Without help, many kids — \"children in the shadows,\" as she calls them — end up struggling on their own, Haglin says. These are \"young people that kind of move through school very quietly and they just don't have those moments where they are made to feel like, 'Wow you are really something you really have a lot to offer,' \" says Haglin.\u003c/p>\n\u003cfigure id=\"attachment_54091\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54091\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-6_enl-990a58a90fcc99f00f7e05bad369700ecca263c6-e1565236026924.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Annastazia Vierkandt is now raising her two sons Hamilton (center) and Jack in McGregor, where she grew up. When she was in the seventh grade, she signed up with the AGE to age program and met Coplan, who became a mentor to her. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Annastazia Vierkandt, now 20 years old, mostly grew up in McGregor. She says the Kids Plus AGE to Age program was a lifeline for her.\u003c/p>\n\u003cp>When she was a kid, she and her family rarely saw their neighbors or friends. She had three siblings and three half-siblings but they were on their own a lot.\u003c/p>\n\u003cp>\"Being the oldest sister, I was just expected to take care of the kids,\" she says. \"My mom wouldn't go out and play with them or anything like that. Sometimes, we'd just be inside playing, and she'd be inside in her room, or sitting on her phone.\"\u003c/p>\n\u003cp>Her father lived in another town, and her step father worked long hours. Vierkandt spent much of her childhood feeling alone.\u003c/p>\n\u003cfigure id=\"attachment_54101\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54101\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-26_enl-9a1f119bd915ad7b9394f698560b584cd18c21f9-1-e1565236113402.jpg\" alt=\"\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Vierkandt says growing up, there wasn't a lot for kids to do. \"If you're not in school doing stuff, you're going to hang out with the wrong people and end up doing the wrong things. And I've seen people do that,\" she says, referring to drugs and alcohol use, which is a problem in the community. \"That's not where I wanted to be.\" \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Studies show that social isolation puts people at risk of a range of physical and mental health problems. And by the time Vierkandt was about 12 years old, she began to struggle with anxiety and depression.\u003c/p>\n\u003cp>Then, in seventh grade, she signed up to work with Kids Plus and met Barbara Coplan, who remembers her when they first met.\u003c/p>\n\u003cp>\"A very bubbly happy girl, but she would be stressed and inward,\" Coplan, who is now 70. \"And she needed some encouragement to be Anna, because Anna's a really cool person!\"\u003c/p>\n\u003cp>The two of them would meet up after school and head out into the community to work on various projects — helping out at community meals, a soup kitchen, a bake sale, a flower sale.\u003c/p>\n\u003cp>\"Anything that they did, I was usually there, because I didn't want to be at home,\" Vierkandt says.\u003c/p>\n\u003cfigure id=\"attachment_54099\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54099\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-7_enl-85616f224a63666988f2fc31b23db6f9ba58b567-1-e1565236160541.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Vierkandt says she appreciated her mentor Coplan's support and guidance during difficult years. \"For the older generation, they've lived life. They can tell you 'Oh that doesn't matter,'\" she says. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As she got to know Coplan better, Vierkandt started to open up to her about her home life, Coplan recalls. And Vierkandt was also anxious about a lot of things and afraid to talk to people.\u003c/p>\n\u003cp>Coplan, who has worked with over 50 children through the program over the years, realized that Vierkandt didn't have much support from the adults in her life. \"It's hard for the kids to fight when they feel like they don't have the support they need,\" she says.\u003c/p>\n\u003cp>So she began to give Vierkandt lots of encouragement to come out of her shell.\u003c/p>\n\u003cp>She says she would say to her: \"Hey, you're a great person! You talk to people, and communicate with them like you want. You're loving, you understand things. And if they don't want to talk to you, what's the worst that can happen? They'll say get away from me, OK!\"\u003c/p>\n\u003cp>Coplan was a positive role model, says Vierkandt. \"If I got frustrated or didn't understand how to do something, she was very patient and able to explain it in a way that would help me understand,\" she says.\u003c/p>\n\u003cp>The relationship, she says, helped her get through some difficult years, and helped her stay away from drugs, which is what a lot of kids she knew were doing.\u003c/p>\n\u003cfigure id=\"attachment_54116\" class=\"wp-caption alignnone\" style=\"max-width: 1300px\">\u003cimg class=\"size-full wp-image-54116\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85.jpg\" alt=\"\" width=\"1300\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85.jpg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-160x53.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-800x265.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-768x255.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-1020x338.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-1200x398.jpg 1200w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Doering, Seybold and Ponthieux, all with Kids Plus, clean up a flower bed in Coplan's yard. Coplan has worked with over 50 kids in the program. As her health declined in recent years, she turned to the community's children for help with maintaining her house and yard. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Connecting kids with an older adult is a way to give them the support of a mentor and a chance to feel like a valued member of the community, says Haglin.\u003c/p>\n\u003cp>\"It's really quite powerful, the impact [of having a] caring adult who takes an interest in this child who is struggling a little bit, who just needs that one-on-one to give them that lift or boost they need,\" she says.\u003c/p>\n\u003cp>Previous studies in other communities show that an older mentor can help children in all kinds of ways, like improving their \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/josh.12735\">academic performance,\u003c/a> increasing their awareness and self-confidence and even \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743554896111007\">reducing their risk\u003c/a> of drug use.\u003c/p>\n\u003cp>Surveys by the Northland Foundation show that 85% of children and youth participating in AGE to age across Northeastern Minnesota say they have created new friendships with their peers and adults, says Haglin. And all the adults who participate in the program say it has increased interactions between older adults and youth in their community.\u003c/p>\n\u003cp>And for the older adults, says Meld, the chance to help kids gives them a sense of purpose.\u003c/p>\n\u003cp>\"Ninety five percent of older adults report a renewed sense of purpose and community connection,\" says Haglin. \"And 94% of older adults report decreased feelings of isolation.\"\u003c/p>\n\u003cp>\u003cstrong>'Lifesavers'\u003c/strong>\u003c/p>\n\u003cp>It's a bright but cool summer morning and Bogema is dressed in a sweatshirt and jeans. She is expecting a group from Kids Plus to help her with some yard work. \"I'm dressed to work in the yard today,\" she says with a smile. \"Even if I don't pull weeds, I'm ready to go.\"\u003c/p>\n\u003cfigure id=\"attachment_54110\" class=\"wp-caption alignnone\" style=\"max-width: 998px\">\u003cimg class=\"size-full wp-image-54110\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1.jpg\" alt=\"\" width=\"998\" height=\"747\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1.jpg 998w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1-800x599.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1-768x575.jpg 768w\" sizes=\"(max-width: 998px) 100vw, 998px\">\u003cfigcaption class=\"wp-caption-text\">Bogema greets Darian Morgart (left) and Mason Jokamaki, both from Kids Plus who arrived to rake her yard, along with Lisa Belinger, an employee of Kids Plus. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Soon, a team of three — Lisa Belinger, an employee with\u003ca href=\"https://www.facebook.com/KidsPlusOfMcGregor/\"> Kids Plus\u003c/a>, and two 14 year-old boys, named Mason Jokamaki and Darian Morgart — arrive at Bogema's.\u003c/p>\n\u003cp>Bogema takes them to her garage so they can grab some rakes, and the team gets to work raking her yard.\u003c/p>\n\u003cfigure id=\"attachment_54111\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54111\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-5_enl-30ab49275caf817201ee106a72255232d5a63c4e-1-e1565236442365.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Morgart (left) says he joined the Kids Plus program as a way to see friends like Jokamaki during a time of the year when they wouldn't normally see each other. And, he says, it's a way to meet older people in the community \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Oh gosh you guys, thank you!\" says Bogema. \"Lifesavers!\"\u003c/p>\n\u003cp>Not only is she grateful for their help, she also appreciates their company. Their presence, the sound of their voices — talking and joking with each other — comfort her, she says: \"It's like I'm not alone.\"\u003c/p>\n\u003cp>The program has made her feel more plugged into the community. In fact, this year, she signed up to volunteer herself. Starting this fall, she will join the group's Reading Pals program, where seniors read to children and help them improve their reading skills.\u003c/p>\n\u003cfigure id=\"attachment_54112\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54112\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-13x_enl-4a291011b65b7220adb6384c5ebe740703ef24b0-1-e1565236528618.jpg\" alt=\"\" width=\"1920\" height=\"881\">\u003cfigcaption class=\"wp-caption-text\">Bogema says that the AGE to age program has made her feel more connected to the community. She says just hearing the sounds of kids talking in her yard makes her feel better. \"It's like I'm not alone,\" she says. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As for 14-year-old Morgart who's helping Bogema rake her yard, he says he decided to work with Kids Plus \"just to hang out in the summer [with friends], because other than that we don't hang out normally.\"\u003c/p>\n\u003cp>People live far away from each other, so without a ride from a parent, seeing friends outside of school isn't easy, he says.\u003c/p>\n\u003cp>His friend Jokamaki says he likes working with his friend. \"It doesn't feel like work. It feels like fun,\" he says.\u003c/p>\n\u003cp>The program also makes them feel more connected to other people in the town. \"If I'm doing something for other people ... and then, I see them further down the line, like somewhere else, then they recognize me and I recognize them,\" says Morgart. \"It's just nice.\"\u003c/p>\n\u003cp>And those community connections can last well beyond the program, as they did for Anna Vierkandt.\u003c/p>\n\u003cp>Today, Vierkandt is happily married with two children. She is no longer in contact with her own mother, but thinks of her AGE to age mentor Coplan as her second mother and continues to stay in touch with her. Coplan was the first person she texted with pictures after she gave birth to her son earlier this year.\u003c/p>\n\u003cp>Coplan and the program changed her life, says Vierkandt, by giving her \"a sense of purpose and belonging.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The program benefits the entire community, says Coplan. \"Because all it does is pull everybody together.\"\u003c/p>\n\u003cfigure id=\"attachment_54117\" class=\"wp-caption alignnone\" style=\"max-width: 1300px\">\u003cimg class=\"size-full wp-image-54117\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85.jpg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85.jpg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-1200x799.jpg 1200w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Vierkandt says the program has taught her empathy and compassion. \"That's just kind of how I live my life now,\" she says. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Bringing+Together+Young+And+Old+To+Ease+The+Isolation+Of+Rural+Life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54082/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life","authors":["byline_mindshift_54082"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_21010","mindshift_21213","mindshift_20627","mindshift_223"],"featImg":"mindshift_54086","label":"mindshift"},"mindshift_53232":{"type":"posts","id":"mindshift_53232","meta":{"index":"posts_1591205157","site":"mindshift","id":"53232","score":null,"sort":[1551944447000]},"guestAuthors":[],"slug":"one-reason-rural-students-dont-go-to-college-colleges-dont-go-to-them","title":"One Reason Rural Students Don't Go To College: Colleges Don't Go To Them","publishDate":1551944447,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The sunrise in rural central Michigan reveals a landscape of neatly divided cornfields crossed by ditches and wooded creeks. But few of the sleepy teenagers on the school bus from Maple Valley Junior-Senior High School likely noticed this scene on their hour drive to Grand Rapids.\u003c/p>\n\u003cp>They set out from their tiny school district of about 1,000 students, heading to the closest big city for a college recruiting fair. About 151 colleges and universities were waiting.\u003c/p>\n\u003cp>The students, from Nashville and Vermontville, Mich., were going to the recruiters because few recruiters come to see them.\u003c/p>\n\u003cp>For urban and suburban students, it's common to have college recruiters visit their schools — maybe they set up a booth in the lunchroom, or talk with students during an English class. But recruiters rarely go to small, rural schools like Maple Valley, which serves fewer than 450 seventh- through 12th-graders.\u003c/p>\n\u003cp>\"When we think about an urban high school, a college recruiter can hit 1,500 students at a time,\" says Andrew Koricich, a professor of education at Appalachian State University. \"To do that in a rural area, you may have to go to 10 high schools.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rural households also have lower incomes than urban and suburban ones, \u003ca href=\"https://www.census.gov/newsroom/blogs/random-samplings/2016/12/a_comparison_of_rura.html\">the Census Bureau reports\u003c/a>, meaning that rural students are less profitable for colleges, which often have to offer them financial aid.\u003c/p>\n\u003cp>\"People tend to overlook the rural areas. I think it's kind of disappointing because some able students could get looked over,\" says David Hochstetler, one of the Maple Valley students riding the bus to Grand Rapids. He's interested in pursuing engineering or computer science in college.\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/interactive/2018/04/13/opinion/college-recruitment-rich-white.html\">One recent study\u003c/a> by researchers at UCLA and the University of Arizona found public high schools in affluent areas receive more college recruiter visits than schools in less affluent areas. Those researchers also found recruiters from private colleges concentrate disproportionately on private schools. Rural areas usually have neither wealthy families nor private schools.\u003c/p>\n\u003cp>David Morrow, principal of St. Francis Community Junior/Senior High School in the northwestern corner of Kansas, says only a few public regional institutions visit his combined middle and high school of about 130 students. Kansas State University visits, but in the last five years, the University of Kansas visited the school only once.\u003c/p>\n\u003cp>In Sparta, Ga., just a few regional institutions visit the 230-some students at Hancock Central High School, according to counselor Carlton Stewart. The University of Georgia doesn't come, Stewart says, and Morehouse College only recruits for \u003ca href=\"https://www.morehouse.edu/academics/trio/ubstate/\">a summer program\u003c/a> for high schoolers, not for admission.\u003c/p>\n\u003cp>This anemic outreach is among the reasons comparatively low numbers of high school graduates from rural areas end up in college the following fall — 59 percent, compared to 62 percent of urban and 67 percent of suburban high school grads, \u003ca href=\"https://nscresearchcenter.org/high-school-benchmarks-2016-national-college-progression-rates/\">according to the National Student Clearinghouse\u003c/a>, which tracks this.\u003c/p>\n\u003cp>At Maple Valley, graduation rates are above the national average, but only \u003ca href=\"https://www.mischooldata.org/ParentDashboard/ParentDashboardPostsecondaryEnrollment.aspx\">45 percent\u003c/a> of Maple Valley's 2018 graduates enrolled in college.\u003c/p>\n\u003cp>\u003cstrong>Why rural recruiting matters\u003c/strong>\u003c/p>\n\u003cp>\"Providing greater postsecondary opportunities for rural residents isn't simply a matter of equity or moral obligation — it's a matter of continued national prosperity,\" says Appalachian State's Andrew Koricich. He points out that our economy relies heavily on rural communities and workers.\u003c/p>\n\u003cp>Colleges that get most of their students from urban centers have only recently begun to consider rural student outreach as a deliberate part of their recruitment strategies, says David Hawkins of the National Association for College Admission Counseling, or NACAC.\u003c/p>\n\u003cp>Some selective colleges are noticing the importance of rural America, perhaps spurred by \u003ca href=\"http://hechingerreport.org/university-enrollment-decline-continues-into-sixth-straight-year/\">a dramatic enrollment decline\u003c/a> and the attention that came with the 2016 elections..\u003c/p>\n\u003cp>According to Patricia McDonough, an education professor at UCLA, they've realized that \"selective institutions should have a broader range of representation of types of students related to the types of adults we have in America.\"\u003c/p>\n\u003cp>\u003cstrong>The challenges of rural recruiting\u003c/strong>\u003c/p>\n\u003cp>Colleges that do try to recruit at rural high schools or regional recruiting fairs have cultural obstacles to overcome, too.\u003c/p>\n\u003cp>In her research, McDonough has found even the smartest rural students tend to be reluctant to move far away to go to college. \"It's kind of a golden cage,\" she says. \"You don't want to leave home, family — a way of life that you know and love.\"\u003c/p>\n\u003cp>\"I'm used to smaller settings, not bigger settings,\" explains Britani Shilton, a Maple Valley senior and four-sport athlete. Going to a big state school would be really overwhelming, she says. \"I went to Michigan State for a basketball camp one time, and there were so many people there. I was like, 'Whoa! I don't know what to think about this.' \"\u003c/p>\n\u003cp>Rural parents can also be skeptical of higher education in general, says Julia DeGroot, Maple Valley's college counselor. DeGroot is the daughter of Grand Rapids white-collar professionals and went to a private high school. For her, she says, \"college was never, 'Are you going?' It was, 'Where are you going?' \" But at Maple Valley, she says, \"That's not the case for these kids.\"\u003c/p>\n\u003cp>\"One of the biggest struggles is getting the parents to see that big picture where, 'It's OK if my kid goes away to college for four years. It doesn't mean that they're never coming back.' \"\u003c/p>\n\u003cp>Overcoming such perceptions means not only reaching rural students where they live, but getting them to visit campuses, says Andy Borst, director of \u003ca href=\"https://admissions.illinois.edu/\">undergraduate admissions at the University of Illinois at Urbana–Champaign\u003c/a>.\u003c/p>\n\u003cp>\"Students come to campus with reluctance, feeling that it may be too big. Once they get there and talk one-on-one to a current student, faculty person or admissions staff, they tend to be less frightened,\" Borst says.\u003c/p>\n\u003cp>But it's not always easy for rural students to visit a campus. \"You have to drive a long distance to actually get somewhere that's an actual place,\" explains Maple Valley senior Sarah Lowndes.\u003c/p>\n\u003cp>\u003cstrong>'A community of nerds like me'\u003c/strong>\u003c/p>\n\u003cp>David Hochstetler, the Maple Valley student interested in engineering, met with representatives from Michigan Technological University at the college recruiting fair in Grand Rapids. That meeting helped him decide to attend. The school also sent him an invitation to apply as a \"select nominee.\" He applied and was accepted early and given a yearly academic scholarship.\u003c/p>\n\u003cp>He was also able to visit the campus in Houghton, more than eight\u003cbr>\nhours away by car, because his family vacations on the Upper Peninsula. There, he took a college tour and connected with current students over his passion for engineering.\u003c/p>\n\u003cp>\"Around here [home], there aren't that many people on the engineering or computer side of things, \" he says. \"I thought it would be cool to go into a community of nerds like me.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about rural college-going was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 The Hechinger Report. To see more, visit \u003ca>The Hechinger Report\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=One+Reason+Rural+Students+Don%27t+Go+To+College%3A+Colleges+Don%27t+Go+To+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"\"People tend to overlook the rural areas,\" says David Hochstetler, a high school senior in rural Michigan. \"I think it's kind of disappointing because some able students could get looked over.\"","status":"publish","parent":0,"modified":1551944447,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1181},"headData":{"title":"One Reason Rural Students Don't Go To College: Colleges Don't Go To Them | KQED","description":""People tend to overlook the rural areas," says David Hochstetler, a high school senior in rural Michigan. "I think it's kind of disappointing because some able students could get looked over."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53232 https://ww2.kqed.org/mindshift/?p=53232","disqusUrl":"https://ww2.kqed.org/mindshift/2019/03/06/one-reason-rural-students-dont-go-to-college-colleges-dont-go-to-them/","disqusTitle":"One Reason Rural Students Don't Go To College: Colleges Don't Go To Them","nprByline":"Aaron Gettinger","nprImageAgency":"Maria Fabrizio for NPR","nprStoryId":"697098684","nprApiLink":"http://api.npr.org/query?id=697098684&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/03/06/697098684/one-reason-rural-students-dont-go-to-college-colleges-don-t-go-to-them?ft=nprml&f=697098684","nprRetrievedStory":"1","nprPubDate":"Wed, 06 Mar 2019 14:06:00 -0500","nprStoryDate":"Wed, 06 Mar 2019 06:00:20 -0500","nprLastModifiedDate":"Wed, 06 Mar 2019 14:06:29 -0500","path":"/mindshift/53232/one-reason-rural-students-dont-go-to-college-colleges-dont-go-to-them","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The sunrise in rural central Michigan reveals a landscape of neatly divided cornfields crossed by ditches and wooded creeks. But few of the sleepy teenagers on the school bus from Maple Valley Junior-Senior High School likely noticed this scene on their hour drive to Grand Rapids.\u003c/p>\n\u003cp>They set out from their tiny school district of about 1,000 students, heading to the closest big city for a college recruiting fair. About 151 colleges and universities were waiting.\u003c/p>\n\u003cp>The students, from Nashville and Vermontville, Mich., were going to the recruiters because few recruiters come to see them.\u003c/p>\n\u003cp>For urban and suburban students, it's common to have college recruiters visit their schools — maybe they set up a booth in the lunchroom, or talk with students during an English class. But recruiters rarely go to small, rural schools like Maple Valley, which serves fewer than 450 seventh- through 12th-graders.\u003c/p>\n\u003cp>\"When we think about an urban high school, a college recruiter can hit 1,500 students at a time,\" says Andrew Koricich, a professor of education at Appalachian State University. \"To do that in a rural area, you may have to go to 10 high schools.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rural households also have lower incomes than urban and suburban ones, \u003ca href=\"https://www.census.gov/newsroom/blogs/random-samplings/2016/12/a_comparison_of_rura.html\">the Census Bureau reports\u003c/a>, meaning that rural students are less profitable for colleges, which often have to offer them financial aid.\u003c/p>\n\u003cp>\"People tend to overlook the rural areas. I think it's kind of disappointing because some able students could get looked over,\" says David Hochstetler, one of the Maple Valley students riding the bus to Grand Rapids. He's interested in pursuing engineering or computer science in college.\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/interactive/2018/04/13/opinion/college-recruitment-rich-white.html\">One recent study\u003c/a> by researchers at UCLA and the University of Arizona found public high schools in affluent areas receive more college recruiter visits than schools in less affluent areas. Those researchers also found recruiters from private colleges concentrate disproportionately on private schools. Rural areas usually have neither wealthy families nor private schools.\u003c/p>\n\u003cp>David Morrow, principal of St. Francis Community Junior/Senior High School in the northwestern corner of Kansas, says only a few public regional institutions visit his combined middle and high school of about 130 students. Kansas State University visits, but in the last five years, the University of Kansas visited the school only once.\u003c/p>\n\u003cp>In Sparta, Ga., just a few regional institutions visit the 230-some students at Hancock Central High School, according to counselor Carlton Stewart. The University of Georgia doesn't come, Stewart says, and Morehouse College only recruits for \u003ca href=\"https://www.morehouse.edu/academics/trio/ubstate/\">a summer program\u003c/a> for high schoolers, not for admission.\u003c/p>\n\u003cp>This anemic outreach is among the reasons comparatively low numbers of high school graduates from rural areas end up in college the following fall — 59 percent, compared to 62 percent of urban and 67 percent of suburban high school grads, \u003ca href=\"https://nscresearchcenter.org/high-school-benchmarks-2016-national-college-progression-rates/\">according to the National Student Clearinghouse\u003c/a>, which tracks this.\u003c/p>\n\u003cp>At Maple Valley, graduation rates are above the national average, but only \u003ca href=\"https://www.mischooldata.org/ParentDashboard/ParentDashboardPostsecondaryEnrollment.aspx\">45 percent\u003c/a> of Maple Valley's 2018 graduates enrolled in college.\u003c/p>\n\u003cp>\u003cstrong>Why rural recruiting matters\u003c/strong>\u003c/p>\n\u003cp>\"Providing greater postsecondary opportunities for rural residents isn't simply a matter of equity or moral obligation — it's a matter of continued national prosperity,\" says Appalachian State's Andrew Koricich. He points out that our economy relies heavily on rural communities and workers.\u003c/p>\n\u003cp>Colleges that get most of their students from urban centers have only recently begun to consider rural student outreach as a deliberate part of their recruitment strategies, says David Hawkins of the National Association for College Admission Counseling, or NACAC.\u003c/p>\n\u003cp>Some selective colleges are noticing the importance of rural America, perhaps spurred by \u003ca href=\"http://hechingerreport.org/university-enrollment-decline-continues-into-sixth-straight-year/\">a dramatic enrollment decline\u003c/a> and the attention that came with the 2016 elections..\u003c/p>\n\u003cp>According to Patricia McDonough, an education professor at UCLA, they've realized that \"selective institutions should have a broader range of representation of types of students related to the types of adults we have in America.\"\u003c/p>\n\u003cp>\u003cstrong>The challenges of rural recruiting\u003c/strong>\u003c/p>\n\u003cp>Colleges that do try to recruit at rural high schools or regional recruiting fairs have cultural obstacles to overcome, too.\u003c/p>\n\u003cp>In her research, McDonough has found even the smartest rural students tend to be reluctant to move far away to go to college. \"It's kind of a golden cage,\" she says. \"You don't want to leave home, family — a way of life that you know and love.\"\u003c/p>\n\u003cp>\"I'm used to smaller settings, not bigger settings,\" explains Britani Shilton, a Maple Valley senior and four-sport athlete. Going to a big state school would be really overwhelming, she says. \"I went to Michigan State for a basketball camp one time, and there were so many people there. I was like, 'Whoa! I don't know what to think about this.' \"\u003c/p>\n\u003cp>Rural parents can also be skeptical of higher education in general, says Julia DeGroot, Maple Valley's college counselor. DeGroot is the daughter of Grand Rapids white-collar professionals and went to a private high school. For her, she says, \"college was never, 'Are you going?' It was, 'Where are you going?' \" But at Maple Valley, she says, \"That's not the case for these kids.\"\u003c/p>\n\u003cp>\"One of the biggest struggles is getting the parents to see that big picture where, 'It's OK if my kid goes away to college for four years. It doesn't mean that they're never coming back.' \"\u003c/p>\n\u003cp>Overcoming such perceptions means not only reaching rural students where they live, but getting them to visit campuses, says Andy Borst, director of \u003ca href=\"https://admissions.illinois.edu/\">undergraduate admissions at the University of Illinois at Urbana–Champaign\u003c/a>.\u003c/p>\n\u003cp>\"Students come to campus with reluctance, feeling that it may be too big. Once they get there and talk one-on-one to a current student, faculty person or admissions staff, they tend to be less frightened,\" Borst says.\u003c/p>\n\u003cp>But it's not always easy for rural students to visit a campus. \"You have to drive a long distance to actually get somewhere that's an actual place,\" explains Maple Valley senior Sarah Lowndes.\u003c/p>\n\u003cp>\u003cstrong>'A community of nerds like me'\u003c/strong>\u003c/p>\n\u003cp>David Hochstetler, the Maple Valley student interested in engineering, met with representatives from Michigan Technological University at the college recruiting fair in Grand Rapids. That meeting helped him decide to attend. The school also sent him an invitation to apply as a \"select nominee.\" He applied and was accepted early and given a yearly academic scholarship.\u003c/p>\n\u003cp>He was also able to visit the campus in Houghton, more than eight\u003cbr>\nhours away by car, because his family vacations on the Upper Peninsula. There, he took a college tour and connected with current students over his passion for engineering.\u003c/p>\n\u003cp>\"Around here [home], there aren't that many people on the engineering or computer side of things, \" he says. \"I thought it would be cool to go into a community of nerds like me.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about rural college-going was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 The Hechinger Report. To see more, visit \u003ca>The Hechinger Report\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=One+Reason+Rural+Students+Don%27t+Go+To+College%3A+Colleges+Don%27t+Go+To+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53232/one-reason-rural-students-dont-go-to-college-colleges-dont-go-to-them","authors":["byline_mindshift_53232"],"categories":["mindshift_192"],"tags":["mindshift_21189","mindshift_20784","mindshift_1040","mindshift_20627"],"featImg":"mindshift_53233","label":"mindshift"},"mindshift_52962":{"type":"posts","id":"mindshift_52962","meta":{"index":"posts_1591205157","site":"mindshift","id":"52962","score":null,"sort":[1548869342000]},"guestAuthors":[],"slug":"with-unfilled-jobs-businesses-push-rural-residents-toward-college","title":"With Unfilled Jobs, Businesses Push Rural Residents Toward College","publishDate":1548869342,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When the Chemours chemical plant in New Johnsonville, Tenn., needed workers to maintain its high-tech machinery, it advertised for them as far as 90 miles away in Nashville in one direction and 150 miles away in Memphis on the other.\u003c/p>\n\u003cp>It still couldn't fill the jobs.\u003c/p>\n\u003cp>\"You just can't find anybody because people don't want to come that far,\" said Gregory Martz, manager of the facility, which makes a quarter of the nation's supply of titanium dioxide \u003ca href=\"https://www.chemours.com/Titanium_Technologies/en_US/uses_apps/index.html\">used in everything from paints to plastics and paper\u003c/a>.\u003c/p>\n\u003cp>The problem isn't just that the plant is in a rural town with a population of less than 2,000. It's that \u003ca href=\"https://static1.squarespace.com/static/56cf531db6aa6036fa14e1f8/t/5bb3bcae7817f72fc3f28c13/1538505902770/Community_OnePagers_HumphreysPerry.pdf\">fewer than one in five\u003c/a> adults in the entire surrounding Humphreys County have at least an associate degree, according to census data analyzed by the nonprofit advocacy organization Complete Tennessee.\u003c/p>\n\u003cp>Educators and policymakers started raising alarms about low levels of college-going among people in places like this after frustration from rural Americans spilled over into national politics in 2016.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, growing demand for college-trained workers has brought a powerful new voice to the chorus: businesses desperate to fill increasingly complex jobs at a time of almost nonexistent unemployment. With worker shortages hitting industries nationwide, their companies — and many states' economies — depend on it.\u003c/p>\n\u003cp>\"No employer wants to locate where it has to bring in outside labor or train its staff from the ground up,\" \u003ca href=\"https://www.johnsoncitypress.com/Editorial/2018/08/03/Attack-Tennessee-s-job-problem-with-cooperation.html\">editorialized one newspaper\u003c/a> in Tennessee's rural Washington County. That area was short-listed for a new factory planned by a South Korean auto parts manufacturer that would have provided 1,000 jobs, but the company pulled out because of the low proportion of skilled workers available.\u003c/p>\n\u003cp>As this gap becomes more critical, Tennessee is trying to prod working adults to go back to school. Starting this fall, it extended its groundbreaking promise of \u003ca href=\"http://tnpromise.gov/\">tuition-free community college\u003c/a> to all residents.\u003c/p>\n\u003cp>Business leaders have joined with elected officials and educators on \"completion councils\" in a dozen rural counties where the proportion of adults with postsecondary credentials \u003ca href=\"http://cber.haslam.utk.edu/tned/post2ndbenefitsII.pdf\">hovers in the 20 to 25 percent range\u003c/a>.\u003c/p>\n\u003cp>\"We said, 'Okay, well, we've got to build our own'\" employee base, said Martz, who manages the Chemours plant in New Johnsonville and was also the former chairman of the Tennessee Chamber of Commerce.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-52963\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/krupnickruralbusiness_diptic_slide-bf34d753c2a84005ab598a6598206a8da225bec1-e1548869162831.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003c/p>\n\u003cp>In Humphreys County, Chemours and nine other area manufacturers have struck a partnership with the local campus of Nashville State Community College to train and certify factory workers, creating a new employee pipeline from scratch. Graduates, who receive an associate degree in industrial process or mechanical maintenance technology, can expect to earn around $60,000 annually within a few years, the college and its partners say.\u003c/p>\n\u003cp>This kind of business-led approach is driving a statewide effort to increase the proportion of Tennesseans with degrees, from its current level of about 40 percent — \u003ca href=\"https://static1.squarespace.com/static/56cf531db6aa6036fa14e1f8/t/5b1e826c6d2a73d2cc316a18/1528726127872/College+Completion+Community_Information.pdf\">sixth lowest among the 50 states\u003c/a> — to 55 percent by 2025.\u003c/p>\n\u003cp>And it isn't happening only in Tennessee. In other parts of the country, where fewer rural high school graduates and older workers go to college, there is concern that people don't have the right skills. Illinois, Oklahoma, North Carolina and Florida are among the states looking for solutions.\u003c/p>\n\u003cp>In Colorado, one of the state's top higher education priorities is to boost the proportion of adults with degrees \u003ca href=\"https://masterplan.highered.colorado.gov/the-colorado-goal-66-percent-statewide-attainment/\">from 55 to 66 percent by 2025\u003c/a>. The challenge is in changing the attitudes of people in areas where there's not a tradition of going to college, said Dan Baer, executive director of the Colorado Department of Higher Education.\u003c/p>\n\u003cp>About three-quarters of Colorado jobs will require some education beyond high school by 2020, Baer said.\u003c/p>\n\u003cp>\"Never before have we had a conclusion that the majority of the population should have a postsecondary credential,\" he said. \"Postsecondary has always been for a minority of the workforce. This is a true inflection point.\"\u003c/p>\n\u003cp>That's easier said than solved. With jobs of all kinds in good supply, many people don't see a reason to spend time and money getting a degree or certificate — despite the likely eventual financial payoff. Enrollment in Tennessee \u003ca href=\"https://static1.squarespace.com/static/56cf531db6aa6036fa14e1f8/t/5a2f284a24a694abf96ca2f8/1513040124477/Beneath+the+Surface_State+of+Higher+Education+in+Tennessee_2017.pdf\">has actually declined\u003c/a> among adults aged 25 to 64 since 2011.\u003c/p>\n\u003cp>In rural places in particular, educators say, higher education still conjures visions of a four-year campus that pumps out humanities degrees rather than a community or technical college from which graduates can go straight into high-paying positions.\u003c/p>\n\u003cp>But where generations of rural Americans could once get good jobs with just a high school diploma, employees in many types of industries now need further education.\u003c/p>\n\u003cp>\"In a lot of rural communities, we still have a lot of work to do to get people to understand,\" said Bill Seymour, president of Cleveland State Community College, which serves rural Tennessee's Bradley and neighboring Meigs counties; only 23 percent of residents in the two-county region have any kind of postsecondary credentials, compared to the national average of 47 percent.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-52964\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/krupnickruralbusiness1-c6c1bc35e40a971a23d3b863056408546fc6064f-e1548869210480.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>Bradley County's rolling landscape is dotted with examples of the new economy. Major employers include a sprawling Amazon warehouse and a Wacker polysilicon plant, both just a short drive from Walker Valley High School, where students are learning how to contribute to the high-tech manufacturing world.\u003c/p>\n\u003cp>In the school's mechatronics lab – the term has become a buzzword across manufacturing-heavy Tennessee — students tinker with miniature machinery that flows into an assembly line. After a few supplementary classes at a local technical college, local companies will be clamoring to hire them, said teacher Alan Bivens.\u003c/p>\n\u003cp>\"We have students come out [of high school] able to program these things,\" Bivens said. \"That's a really good thing to have on your resume. There's a lot of opportunity in this community, but not a big workforce to draw from.\"\u003c/p>\n\u003cp>Students at this high school are encouraged to at least complete two free years at Cleveland State or a technical college. Those who successfully finish Walker's mechatronics program can start college with 12 college credits earned in high school.\u003c/p>\n\u003cp>Michaela Boggess, 17, hopes to take her mechatronics skills to the University of Tennessee, about 75 miles away, where she wants to study industrial engineering. Her parents didn't complete college, but they've pushed her to do it.\u003c/p>\n\u003cp>\"I'll probably go for four years, maybe longer,\" Michaela said of her college plans. After college, she hopes to go into product design or architecture. \"Ever since I was little, I've liked to build stuff.\"\u003c/p>\n\u003cp>Fellow Walker Valley student Jordan Munck, 18, isn't sure yet about his future. He's been working as an electrician during breaks, he said, but he'll probably end up taking over his family's real estate business eventually. A baseball scholarship may change his plans, he said, but for now he'll probably go to Cleveland State for a couple of years.\u003c/p>\n\u003cp>\"My parents definitely want me to go for those two free years,\" he said. \"It's not smart\u003cem> not\u003c/em> to do that.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about rural college-going was produced by \u003c/em>\u003ca href=\"/Users/bruderle/Desktop/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 The Hechinger Report. To see more, visit \u003ca>The Hechinger Report\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=With+Unfilled+Jobs%2C+Businesses+Push+Rural+Residents+Toward+College&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Rural Americans are less likely to go to college than their urban counterparts. Businesses desperate to fill jobs with skilled workers are helping to change this.","status":"publish","parent":0,"modified":1548869342,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1226},"headData":{"title":"With Unfilled Jobs, Businesses Push Rural Residents Toward College | KQED","description":"Rural Americans are less likely to go to college than their urban counterparts. Businesses desperate to fill jobs with skilled workers are helping to change this.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52962 https://ww2.kqed.org/mindshift/?p=52962","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/30/with-unfilled-jobs-businesses-push-rural-residents-toward-college/","disqusTitle":"With Unfilled Jobs, Businesses Push Rural Residents Toward College","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Matt Krupnick, The Hechinger Report\u003c/a>","nprImageAgency":"Trxlation for The Hechinger Report","nprStoryId":"688615048","nprApiLink":"http://api.npr.org/query?id=688615048&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/01/28/688615048/with-unfilled-jobs-businesses-push-rural-residents-toward-college?ft=nprml&f=688615048","nprRetrievedStory":"1","nprPubDate":"Mon, 28 Jan 2019 06:28:00 -0500","nprStoryDate":"Mon, 28 Jan 2019 06:03:00 -0500","nprLastModifiedDate":"Mon, 28 Jan 2019 06:28:20 -0500","path":"/mindshift/52962/with-unfilled-jobs-businesses-push-rural-residents-toward-college","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When the Chemours chemical plant in New Johnsonville, Tenn., needed workers to maintain its high-tech machinery, it advertised for them as far as 90 miles away in Nashville in one direction and 150 miles away in Memphis on the other.\u003c/p>\n\u003cp>It still couldn't fill the jobs.\u003c/p>\n\u003cp>\"You just can't find anybody because people don't want to come that far,\" said Gregory Martz, manager of the facility, which makes a quarter of the nation's supply of titanium dioxide \u003ca href=\"https://www.chemours.com/Titanium_Technologies/en_US/uses_apps/index.html\">used in everything from paints to plastics and paper\u003c/a>.\u003c/p>\n\u003cp>The problem isn't just that the plant is in a rural town with a population of less than 2,000. It's that \u003ca href=\"https://static1.squarespace.com/static/56cf531db6aa6036fa14e1f8/t/5bb3bcae7817f72fc3f28c13/1538505902770/Community_OnePagers_HumphreysPerry.pdf\">fewer than one in five\u003c/a> adults in the entire surrounding Humphreys County have at least an associate degree, according to census data analyzed by the nonprofit advocacy organization Complete Tennessee.\u003c/p>\n\u003cp>Educators and policymakers started raising alarms about low levels of college-going among people in places like this after frustration from rural Americans spilled over into national politics in 2016.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, growing demand for college-trained workers has brought a powerful new voice to the chorus: businesses desperate to fill increasingly complex jobs at a time of almost nonexistent unemployment. With worker shortages hitting industries nationwide, their companies — and many states' economies — depend on it.\u003c/p>\n\u003cp>\"No employer wants to locate where it has to bring in outside labor or train its staff from the ground up,\" \u003ca href=\"https://www.johnsoncitypress.com/Editorial/2018/08/03/Attack-Tennessee-s-job-problem-with-cooperation.html\">editorialized one newspaper\u003c/a> in Tennessee's rural Washington County. That area was short-listed for a new factory planned by a South Korean auto parts manufacturer that would have provided 1,000 jobs, but the company pulled out because of the low proportion of skilled workers available.\u003c/p>\n\u003cp>As this gap becomes more critical, Tennessee is trying to prod working adults to go back to school. Starting this fall, it extended its groundbreaking promise of \u003ca href=\"http://tnpromise.gov/\">tuition-free community college\u003c/a> to all residents.\u003c/p>\n\u003cp>Business leaders have joined with elected officials and educators on \"completion councils\" in a dozen rural counties where the proportion of adults with postsecondary credentials \u003ca href=\"http://cber.haslam.utk.edu/tned/post2ndbenefitsII.pdf\">hovers in the 20 to 25 percent range\u003c/a>.\u003c/p>\n\u003cp>\"We said, 'Okay, well, we've got to build our own'\" employee base, said Martz, who manages the Chemours plant in New Johnsonville and was also the former chairman of the Tennessee Chamber of Commerce.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-52963\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/krupnickruralbusiness_diptic_slide-bf34d753c2a84005ab598a6598206a8da225bec1-e1548869162831.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003c/p>\n\u003cp>In Humphreys County, Chemours and nine other area manufacturers have struck a partnership with the local campus of Nashville State Community College to train and certify factory workers, creating a new employee pipeline from scratch. Graduates, who receive an associate degree in industrial process or mechanical maintenance technology, can expect to earn around $60,000 annually within a few years, the college and its partners say.\u003c/p>\n\u003cp>This kind of business-led approach is driving a statewide effort to increase the proportion of Tennesseans with degrees, from its current level of about 40 percent — \u003ca href=\"https://static1.squarespace.com/static/56cf531db6aa6036fa14e1f8/t/5b1e826c6d2a73d2cc316a18/1528726127872/College+Completion+Community_Information.pdf\">sixth lowest among the 50 states\u003c/a> — to 55 percent by 2025.\u003c/p>\n\u003cp>And it isn't happening only in Tennessee. In other parts of the country, where fewer rural high school graduates and older workers go to college, there is concern that people don't have the right skills. Illinois, Oklahoma, North Carolina and Florida are among the states looking for solutions.\u003c/p>\n\u003cp>In Colorado, one of the state's top higher education priorities is to boost the proportion of adults with degrees \u003ca href=\"https://masterplan.highered.colorado.gov/the-colorado-goal-66-percent-statewide-attainment/\">from 55 to 66 percent by 2025\u003c/a>. The challenge is in changing the attitudes of people in areas where there's not a tradition of going to college, said Dan Baer, executive director of the Colorado Department of Higher Education.\u003c/p>\n\u003cp>About three-quarters of Colorado jobs will require some education beyond high school by 2020, Baer said.\u003c/p>\n\u003cp>\"Never before have we had a conclusion that the majority of the population should have a postsecondary credential,\" he said. \"Postsecondary has always been for a minority of the workforce. This is a true inflection point.\"\u003c/p>\n\u003cp>That's easier said than solved. With jobs of all kinds in good supply, many people don't see a reason to spend time and money getting a degree or certificate — despite the likely eventual financial payoff. Enrollment in Tennessee \u003ca href=\"https://static1.squarespace.com/static/56cf531db6aa6036fa14e1f8/t/5a2f284a24a694abf96ca2f8/1513040124477/Beneath+the+Surface_State+of+Higher+Education+in+Tennessee_2017.pdf\">has actually declined\u003c/a> among adults aged 25 to 64 since 2011.\u003c/p>\n\u003cp>In rural places in particular, educators say, higher education still conjures visions of a four-year campus that pumps out humanities degrees rather than a community or technical college from which graduates can go straight into high-paying positions.\u003c/p>\n\u003cp>But where generations of rural Americans could once get good jobs with just a high school diploma, employees in many types of industries now need further education.\u003c/p>\n\u003cp>\"In a lot of rural communities, we still have a lot of work to do to get people to understand,\" said Bill Seymour, president of Cleveland State Community College, which serves rural Tennessee's Bradley and neighboring Meigs counties; only 23 percent of residents in the two-county region have any kind of postsecondary credentials, compared to the national average of 47 percent.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-52964\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/krupnickruralbusiness1-c6c1bc35e40a971a23d3b863056408546fc6064f-e1548869210480.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>Bradley County's rolling landscape is dotted with examples of the new economy. Major employers include a sprawling Amazon warehouse and a Wacker polysilicon plant, both just a short drive from Walker Valley High School, where students are learning how to contribute to the high-tech manufacturing world.\u003c/p>\n\u003cp>In the school's mechatronics lab – the term has become a buzzword across manufacturing-heavy Tennessee — students tinker with miniature machinery that flows into an assembly line. After a few supplementary classes at a local technical college, local companies will be clamoring to hire them, said teacher Alan Bivens.\u003c/p>\n\u003cp>\"We have students come out [of high school] able to program these things,\" Bivens said. \"That's a really good thing to have on your resume. There's a lot of opportunity in this community, but not a big workforce to draw from.\"\u003c/p>\n\u003cp>Students at this high school are encouraged to at least complete two free years at Cleveland State or a technical college. Those who successfully finish Walker's mechatronics program can start college with 12 college credits earned in high school.\u003c/p>\n\u003cp>Michaela Boggess, 17, hopes to take her mechatronics skills to the University of Tennessee, about 75 miles away, where she wants to study industrial engineering. Her parents didn't complete college, but they've pushed her to do it.\u003c/p>\n\u003cp>\"I'll probably go for four years, maybe longer,\" Michaela said of her college plans. After college, she hopes to go into product design or architecture. \"Ever since I was little, I've liked to build stuff.\"\u003c/p>\n\u003cp>Fellow Walker Valley student Jordan Munck, 18, isn't sure yet about his future. He's been working as an electrician during breaks, he said, but he'll probably end up taking over his family's real estate business eventually. A baseball scholarship may change his plans, he said, but for now he'll probably go to Cleveland State for a couple of years.\u003c/p>\n\u003cp>\"My parents definitely want me to go for those two free years,\" he said. \"It's not smart\u003cem> not\u003c/em> to do that.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about rural college-going was produced by \u003c/em>\u003ca href=\"/Users/bruderle/Desktop/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 The Hechinger Report. To see more, visit \u003ca>The Hechinger Report\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=With+Unfilled+Jobs%2C+Businesses+Push+Rural+Residents+Toward+College&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52962/with-unfilled-jobs-businesses-push-rural-residents-toward-college","authors":["byline_mindshift_52962"],"categories":["mindshift_192"],"tags":["mindshift_21188","mindshift_21189","mindshift_20966","mindshift_20784","mindshift_1040","mindshift_20627"],"featImg":"mindshift_52966","label":"mindshift"},"mindshift_50701":{"type":"posts","id":"mindshift_50701","meta":{"index":"posts_1591205157","site":"mindshift","id":"50701","score":null,"sort":[1520356085000]},"guestAuthors":[],"slug":"can-online-learning-level-the-ap-playing-field-for-rural-students","title":"Can Online Learning Level the AP Playing Field for Rural Students?","publishDate":1520356085,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>LEXINGTON, Miss. — Inside a rural high school, five Advanced Placement physics students furiously scribbled notes about a video of a Yale University professor speaking more than 1,200 miles away. With textbooks open, they watched a lecture about Newton’s Laws on a giant screen, while their classroom teacher simultaneously offered examples of those laws in action. When the lecture ended, they had yet another to chance to learn: A physics video chat with their tutor, a sophomore physics major at Yale.\u003c/p>\n\u003cp>The unconventional flurry of both in-person and virtual academics in a school that had never before offered AP physics is part of a broader experiment that experts say could herald the future of education, especially for rural schools. That experiment is starting with these high schoolers in the Mississippi Delta, one of the poorest and most rural parts of the country. It’s too soon to know how well the free pilot program mixing online and in-person learning will work, but one thing is clear: Without it, said \u003ca href=\"http://www.holmes.k12.ms.us/superintendent-1\">Holmes County Superintendent Angel Meeks,\u003c/a> AP physics in this rural Mississippi district “would not exist.”\u003c/p>\n\u003cp>“Students in Holmes County do not have the same benefits as students in more affluent areas,” Meeks said. “This is a once-in-a-lifetime opportunity to provide access and opportunity they might not otherwise have.”\u003c/p>\n\u003cp>Providing a rigorous pre-college curriculum has long been a struggle in many of the more than \u003ca href=\"https://nces.ed.gov/surveys/ruraled/tables/a.1.a.-1.asp\">7,100\u003c/a> U.S. rural school districts, where a lack of teachers, dwindling enrollment numbers and tight budgets make it difficult to offer electives, foreign languages and even basic classes that are a given in many suburban and urban schools. As a result, rural students often lag their peers in advanced courses, and also in college attendance and completion.\u003c/p>\n\u003cp>A \u003ca href=\"https://scholars.unh.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1234&context=carsey\">2015 report\u003c/a> found that the lack of AP classes may increase the financial burden on college-bound rural students: Students who don’t take AP classes don’t earn college credit that could enable them to graduate more quickly, and such students are “more likely to pay for additional remedial coursework when beginning college.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s why there’s considerable excitement about the free program bringing AP physics to Mississippi this school year, courtesy of the \u003ca href=\"http://globalteachingproject.com/\">Global Teaching Project\u003c/a>, a Washington D.C.-based education company that is part of a nonprofit consortium in the state. A few years ago, the Holmes County school district offered a few college-level AP courses at only one of its three high schools. After the three schools consolidated during the 2014-15 school year, the newly formed Holmes County Central High School was able to offer five classes, including AP calculus, English language and English literature.\u003c/p>\n\u003cfigure id=\"attachment_50706\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-50706\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMsRuralCourses5.jpg\" alt=\"\" width=\"1800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-520x347.jpg 520w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">A word wall of physics vocabulary terms in a classroom at Holmes County Central High School. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Holmes County, where \u003ca href=\"https://censusreporter.org/profiles/97000US2801980-holmes-county-school-district-ms/\">half the students live below poverty level\u003c/a>, is following a national trend by using online resources to offer more advanced high school courses to its students. It’s a model that Betsy DeVos, the U.S. Secretary of Education, has \u003ca href=\"https://www.politico.com/story/2017/10/08/education-betsy-devos-online-charter-schools-poor-results-243556\">called for\u003c/a>, claiming that virtual schools can offer “valuable options’’ in rural areas, where educators are eager to expand courses, as long as they don’t have to push already tight budgets or direct student funding away from schools.\u003c/p>\n\u003cp>Indeed, many rural districts have turned to online offerings as a fast way to increase college-level courses and either fill in for teachers they don’t have, or make better use of the teachers they do have. If a teacher is not fully qualified or certified to teach a course, some schools opt to have that teacher facilitate an online class for students, checking progress and answering student questions. Earlier this year, Illinois launched a self-directed online AP pilot program for \u003ca href=\"https://www.seattletimes.com/nation-world/rural-schools-in-illinois-online-ap-courses/\">75 students at 10 rural high schools\u003c/a>. In \u003ca href=\"https://www.usnews.com/high-schools/blogs/high-school-notes/articles/2017-02-27/rural-high-schools-get-teens-into-advanced-placement-courses\">Maine\u003c/a>, students at rural schools can take courses through a state-funded online program, but must work with an adult mentor at school during the course. In Colorado, rural districts have worked together to offer more AP courses by creating video conference classrooms, where kids at \u003ca href=\"http://www.hcn.org/articles/how-one-tiny-high-school-hacked-advanced-placement-classes\">one high school can watch courses\u003c/a> taught by a teacher at a neighboring school.\u003c/p>\n\u003cp>Still, as more rural schools look to virtual programs for help, there’s little evidence that online learning is equal to or can exceed outcomes from traditional in-person instruction, and some experts are urging caution — along with greater attention to quality. Some of the more time intensive virtual programs have shown poor outcomes.\u003c/p>\n\u003cp>Gary Miron, an education professor specializing in evaluation, measurement, and research at Western Michigan University’s College of Education and Human Development, is concerned about the rate at which many states are adopting online learning programs, or even making participation in these programs a graduation requirement. “We’re getting legislation [about online learning] pushed in quickly and rolled out really rapidly, and we really still don’t have sufficient evidence,” Miron said.\u003c/p>\n\u003cp>Although it’s not easy to track participation in online programs, a report by the \u003ca href=\"https://www.evergreenedgroup.com/\">Evergreen Education Group\u003c/a>, a leader in digital learning research, estimated that \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/14/online-classes-for-k-12-schools-what-you.html\">some 2.7 million students took about 4.5 million online courses\u003c/a> in 2014-15. That’s a sharp increase from the 2002-03 school year, when, according to the U.S. Department of Education, students took 317,000 online courses.\u003c/p>\n\u003cp>At least \u003ca href=\"http://www.ncsl.org/research/education/online-learning-as-graduation-requirement.aspx\">five states\u003c/a> now require an online course as a graduation requirement, and many schools that turn to online learning find a growing number of programs available, all with varying degrees of depth and breadth. Some choose individual units or lessons within classrooms where students can move at their own pace, with a teacher serving as a facilitator.\u003c/p>\n\u003cp>Schools can also choose programs developed by various organizations or colleges, \u003ca href=\"https://www.washingtonpost.com/news/grade-point/wp/2015/07/22/the-new-frontier-for-advanced-placement-online-ap-lessons-for-free/?utm_term=.f2c08166f74b\">offering lessons intended to supplement teaching in difficult AP subjects\u003c/a>, rather than serving as the sole learning experience for students. They can also turn to organizations like \u003ca href=\"http://www.k12.com/virtual-school-offerings/free-online-public-schools/high-school-program-courses/ap-honors-course-list.html\">K12.com\u003c/a> for online Advanced Placement courses. K12.com says the courses “follow curriculum specified by the College Board.”\u003c/p>\n\u003cp>At the more extreme end of the spectrum, some high school students \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/14/online-classes-for-k-12-schools-what-you.html?r=1331048516&intc=EW-TC17-TOC\">enroll in virtual schools\u003c/a> for all or some classes, which may be run by states, nonprofits, universities, or private companies. Quality can vary greatly. Some states have embraced full-time virtual schools: In Pennsylvania \u003ca href=\"https://www.politico.com/story/2017/10/08/education-betsy-devos-online-charter-schools-poor-results-243556\">more than 30,000 students are enrolled in virtual charter schools that have a graduation rate of only 48 percent\u003c/a>.\u003c/p>\n\u003cp>Nationally, some providers of online education have faced controversy, lawsuits, and even shutdowns for misleading students and failing to provide an education. In 2017, several companies opened so-called “online high schools” that turned out to be \u003ca href=\"https://www.ftc.gov/news-events/press-releases/2017/02/operators-online-high-schools-settle-ftc-charges-they-misled-tens\">no more than diploma mills\u003c/a>. The businesses, charged with violations by the Federal Trade Commission, were later banned from operating in a settlement reached with the federal agency.\u003c/p>\n\u003cp>And while outcomes for students studying in online schools are “\u003ca href=\"http://nepc.colorado.edu/newsletter/2016/04/virtual-schools-annual-2016\">consistently below traditional public schools\u003c/a>,” enrollment in full-time online and blended learning schools continues to increase, according to a 2016 report by the National Education Policy Center. The authors of the report called for more oversight of virtual and blended learning schools, and urged policymakers to slow or stop their growth until more research is done.\u003c/p>\n\u003cfigure id=\"attachment_50705\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-50705\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMSruralcourses4.jpg\" alt=\"\" width=\"1800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-520x347.jpg 520w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">A stack of old physics textbooks sits in a classroom at Holmes County Central High School. The Global Teaching Project purchased new textbook for students taking AP physics this year. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Potential pathways, solutions\u003c/strong>\u003c/p>\n\u003cp>Other possible solutions for improving access to courses have been offered by rural school advocates, like Robert Mahaffey, executive director of the\u003ca href=\"http://www.ruraledu.org/\"> Rural School and Community Trust,\u003c/a> who proposes expanding courses in rural schools that invest more in their staff, as well as offering teachers more pathways towards credentials and certification\u003c/p>\n\u003cp>“We don’t want to lower the bar or water down that content,” Mahaffey said. “[T]teachers need to be in positions where they’re able to deliver content and not be restricted by particular credentials … how can we create professional pathways for teachers so they can get those certifications?” he added.\u003c/p>\n\u003cp>Miron of Western Michigan is fond of the idea of high schools joining forces to share teachers or using technology so students in one high school can take a class, and participate virtually, as it is taught in a neighboring school.\u003c/p>\n\u003cp>Offering a course online is cheaper than hiring a full-time teacher for each school, but finding a way to offer online courses while still keeping “the ownership of curriculum and instruction local” is ideal, Miron said. By having some control over online learning programs, schools can keep tabs on quality and completion, which may be hard to do for online programs — especially if schools are paying other providers for classes.\u003c/p>\n\u003cp>Miron is also skeptical whether students in high school or younger grades can direct their own learning to the extent that some online programs expect. “It’s naive to think these students can sit and master the curriculum on their own,” Miron said. Programs “may have wonderful technology … but what we strongly believe is kids at the primary and secondary level of education don’t have the metacognitive skills to be successful with online instruction as it’s being delivered.”\u003c/p>\n\u003cp>And, if programs lack oversight, it can be hard for a school to know if a student is performing poorly, or has dropped out, until it’s too late. This is especially true for online programs that enroll high numbers of students, Miron said.\u003c/p>\n\u003cp>A 2012 investigation by the Florida Center for Investigative Reporting and StateImpact Florida, for example, found student-teacher ratios at the online school \u003ca href=\"http://www.k12.com/k12-education.html\">K12.com\u003c/a>, which contracts with various Florida districts to provide online classes, were as high as \u003ca href=\"https://stateimpact.npr.org/florida/2012/09/16/in-k12-courses-275-students-to-a-single-teacher/\">275 students to one teacher\u003c/a>. K12.com offered schools a smaller student-to-teacher ratio for an additional per-student fee. At the time of the reporting, the state’s maximum ratio for brick-and-mortar schools was 25 students to one teacher.\u003c/p>\n\u003cp>\u003cstrong>Why Mississippi?\u003c/strong>\u003c/p>\n\u003cp>In Mississippi, which has lagged the nation in high-speed internet access for students, some districts have cobbled together funds for laptops and other devices that assist students with learning, allowing individual teachers to structure classes with technology. The state also offers a \u003ca href=\"http://www.mde.k12.ms.us/PN/VPS\">free online virtual school\u003c/a> where students can take up to two units of classes each year to supplement in-person courses, but enrollment in that program is limited. The program is currently full and no additional state-funded courses are currently available.\u003c/p>\n\u003cp>The Global Teaching Project chose to pilot its program in 10 low-income high schools in Mississippi because the state is largely rural, lacks certified teachers, and because the “need was so great” said Matthew Dolan, chief executive of the program.\u003c/p>\n\u003cp>Dolan, a Washington-based attorney, hopes the project will eventually be a solution for rural schools nationwide that want the best of both the online and brick-and-mortar education worlds: high-quality expert teachers, student support, resources, small class sizes and human interaction.\u003c/p>\n\u003cp>“[We wanted] to try to come up with a solution for the overwhelming majority of rural schools … that frankly don’t have the teachers to take the lead,” he said. Dolan, who knew several Mississippi lawmakers from his tenure in Washington, was aware that Mississippi allows “consortiums,” or groups of organizations and school districts to band together, creating a vehicle for innovative programs. He relied on the advantages offered by this vehicle, and the Global Teaching Project launched the Mississippi Public School Consortium for Educational Access in 2017.\u003c/p>\n\u003cp>Dolan also relied on connections from his alma maters, Yale and the University of Virginia, to recruit tutors for the non-profit consortium, funded partly by the \u003ca href=\"http://www.jkcf.org/\">Jack Kent Cooke Foundation\u003c/a> which is also among the various funders of \u003cem>The Hechinger Report.\u003c/em>\u003c/p>\n\u003cp>The Global Teaching Project incorporates aspects of successful high-quality online programs, many recommended by the International Association for K-12 Online Learning (iNACOL), which publishes \u003ca href=\"https://www.inacol.org/wp-content/uploads/2015/02/national-standards-for-quality-online-courses-v2.pdf\">standards for quality online learning programs\u003c/a>. These standards include elements like instructor-student and student-student interaction, the presence of frequent assessments, and content aligned with state standards or AP courses.\u003c/p>\n\u003cp>Bruce Friend, chief operating officer for \u003ca href=\"https://www.inacol.org/about/\">iNACOL,\u003c/a> said teacher-student interaction is one of the most important aspects of any online course. “I’m not at all a fan of online learning programs where the teacher serves more as a tutor than the actual teacher,” Friend said. “There’s a difference between me really being your instructor who’s proactively making sure you understand the concepts and skills versus me saying ‘Hey…go through your online course. I’m here if you have any questions.’”\u003c/p>\n\u003cfigure id=\"attachment_50702\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50702\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMSRuralCourses1-e1520350918308.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Iftikhar Azeem, a physics teacher at Holmes County Central High School, reviews a lesson with students. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How a ‘real-life’ teacher engages students\u003c/strong>\u003c/p>\n\u003cp>At Holmes Central High on a recent winter morning, physics teacher Iftikhar Azeem reviewed three of Newton’s Laws with his students, after watching Yale \u003ca href=\"https://physics.yale.edu/people/meg-urry\">Professor Meg Urry\u003c/a> on the screen set up at the front of the classroom.\u003c/p>\n\u003cp>“If you drop something on the floor, what happens?” Azeem asked.\u003c/p>\n\u003cp>“It stops,” one student offered.\u003c/p>\n\u003cp>“Why?” Azeem persisted.\u003c/p>\n\u003cp>“Friction,” another student answered.\u003c/p>\n\u003cp>“So, is that good or bad?” Azeem asked.\u003c/p>\n\u003cp>“Because otherwise things just keep going and don’t stop!” a student exclaimed.\u003c/p>\n\u003cp>The rest of class contained a flurry of virtual and in-person activities. Azeem led students through a makeshift experiment involving eggs, cardboard rolls, and cups of water to demonstrate how potential energy transitions to kinetic energy. Students checked in with their Yale tutor via video chat. Later, they took out cell phones and texted answers to an online physics program.\u003c/p>\n\u003cp>In May, Azeem’s students will take the AP physics exam, along with a handful of students from the other nine rural high schools participating in the program. Last year, 527 students in the state took the Physics I exam, and only 175 passed. In Mississippi, where \u003ca href=\"http://www.ruraledu.org/user_uploads/file/WRM-2015-16.pdf\">44 percent of students\u003c/a> attend rural schools, performance on Advanced Placement exams has long lagged the national average. In 2017, the average score on all AP exams statewide was a 2.2, compared to a 2.84 nationwide. A 3 is the minimum score accepted by many schools to earn college credit.\u003c/p>\n\u003cp>During the 2015-16 school year, Mississippi rolled out an initiative to increase participation in AP exams, especially among low-income and minority students. That year, participation on AP exams increased 37.9 percent for minority students, according to the state’s \u003ca href=\"http://www.mde.k12.ms.us/TD/news/2016/09/28/mississippi-students-increase-advanced-placement-participation-achievement\">Department of Education\u003c/a>.\u003c/p>\n\u003cp>But access to such courses is still a problem. Many high schools in more rural parts of the state offer just a few, according to a review of College Board data. In many urban, more populated and affluent high schools, students have access to dozens; Oxford High School in Oxford, Mississippi offers 16 AP courses while Madison Central High School just outside of Jackson offers 23 courses.\u003c/p>\n\u003cp>The Holmes County students are effusive in their praise of the program so far. They especially like the personalized video-conference tutoring from an undergraduate. “Having a tutor makes it easier,” said Jaylen Dennis, 17, who plans to major in electrical engineering.\u003c/p>\n\u003cp>His classmate, Tamos Stevenson, who plans to study architecture, agreed. “He understands in the real world why we’re learning this.”\u003c/p>\n\u003cp>Senior Anna Martin, whose college plans include majoring in meteorology, doesn’t mind watching lectures on a video. “If we don’t understand the video, we have a teacher,” she said, motioning at Azeem, a certified physics teacher who knows the topic, but isn’t certified to teach Advanced Placement.\u003c/p>\n\u003cp>Azeem said the program is unique in offering multiple opportunities for students to get help, in person, online or via text. Still, the rural nature of the school creates limitations. Some students don’t have Internet access or computers at home. And the school does not have a physics lab.\u003c/p>\n\u003cp>“We need equipment,” Azeem said.\u003c/p>\n\u003cp>Dolan of the Global Teaching Project said they are attempting to create a model that can be “scaled readily” and, right now, will cost nothing for school districts.\u003c/p>\n\u003cp>For now, the project is funded by grant money and donations that are made to the consortium, but Dolan eventually hopes to make a profit. The most expensive aspect of the course so far has been filming lectures and paying for post-production of videos, which have cost between $100,000 and $150,000. The program also pays college students from the University of Virginia and Yale who act as tutors and meet students in person during a two-week summer program in Mississippi.\u003c/p>\n\u003cp>While staff at the Global Teaching Project would like to see students succeed on the AP exams, they also want to “build a community of achievement in rural Mississippi” that encourages students to “revise their notion of themselves and ambition for themselves.” Next year, the group hopes to offer additional AP courses to the participating schools in Mississippi, and is speaking with other districts around the country about expanding.\u003c/p>\n\u003cp>Holmes County Central High School principal Charles Lacy said the experience is teaching students that “it’s ok to be smart and work hard.” Lacy said he sees online and distance learning as the future when it comes to providing more opportunity for students in areas like Holmes, which doesn’t have certified AP teachers.\u003c/p>\n\u003cp>“It certainly is my hope that this is the pilot for what will be the model in years to come,” Lacy said.\u003c/p>\n\u003cp>Superintendent Meeks said providing a high-quality option for students to take Advanced Placement classes could be a game-changer not just for schools in the Mississippi Delta, but for underprivileged schools nationwide.\u003c/p>\n\u003cp>“If it can succeed in Holmes County … it could succeed in any situation where children are in poverty and where [there is] a lack of resources,” Meeks said.\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Some schools are wading deeper into more immersive online ed, but experts urge caution.\r\n\r\n","status":"publish","parent":0,"modified":1520356085,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":59,"wordCount":3140},"headData":{"title":"Can Online Learning Level the AP Playing Field for Rural Students? | KQED","description":"Some schools are wading deeper into more immersive online ed, but experts urge caution.\r\n\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50701 https://ww2.kqed.org/mindshift/?p=50701","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/06/can-online-learning-level-the-ap-playing-field-for-rural-students/","disqusTitle":"Can Online Learning Level the AP Playing Field for Rural Students?","nprByline":"\u003ca href “http://hechingerreport.org/>Jackie Mader, The Hechinger Report\u003c/a>","path":"/mindshift/50701/can-online-learning-level-the-ap-playing-field-for-rural-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>LEXINGTON, Miss. — Inside a rural high school, five Advanced Placement physics students furiously scribbled notes about a video of a Yale University professor speaking more than 1,200 miles away. With textbooks open, they watched a lecture about Newton’s Laws on a giant screen, while their classroom teacher simultaneously offered examples of those laws in action. When the lecture ended, they had yet another to chance to learn: A physics video chat with their tutor, a sophomore physics major at Yale.\u003c/p>\n\u003cp>The unconventional flurry of both in-person and virtual academics in a school that had never before offered AP physics is part of a broader experiment that experts say could herald the future of education, especially for rural schools. That experiment is starting with these high schoolers in the Mississippi Delta, one of the poorest and most rural parts of the country. It’s too soon to know how well the free pilot program mixing online and in-person learning will work, but one thing is clear: Without it, said \u003ca href=\"http://www.holmes.k12.ms.us/superintendent-1\">Holmes County Superintendent Angel Meeks,\u003c/a> AP physics in this rural Mississippi district “would not exist.”\u003c/p>\n\u003cp>“Students in Holmes County do not have the same benefits as students in more affluent areas,” Meeks said. “This is a once-in-a-lifetime opportunity to provide access and opportunity they might not otherwise have.”\u003c/p>\n\u003cp>Providing a rigorous pre-college curriculum has long been a struggle in many of the more than \u003ca href=\"https://nces.ed.gov/surveys/ruraled/tables/a.1.a.-1.asp\">7,100\u003c/a> U.S. rural school districts, where a lack of teachers, dwindling enrollment numbers and tight budgets make it difficult to offer electives, foreign languages and even basic classes that are a given in many suburban and urban schools. As a result, rural students often lag their peers in advanced courses, and also in college attendance and completion.\u003c/p>\n\u003cp>A \u003ca href=\"https://scholars.unh.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1234&context=carsey\">2015 report\u003c/a> found that the lack of AP classes may increase the financial burden on college-bound rural students: Students who don’t take AP classes don’t earn college credit that could enable them to graduate more quickly, and such students are “more likely to pay for additional remedial coursework when beginning college.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s why there’s considerable excitement about the free program bringing AP physics to Mississippi this school year, courtesy of the \u003ca href=\"http://globalteachingproject.com/\">Global Teaching Project\u003c/a>, a Washington D.C.-based education company that is part of a nonprofit consortium in the state. A few years ago, the Holmes County school district offered a few college-level AP courses at only one of its three high schools. After the three schools consolidated during the 2014-15 school year, the newly formed Holmes County Central High School was able to offer five classes, including AP calculus, English language and English literature.\u003c/p>\n\u003cfigure id=\"attachment_50706\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-50706\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMsRuralCourses5.jpg\" alt=\"\" width=\"1800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-520x347.jpg 520w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">A word wall of physics vocabulary terms in a classroom at Holmes County Central High School. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Holmes County, where \u003ca href=\"https://censusreporter.org/profiles/97000US2801980-holmes-county-school-district-ms/\">half the students live below poverty level\u003c/a>, is following a national trend by using online resources to offer more advanced high school courses to its students. It’s a model that Betsy DeVos, the U.S. Secretary of Education, has \u003ca href=\"https://www.politico.com/story/2017/10/08/education-betsy-devos-online-charter-schools-poor-results-243556\">called for\u003c/a>, claiming that virtual schools can offer “valuable options’’ in rural areas, where educators are eager to expand courses, as long as they don’t have to push already tight budgets or direct student funding away from schools.\u003c/p>\n\u003cp>Indeed, many rural districts have turned to online offerings as a fast way to increase college-level courses and either fill in for teachers they don’t have, or make better use of the teachers they do have. If a teacher is not fully qualified or certified to teach a course, some schools opt to have that teacher facilitate an online class for students, checking progress and answering student questions. Earlier this year, Illinois launched a self-directed online AP pilot program for \u003ca href=\"https://www.seattletimes.com/nation-world/rural-schools-in-illinois-online-ap-courses/\">75 students at 10 rural high schools\u003c/a>. In \u003ca href=\"https://www.usnews.com/high-schools/blogs/high-school-notes/articles/2017-02-27/rural-high-schools-get-teens-into-advanced-placement-courses\">Maine\u003c/a>, students at rural schools can take courses through a state-funded online program, but must work with an adult mentor at school during the course. In Colorado, rural districts have worked together to offer more AP courses by creating video conference classrooms, where kids at \u003ca href=\"http://www.hcn.org/articles/how-one-tiny-high-school-hacked-advanced-placement-classes\">one high school can watch courses\u003c/a> taught by a teacher at a neighboring school.\u003c/p>\n\u003cp>Still, as more rural schools look to virtual programs for help, there’s little evidence that online learning is equal to or can exceed outcomes from traditional in-person instruction, and some experts are urging caution — along with greater attention to quality. Some of the more time intensive virtual programs have shown poor outcomes.\u003c/p>\n\u003cp>Gary Miron, an education professor specializing in evaluation, measurement, and research at Western Michigan University’s College of Education and Human Development, is concerned about the rate at which many states are adopting online learning programs, or even making participation in these programs a graduation requirement. “We’re getting legislation [about online learning] pushed in quickly and rolled out really rapidly, and we really still don’t have sufficient evidence,” Miron said.\u003c/p>\n\u003cp>Although it’s not easy to track participation in online programs, a report by the \u003ca href=\"https://www.evergreenedgroup.com/\">Evergreen Education Group\u003c/a>, a leader in digital learning research, estimated that \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/14/online-classes-for-k-12-schools-what-you.html\">some 2.7 million students took about 4.5 million online courses\u003c/a> in 2014-15. That’s a sharp increase from the 2002-03 school year, when, according to the U.S. Department of Education, students took 317,000 online courses.\u003c/p>\n\u003cp>At least \u003ca href=\"http://www.ncsl.org/research/education/online-learning-as-graduation-requirement.aspx\">five states\u003c/a> now require an online course as a graduation requirement, and many schools that turn to online learning find a growing number of programs available, all with varying degrees of depth and breadth. Some choose individual units or lessons within classrooms where students can move at their own pace, with a teacher serving as a facilitator.\u003c/p>\n\u003cp>Schools can also choose programs developed by various organizations or colleges, \u003ca href=\"https://www.washingtonpost.com/news/grade-point/wp/2015/07/22/the-new-frontier-for-advanced-placement-online-ap-lessons-for-free/?utm_term=.f2c08166f74b\">offering lessons intended to supplement teaching in difficult AP subjects\u003c/a>, rather than serving as the sole learning experience for students. They can also turn to organizations like \u003ca href=\"http://www.k12.com/virtual-school-offerings/free-online-public-schools/high-school-program-courses/ap-honors-course-list.html\">K12.com\u003c/a> for online Advanced Placement courses. K12.com says the courses “follow curriculum specified by the College Board.”\u003c/p>\n\u003cp>At the more extreme end of the spectrum, some high school students \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/14/online-classes-for-k-12-schools-what-you.html?r=1331048516&intc=EW-TC17-TOC\">enroll in virtual schools\u003c/a> for all or some classes, which may be run by states, nonprofits, universities, or private companies. Quality can vary greatly. Some states have embraced full-time virtual schools: In Pennsylvania \u003ca href=\"https://www.politico.com/story/2017/10/08/education-betsy-devos-online-charter-schools-poor-results-243556\">more than 30,000 students are enrolled in virtual charter schools that have a graduation rate of only 48 percent\u003c/a>.\u003c/p>\n\u003cp>Nationally, some providers of online education have faced controversy, lawsuits, and even shutdowns for misleading students and failing to provide an education. In 2017, several companies opened so-called “online high schools” that turned out to be \u003ca href=\"https://www.ftc.gov/news-events/press-releases/2017/02/operators-online-high-schools-settle-ftc-charges-they-misled-tens\">no more than diploma mills\u003c/a>. The businesses, charged with violations by the Federal Trade Commission, were later banned from operating in a settlement reached with the federal agency.\u003c/p>\n\u003cp>And while outcomes for students studying in online schools are “\u003ca href=\"http://nepc.colorado.edu/newsletter/2016/04/virtual-schools-annual-2016\">consistently below traditional public schools\u003c/a>,” enrollment in full-time online and blended learning schools continues to increase, according to a 2016 report by the National Education Policy Center. The authors of the report called for more oversight of virtual and blended learning schools, and urged policymakers to slow or stop their growth until more research is done.\u003c/p>\n\u003cfigure id=\"attachment_50705\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-50705\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMSruralcourses4.jpg\" alt=\"\" width=\"1800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-520x347.jpg 520w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">A stack of old physics textbooks sits in a classroom at Holmes County Central High School. The Global Teaching Project purchased new textbook for students taking AP physics this year. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Potential pathways, solutions\u003c/strong>\u003c/p>\n\u003cp>Other possible solutions for improving access to courses have been offered by rural school advocates, like Robert Mahaffey, executive director of the\u003ca href=\"http://www.ruraledu.org/\"> Rural School and Community Trust,\u003c/a> who proposes expanding courses in rural schools that invest more in their staff, as well as offering teachers more pathways towards credentials and certification\u003c/p>\n\u003cp>“We don’t want to lower the bar or water down that content,” Mahaffey said. “[T]teachers need to be in positions where they’re able to deliver content and not be restricted by particular credentials … how can we create professional pathways for teachers so they can get those certifications?” he added.\u003c/p>\n\u003cp>Miron of Western Michigan is fond of the idea of high schools joining forces to share teachers or using technology so students in one high school can take a class, and participate virtually, as it is taught in a neighboring school.\u003c/p>\n\u003cp>Offering a course online is cheaper than hiring a full-time teacher for each school, but finding a way to offer online courses while still keeping “the ownership of curriculum and instruction local” is ideal, Miron said. By having some control over online learning programs, schools can keep tabs on quality and completion, which may be hard to do for online programs — especially if schools are paying other providers for classes.\u003c/p>\n\u003cp>Miron is also skeptical whether students in high school or younger grades can direct their own learning to the extent that some online programs expect. “It’s naive to think these students can sit and master the curriculum on their own,” Miron said. Programs “may have wonderful technology … but what we strongly believe is kids at the primary and secondary level of education don’t have the metacognitive skills to be successful with online instruction as it’s being delivered.”\u003c/p>\n\u003cp>And, if programs lack oversight, it can be hard for a school to know if a student is performing poorly, or has dropped out, until it’s too late. This is especially true for online programs that enroll high numbers of students, Miron said.\u003c/p>\n\u003cp>A 2012 investigation by the Florida Center for Investigative Reporting and StateImpact Florida, for example, found student-teacher ratios at the online school \u003ca href=\"http://www.k12.com/k12-education.html\">K12.com\u003c/a>, which contracts with various Florida districts to provide online classes, were as high as \u003ca href=\"https://stateimpact.npr.org/florida/2012/09/16/in-k12-courses-275-students-to-a-single-teacher/\">275 students to one teacher\u003c/a>. K12.com offered schools a smaller student-to-teacher ratio for an additional per-student fee. At the time of the reporting, the state’s maximum ratio for brick-and-mortar schools was 25 students to one teacher.\u003c/p>\n\u003cp>\u003cstrong>Why Mississippi?\u003c/strong>\u003c/p>\n\u003cp>In Mississippi, which has lagged the nation in high-speed internet access for students, some districts have cobbled together funds for laptops and other devices that assist students with learning, allowing individual teachers to structure classes with technology. The state also offers a \u003ca href=\"http://www.mde.k12.ms.us/PN/VPS\">free online virtual school\u003c/a> where students can take up to two units of classes each year to supplement in-person courses, but enrollment in that program is limited. The program is currently full and no additional state-funded courses are currently available.\u003c/p>\n\u003cp>The Global Teaching Project chose to pilot its program in 10 low-income high schools in Mississippi because the state is largely rural, lacks certified teachers, and because the “need was so great” said Matthew Dolan, chief executive of the program.\u003c/p>\n\u003cp>Dolan, a Washington-based attorney, hopes the project will eventually be a solution for rural schools nationwide that want the best of both the online and brick-and-mortar education worlds: high-quality expert teachers, student support, resources, small class sizes and human interaction.\u003c/p>\n\u003cp>“[We wanted] to try to come up with a solution for the overwhelming majority of rural schools … that frankly don’t have the teachers to take the lead,” he said. Dolan, who knew several Mississippi lawmakers from his tenure in Washington, was aware that Mississippi allows “consortiums,” or groups of organizations and school districts to band together, creating a vehicle for innovative programs. He relied on the advantages offered by this vehicle, and the Global Teaching Project launched the Mississippi Public School Consortium for Educational Access in 2017.\u003c/p>\n\u003cp>Dolan also relied on connections from his alma maters, Yale and the University of Virginia, to recruit tutors for the non-profit consortium, funded partly by the \u003ca href=\"http://www.jkcf.org/\">Jack Kent Cooke Foundation\u003c/a> which is also among the various funders of \u003cem>The Hechinger Report.\u003c/em>\u003c/p>\n\u003cp>The Global Teaching Project incorporates aspects of successful high-quality online programs, many recommended by the International Association for K-12 Online Learning (iNACOL), which publishes \u003ca href=\"https://www.inacol.org/wp-content/uploads/2015/02/national-standards-for-quality-online-courses-v2.pdf\">standards for quality online learning programs\u003c/a>. These standards include elements like instructor-student and student-student interaction, the presence of frequent assessments, and content aligned with state standards or AP courses.\u003c/p>\n\u003cp>Bruce Friend, chief operating officer for \u003ca href=\"https://www.inacol.org/about/\">iNACOL,\u003c/a> said teacher-student interaction is one of the most important aspects of any online course. “I’m not at all a fan of online learning programs where the teacher serves more as a tutor than the actual teacher,” Friend said. “There’s a difference between me really being your instructor who’s proactively making sure you understand the concepts and skills versus me saying ‘Hey…go through your online course. I’m here if you have any questions.’”\u003c/p>\n\u003cfigure id=\"attachment_50702\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50702\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMSRuralCourses1-e1520350918308.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Iftikhar Azeem, a physics teacher at Holmes County Central High School, reviews a lesson with students. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How a ‘real-life’ teacher engages students\u003c/strong>\u003c/p>\n\u003cp>At Holmes Central High on a recent winter morning, physics teacher Iftikhar Azeem reviewed three of Newton’s Laws with his students, after watching Yale \u003ca href=\"https://physics.yale.edu/people/meg-urry\">Professor Meg Urry\u003c/a> on the screen set up at the front of the classroom.\u003c/p>\n\u003cp>“If you drop something on the floor, what happens?” Azeem asked.\u003c/p>\n\u003cp>“It stops,” one student offered.\u003c/p>\n\u003cp>“Why?” Azeem persisted.\u003c/p>\n\u003cp>“Friction,” another student answered.\u003c/p>\n\u003cp>“So, is that good or bad?” Azeem asked.\u003c/p>\n\u003cp>“Because otherwise things just keep going and don’t stop!” a student exclaimed.\u003c/p>\n\u003cp>The rest of class contained a flurry of virtual and in-person activities. Azeem led students through a makeshift experiment involving eggs, cardboard rolls, and cups of water to demonstrate how potential energy transitions to kinetic energy. Students checked in with their Yale tutor via video chat. Later, they took out cell phones and texted answers to an online physics program.\u003c/p>\n\u003cp>In May, Azeem’s students will take the AP physics exam, along with a handful of students from the other nine rural high schools participating in the program. Last year, 527 students in the state took the Physics I exam, and only 175 passed. In Mississippi, where \u003ca href=\"http://www.ruraledu.org/user_uploads/file/WRM-2015-16.pdf\">44 percent of students\u003c/a> attend rural schools, performance on Advanced Placement exams has long lagged the national average. In 2017, the average score on all AP exams statewide was a 2.2, compared to a 2.84 nationwide. A 3 is the minimum score accepted by many schools to earn college credit.\u003c/p>\n\u003cp>During the 2015-16 school year, Mississippi rolled out an initiative to increase participation in AP exams, especially among low-income and minority students. That year, participation on AP exams increased 37.9 percent for minority students, according to the state’s \u003ca href=\"http://www.mde.k12.ms.us/TD/news/2016/09/28/mississippi-students-increase-advanced-placement-participation-achievement\">Department of Education\u003c/a>.\u003c/p>\n\u003cp>But access to such courses is still a problem. Many high schools in more rural parts of the state offer just a few, according to a review of College Board data. In many urban, more populated and affluent high schools, students have access to dozens; Oxford High School in Oxford, Mississippi offers 16 AP courses while Madison Central High School just outside of Jackson offers 23 courses.\u003c/p>\n\u003cp>The Holmes County students are effusive in their praise of the program so far. They especially like the personalized video-conference tutoring from an undergraduate. “Having a tutor makes it easier,” said Jaylen Dennis, 17, who plans to major in electrical engineering.\u003c/p>\n\u003cp>His classmate, Tamos Stevenson, who plans to study architecture, agreed. “He understands in the real world why we’re learning this.”\u003c/p>\n\u003cp>Senior Anna Martin, whose college plans include majoring in meteorology, doesn’t mind watching lectures on a video. “If we don’t understand the video, we have a teacher,” she said, motioning at Azeem, a certified physics teacher who knows the topic, but isn’t certified to teach Advanced Placement.\u003c/p>\n\u003cp>Azeem said the program is unique in offering multiple opportunities for students to get help, in person, online or via text. Still, the rural nature of the school creates limitations. Some students don’t have Internet access or computers at home. And the school does not have a physics lab.\u003c/p>\n\u003cp>“We need equipment,” Azeem said.\u003c/p>\n\u003cp>Dolan of the Global Teaching Project said they are attempting to create a model that can be “scaled readily” and, right now, will cost nothing for school districts.\u003c/p>\n\u003cp>For now, the project is funded by grant money and donations that are made to the consortium, but Dolan eventually hopes to make a profit. The most expensive aspect of the course so far has been filming lectures and paying for post-production of videos, which have cost between $100,000 and $150,000. The program also pays college students from the University of Virginia and Yale who act as tutors and meet students in person during a two-week summer program in Mississippi.\u003c/p>\n\u003cp>While staff at the Global Teaching Project would like to see students succeed on the AP exams, they also want to “build a community of achievement in rural Mississippi” that encourages students to “revise their notion of themselves and ambition for themselves.” Next year, the group hopes to offer additional AP courses to the participating schools in Mississippi, and is speaking with other districts around the country about expanding.\u003c/p>\n\u003cp>Holmes County Central High School principal Charles Lacy said the experience is teaching students that “it’s ok to be smart and work hard.” Lacy said he sees online and distance learning as the future when it comes to providing more opportunity for students in areas like Holmes, which doesn’t have certified AP teachers.\u003c/p>\n\u003cp>“It certainly is my hope that this is the pilot for what will be the model in years to come,” Lacy said.\u003c/p>\n\u003cp>Superintendent Meeks said providing a high-quality option for students to take Advanced Placement classes could be a game-changer not just for schools in the Mississippi Delta, but for underprivileged schools nationwide.\u003c/p>\n\u003cp>“If it can succeed in Holmes County … it could succeed in any situation where children are in poverty and where [there is] a lack of resources,” Meeks said.\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50701/can-online-learning-level-the-ap-playing-field-for-rural-students","authors":["byline_mindshift_50701"],"categories":["mindshift_192","mindshift_20546","mindshift_195"],"tags":["mindshift_912","mindshift_20784","mindshift_1040","mindshift_384","mindshift_607","mindshift_20627"],"featImg":"mindshift_50704","label":"mindshift"},"mindshift_48672":{"type":"posts","id":"mindshift_48672","meta":{"index":"posts_1591205157","site":"mindshift","id":"48672","score":null,"sort":[1499841375000]},"guestAuthors":[],"slug":"how-small-school-districts-are-making-personalized-learning-a-reality","title":"How Small School Districts Are Making Personalized Learning A Reality","publishDate":1499841375,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>WILDER, Idaho — Eight years ago, the principal of Idaho’s Wilder Elementary School, Jeff Dillon, made a tough decision: He pulled his children out of the district high school to send them to private school. “I took a beating for that,” Dillon admitted, but added it was the right choice because the school was doing a poor job meeting the needs of students.\u003c/p>\n\u003cp>Fast forward to today. Dillon, now the district’s superintendent (and still its elementary school principal) just wrapped up the first year of a personalized learning program that gives students in all grades an iPad and the ability to master work at their own pace. What’s the reaction?\u003c/p>\n\u003cp>“My kids begged me to come to summer school,” said Chantelle Mullins, a mother of two elementary school students. More than half of the learners — 58 percent — in the 270-student elementary school are involved in summer learning programs; about 20 percent of kids at the combined middle/high school are continuing to study in the summer.\u003c/p>\n\u003cp>“I keep thinking, ‘Is this real?’” Dillon said.\u003c/p>\n\u003cp>Wilder is part of a new national trend to customize learning to each child. But the tiny district of just under 500 students is taking the idea to the extreme. Located about 40 miles west of Boise, Wilder has erased grade levels and been awarded a state waiver to avoid seat-time requirements (meaning a student does not need to prove she spent x number of hours learning algebra, for instance). Other schools around the country are starting to take notice — and schedule visits.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The district is just a year into the program, and there have been a few hiccups: Changes this dramatic don’t occur without some problems. Managing screen time for students remains a concern, school officials say. Because children control the pace of their learning, procrastination, especially at the high school level, is an issue. Without a need to change classes, some high schoolers spend the bulk of each day in the corner of one room swiping at their tablets, while others have asked teachers if they can take a break from working on their iPads.\u003c/p>\n\u003cp>Still, as the district awaits its first-year test scores, teachers and students feel they are on the edge of education’s biggest trend: allowing students to control the pace and place of their learning.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>“It’s a very strong trend,” said Daniel A. Domenech, the executive director of the American Association of School Administrators. The association has a personalized learning group that visits school sites across the country as the superintendents — including Dillon — trade ideas about the learning philosophy. “It’s a significant departure from having a teacher lecturing and teaching the same thing at the same time,” he added.\u003c/p>\n\u003cfigure id=\"attachment_48676\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48676\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-2--e1499809316642.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">To encourage students to work together, elementary teachers tell kids they should ask three classmates for help before bringing a problem to the teacher. \u003ccite>(Wayne D’Orio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wilder is new to personalized learning, but a handful of other districts around the country have been doing a version of it for years. A Kentucky superintendent, Roger Cook, said he wasn’t thinking about personalized learning when he started to let students have more control over their studies 12 years ago; he was just trying to keep them from dropping out of his Taylor County School District. Now, there are fifth graders in the district taking high school algebra for credit. “If you can handle Algebra I, you can take it,” he said. He added some students complete their high school requirements by the middle of sophomore year.\u003c/p>\n\u003cp>And while Taylor County and Wilder are both rural districts, the trend is happening in urban areas as well. Dysart Unified School District, near Phoenix, Arizona, with more than 24,000 students, and Charlotte-Mecklenburg Schools in North Carolina, with 147,000 students, are both using personalized learning.\u003c/p>\n\u003cp>Kenneth Grover created Innovations Early College High School in Salt Lake City five years ago; the school is now a beacon for school leaders hoping to study this model in action. Grover also coaches about 20 districts in Arkansas and Oklahoma trying to make similar changes.\u003c/p>\n\u003cp>Asked why districts are becoming more willing to try personalized learning, Grover said having more examples is putting administrators at ease. “The fear is starting to subside.” Last year, Wilder gave its teachers a preview of the learning philosophy in action, sending all the district's middle and high school teachers to visit Innovations.\u003c/p>\n\u003cp>There’s no cookie-cutter model for personalized learning. Dysart’s superintendent, Gail Pletnick, said the way kids in her district learn depends on how the school and its personnel implement the philosophy. Typically, personalized learning allows students to control the pace and the location of their learning, and lets them incorporate their interests into their work.\u003c/p>\n\u003cp>For instance, a fifth-grader in Wilder used the district’s virtual reality lab to create a multimedia project about every element in the Periodic Table. In Dysart, a group of fifth-graders created a dog collar that could sense heat, and help keep pets safe in an area where the average high temperature tops 90 degrees for five straight months. (This type of learning isn’t entirely new. Montessori schools have championed the student-directed model, without technology, for more than 100 years.)\u003c/p>\n\u003cp>Within Idaho, Wilder is one of nine districts in a state pilot program, said Kelly Brady, the director of the state’s Mastery Education program. “There’s a huge interest in wanting to move in this direction.”\u003c/p>\n\u003cp>But freedom can have its costs. Allowing children to choose the pace of their learning means high school students often choose to work on one course exclusively for several weeks before moving onto another subject. At Wilder, stories of students who were scrambling to catch up in subjects they had neglected bounced through the hallways during the last week of school.\u003c/p>\n\u003cfigure id=\"attachment_48674\" class=\"wp-caption alignnone\" style=\"max-width: 2016px\">\u003cimg class=\"size-full wp-image-48674\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6.jpg\" alt=\"\" width=\"2016\" height=\"1512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6.jpg 2016w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-520x390.jpg 520w\" sizes=\"(max-width: 2016px) 100vw, 2016px\">\u003cfigcaption class=\"wp-caption-text\">Teachers in the Wilder school district let students know they are responsible for their progress, but also let them know that failure can be okay. \u003ccite>(Wayne D’Orio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Freshman Norman Gonzalez said he delayed starting on math until too late in the year. Because he needed a teacher’s help to work through the material, he planned to attend several days of summer school to finish the course. Another student admits she started the year by doing work in her “fun classes” and fell behind in other subjects. When her parents took away her phone, she started working harder and caught up.\u003c/p>\n\u003cp>And that responsibility is exactly the point, said Tim Jensen, principal of Wilder’s middle/high school. “I told kids this year: ‘You’re going to have to work at failing.’” When they were confused, he explained that they wouldn’t be able to hide in the back of the classroom any more, just marking time. They would be responsible for their own progress.\u003c/p>\n\u003cp>But what if the pace of some students is too slow to enable them to graduate on time?\u003c/p>\n\u003cp>“You have to ensure [personalized learning] doesn’t exacerbate equity challenges,” said Betheny Gross, a senior research analyst with the Center on Reinventing Public Education. “This is about personalizing the learning experience, not the expectations for kids.”\u003c/p>\n\u003cp>Wilder’s Jensen says some hidden time savings allow students extra time to complete their work, if needed. The principal estimates that, by eschewing a traditional class schedule, Wilder has added 13 days’ worth of learning time to the school year. In the old system, he said, the last five minutes of each class, the time to switch classes and the first five minutes of the next period were wasted. Freshman Gonzalez agreed. “With the bell schedule, everyone would look at the clock and wait for class to end,” he said.\u003c/p>\n\u003cp>A Wilder parent, Gary Mullins, said his third-grade son, who has attention-deficit/hyperactivity disorder, was able to go from F’s to A’s when allowed to learn at his own pace.\u003c/p>\n\u003cp>Wilder’s version of personalized learning means no more lesson plans and no homework, two key changes that helped teachers pivot their jobs from dispensing information to mentoring students. Third-grade teacher Stephanie Bauer said she is able to grade writing samples as children complete them. “There’s real-time gratification,” she said.\u003c/p>\n\u003cp>In most elementary classrooms at Wilder, kids work wherever they are comfortable, huddling together in corners, the hallway, or — in one classroom — in a tent that served as a special reading spot. Kids are quick to run up to Dillon when he wanders into their classroom, showing him the work they’ve completed, both on their iPads and using more traditional school tools like markers and poster board.\u003c/p>\n\u003cp>Dillon was upfront about why the district made the switch to a more personalized system, in which students don’t advance until they master a subject. “What we were doing wasn’t working,” he said.\u003c/p>\n\u003cfigure id=\"attachment_48675\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48675\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-1-e1499809404419.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Elementary students use their iPads to create Keynote presentations about books they have read. \u003ccite>(Wayne D’Orio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In math, only 3.4 percent of Wilder middle school/high school students were proficient in 2015-16, compared to about 37 percent statewide. In English, 27 percent of the school’s students were proficient, compared to roughly 55 percent statewide. Because of a successful tax levy, Wilder spends roughly $\u003ca href=\"http://www.idahoedtrends.org/schools/707/finance\">7,900 per kid, about $1,500 more than Idaho’s average.\u003c/a> Three of every four students in the district are Hispanic; more than nine out of every 10 students qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>When Dillon started thinking about bringing personalized learning to his corner of Idaho, he said, “Everything about it was a no-brainer.” While the program officially rolled out this year, Wilder spent years planning for the conversion.\u003c/p>\n\u003cp>Through the federal ConnectED program, which aims to increase technology and connectivity for schools nationwide, the district received free iPads for all students, commercial-grade internet connection, and 17 teacher-training days with Apple instructors. The training showed teachers how to use the tablets to promote active learning. Because so many children don’t have internet access at home, a telecommunications company donated three years of free internet for all student families, allowing kids to use their iPads at home.\u003c/p>\n\u003cp>“We needed something to meet the daily needs of our kids,” Dillon said. In addition to personalized learning, Wilder uses mastery-based learning, in which students must achieve 80 percent proficiency in one area of study before moving on. Children are also taught the \u003ca href=\"http://www.artcostacentre.com/html/habits.htm\">“16 Habits of Mind,”\u003c/a> a set of behaviors that encourage persistence and critical thinking. Students earn badges by exhibiting behaviors that match these 16 habits. Chantelle Mullins, who works as an aide in the elementary school, said this work has helped change students’ vocabulary. “They ask for support now, instead of saying, ‘I can’t do this,’” she said.\u003c/p>\n\u003cp>Fifth-grader Zaydit Flores Cruz said she used to have trouble with reading, but she zoomed from a third-grade level at the beginning of the year to halfway to a fifth-grade level by year’s end. Wearing pink-framed glasses and a pink Minnie Mouse hoodie, she explained what happens when she gets stuck: “I ask the teacher and she shows me. If I still don’t get it, I work next to her and she watches me do it.”\u003c/p>\n\u003cp>The state test scores from the recently completed school year won’t be released until September, so it’s hard to say if the changes are paying off. Dillon says he does see some definite signs of progress: Elementary students are showing nearly 1.5 years of growth in the last year, and preliminary test results show elementary learners have made a 10 percent gain in the last three years. The middle school preliminary test results are “terrible” Dillon admitted, but all but one teacher at that school was new to Wilder this year.\u003c/p>\n\u003cp>There’s one other positive factor: While about 100 Wilder children still attend school outside the district, Dillon said some people who don’t live in Wilder, including teachers, are now sending their children to the town’s schools.\u003c/p>\n\u003cp>Thinking back to the district’s summer school success, the superintendent said, “A student who understands what it means to own their learning has an internal drive to get things done. Our students are changing their habits and their attitudes.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003cem>our \u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">newsletter\u003c/a>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A tiny Idaho town is pushing the envelope in personalized education by giving kids lots of laptop time and removing grade levels.\r\n","status":"publish","parent":0,"modified":1499841375,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2196},"headData":{"title":"How Small School Districts Are Making Personalized Learning A Reality | KQED","description":"A tiny Idaho town is pushing the envelope in personalized education by giving kids lots of laptop time and removing grade levels.\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48672 https://ww2.kqed.org/mindshift/?p=48672","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/11/how-small-school-districts-are-making-personalized-learning-a-reality/","disqusTitle":"How Small School Districts Are Making Personalized Learning A Reality","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Wayne D’Orio, The Hechinger Report\u003c/a>","path":"/mindshift/48672/how-small-school-districts-are-making-personalized-learning-a-reality","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>WILDER, Idaho — Eight years ago, the principal of Idaho’s Wilder Elementary School, Jeff Dillon, made a tough decision: He pulled his children out of the district high school to send them to private school. “I took a beating for that,” Dillon admitted, but added it was the right choice because the school was doing a poor job meeting the needs of students.\u003c/p>\n\u003cp>Fast forward to today. Dillon, now the district’s superintendent (and still its elementary school principal) just wrapped up the first year of a personalized learning program that gives students in all grades an iPad and the ability to master work at their own pace. What’s the reaction?\u003c/p>\n\u003cp>“My kids begged me to come to summer school,” said Chantelle Mullins, a mother of two elementary school students. More than half of the learners — 58 percent — in the 270-student elementary school are involved in summer learning programs; about 20 percent of kids at the combined middle/high school are continuing to study in the summer.\u003c/p>\n\u003cp>“I keep thinking, ‘Is this real?’” Dillon said.\u003c/p>\n\u003cp>Wilder is part of a new national trend to customize learning to each child. But the tiny district of just under 500 students is taking the idea to the extreme. Located about 40 miles west of Boise, Wilder has erased grade levels and been awarded a state waiver to avoid seat-time requirements (meaning a student does not need to prove she spent x number of hours learning algebra, for instance). Other schools around the country are starting to take notice — and schedule visits.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The district is just a year into the program, and there have been a few hiccups: Changes this dramatic don’t occur without some problems. Managing screen time for students remains a concern, school officials say. Because children control the pace of their learning, procrastination, especially at the high school level, is an issue. Without a need to change classes, some high schoolers spend the bulk of each day in the corner of one room swiping at their tablets, while others have asked teachers if they can take a break from working on their iPads.\u003c/p>\n\u003cp>Still, as the district awaits its first-year test scores, teachers and students feel they are on the edge of education’s biggest trend: allowing students to control the pace and place of their learning.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>“It’s a very strong trend,” said Daniel A. Domenech, the executive director of the American Association of School Administrators. The association has a personalized learning group that visits school sites across the country as the superintendents — including Dillon — trade ideas about the learning philosophy. “It’s a significant departure from having a teacher lecturing and teaching the same thing at the same time,” he added.\u003c/p>\n\u003cfigure id=\"attachment_48676\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48676\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-2--e1499809316642.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">To encourage students to work together, elementary teachers tell kids they should ask three classmates for help before bringing a problem to the teacher. \u003ccite>(Wayne D’Orio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wilder is new to personalized learning, but a handful of other districts around the country have been doing a version of it for years. A Kentucky superintendent, Roger Cook, said he wasn’t thinking about personalized learning when he started to let students have more control over their studies 12 years ago; he was just trying to keep them from dropping out of his Taylor County School District. Now, there are fifth graders in the district taking high school algebra for credit. “If you can handle Algebra I, you can take it,” he said. He added some students complete their high school requirements by the middle of sophomore year.\u003c/p>\n\u003cp>And while Taylor County and Wilder are both rural districts, the trend is happening in urban areas as well. Dysart Unified School District, near Phoenix, Arizona, with more than 24,000 students, and Charlotte-Mecklenburg Schools in North Carolina, with 147,000 students, are both using personalized learning.\u003c/p>\n\u003cp>Kenneth Grover created Innovations Early College High School in Salt Lake City five years ago; the school is now a beacon for school leaders hoping to study this model in action. Grover also coaches about 20 districts in Arkansas and Oklahoma trying to make similar changes.\u003c/p>\n\u003cp>Asked why districts are becoming more willing to try personalized learning, Grover said having more examples is putting administrators at ease. “The fear is starting to subside.” Last year, Wilder gave its teachers a preview of the learning philosophy in action, sending all the district's middle and high school teachers to visit Innovations.\u003c/p>\n\u003cp>There’s no cookie-cutter model for personalized learning. Dysart’s superintendent, Gail Pletnick, said the way kids in her district learn depends on how the school and its personnel implement the philosophy. Typically, personalized learning allows students to control the pace and the location of their learning, and lets them incorporate their interests into their work.\u003c/p>\n\u003cp>For instance, a fifth-grader in Wilder used the district’s virtual reality lab to create a multimedia project about every element in the Periodic Table. In Dysart, a group of fifth-graders created a dog collar that could sense heat, and help keep pets safe in an area where the average high temperature tops 90 degrees for five straight months. (This type of learning isn’t entirely new. Montessori schools have championed the student-directed model, without technology, for more than 100 years.)\u003c/p>\n\u003cp>Within Idaho, Wilder is one of nine districts in a state pilot program, said Kelly Brady, the director of the state’s Mastery Education program. “There’s a huge interest in wanting to move in this direction.”\u003c/p>\n\u003cp>But freedom can have its costs. Allowing children to choose the pace of their learning means high school students often choose to work on one course exclusively for several weeks before moving onto another subject. At Wilder, stories of students who were scrambling to catch up in subjects they had neglected bounced through the hallways during the last week of school.\u003c/p>\n\u003cfigure id=\"attachment_48674\" class=\"wp-caption alignnone\" style=\"max-width: 2016px\">\u003cimg class=\"size-full wp-image-48674\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6.jpg\" alt=\"\" width=\"2016\" height=\"1512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6.jpg 2016w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-6-520x390.jpg 520w\" sizes=\"(max-width: 2016px) 100vw, 2016px\">\u003cfigcaption class=\"wp-caption-text\">Teachers in the Wilder school district let students know they are responsible for their progress, but also let them know that failure can be okay. \u003ccite>(Wayne D’Orio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Freshman Norman Gonzalez said he delayed starting on math until too late in the year. Because he needed a teacher’s help to work through the material, he planned to attend several days of summer school to finish the course. Another student admits she started the year by doing work in her “fun classes” and fell behind in other subjects. When her parents took away her phone, she started working harder and caught up.\u003c/p>\n\u003cp>And that responsibility is exactly the point, said Tim Jensen, principal of Wilder’s middle/high school. “I told kids this year: ‘You’re going to have to work at failing.’” When they were confused, he explained that they wouldn’t be able to hide in the back of the classroom any more, just marking time. They would be responsible for their own progress.\u003c/p>\n\u003cp>But what if the pace of some students is too slow to enable them to graduate on time?\u003c/p>\n\u003cp>“You have to ensure [personalized learning] doesn’t exacerbate equity challenges,” said Betheny Gross, a senior research analyst with the Center on Reinventing Public Education. “This is about personalizing the learning experience, not the expectations for kids.”\u003c/p>\n\u003cp>Wilder’s Jensen says some hidden time savings allow students extra time to complete their work, if needed. The principal estimates that, by eschewing a traditional class schedule, Wilder has added 13 days’ worth of learning time to the school year. In the old system, he said, the last five minutes of each class, the time to switch classes and the first five minutes of the next period were wasted. Freshman Gonzalez agreed. “With the bell schedule, everyone would look at the clock and wait for class to end,” he said.\u003c/p>\n\u003cp>A Wilder parent, Gary Mullins, said his third-grade son, who has attention-deficit/hyperactivity disorder, was able to go from F’s to A’s when allowed to learn at his own pace.\u003c/p>\n\u003cp>Wilder’s version of personalized learning means no more lesson plans and no homework, two key changes that helped teachers pivot their jobs from dispensing information to mentoring students. Third-grade teacher Stephanie Bauer said she is able to grade writing samples as children complete them. “There’s real-time gratification,” she said.\u003c/p>\n\u003cp>In most elementary classrooms at Wilder, kids work wherever they are comfortable, huddling together in corners, the hallway, or — in one classroom — in a tent that served as a special reading spot. Kids are quick to run up to Dillon when he wanders into their classroom, showing him the work they’ve completed, both on their iPads and using more traditional school tools like markers and poster board.\u003c/p>\n\u003cp>Dillon was upfront about why the district made the switch to a more personalized system, in which students don’t advance until they master a subject. “What we were doing wasn’t working,” he said.\u003c/p>\n\u003cfigure id=\"attachment_48675\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48675\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Wayne-D27Orio-Idaho-PL-1-e1499809404419.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Elementary students use their iPads to create Keynote presentations about books they have read. \u003ccite>(Wayne D’Orio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In math, only 3.4 percent of Wilder middle school/high school students were proficient in 2015-16, compared to about 37 percent statewide. In English, 27 percent of the school’s students were proficient, compared to roughly 55 percent statewide. Because of a successful tax levy, Wilder spends roughly $\u003ca href=\"http://www.idahoedtrends.org/schools/707/finance\">7,900 per kid, about $1,500 more than Idaho’s average.\u003c/a> Three of every four students in the district are Hispanic; more than nine out of every 10 students qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>When Dillon started thinking about bringing personalized learning to his corner of Idaho, he said, “Everything about it was a no-brainer.” While the program officially rolled out this year, Wilder spent years planning for the conversion.\u003c/p>\n\u003cp>Through the federal ConnectED program, which aims to increase technology and connectivity for schools nationwide, the district received free iPads for all students, commercial-grade internet connection, and 17 teacher-training days with Apple instructors. The training showed teachers how to use the tablets to promote active learning. Because so many children don’t have internet access at home, a telecommunications company donated three years of free internet for all student families, allowing kids to use their iPads at home.\u003c/p>\n\u003cp>“We needed something to meet the daily needs of our kids,” Dillon said. In addition to personalized learning, Wilder uses mastery-based learning, in which students must achieve 80 percent proficiency in one area of study before moving on. Children are also taught the \u003ca href=\"http://www.artcostacentre.com/html/habits.htm\">“16 Habits of Mind,”\u003c/a> a set of behaviors that encourage persistence and critical thinking. Students earn badges by exhibiting behaviors that match these 16 habits. Chantelle Mullins, who works as an aide in the elementary school, said this work has helped change students’ vocabulary. “They ask for support now, instead of saying, ‘I can’t do this,’” she said.\u003c/p>\n\u003cp>Fifth-grader Zaydit Flores Cruz said she used to have trouble with reading, but she zoomed from a third-grade level at the beginning of the year to halfway to a fifth-grade level by year’s end. Wearing pink-framed glasses and a pink Minnie Mouse hoodie, she explained what happens when she gets stuck: “I ask the teacher and she shows me. If I still don’t get it, I work next to her and she watches me do it.”\u003c/p>\n\u003cp>The state test scores from the recently completed school year won’t be released until September, so it’s hard to say if the changes are paying off. Dillon says he does see some definite signs of progress: Elementary students are showing nearly 1.5 years of growth in the last year, and preliminary test results show elementary learners have made a 10 percent gain in the last three years. The middle school preliminary test results are “terrible” Dillon admitted, but all but one teacher at that school was new to Wilder this year.\u003c/p>\n\u003cp>There’s one other positive factor: While about 100 Wilder children still attend school outside the district, Dillon said some people who don’t live in Wilder, including teachers, are now sending their children to the town’s schools.\u003c/p>\n\u003cp>Thinking back to the district’s summer school success, the superintendent said, “A student who understands what it means to own their learning has an internal drive to get things done. Our students are changing their habits and their attitudes.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003cem>our \u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">newsletter\u003c/a>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48672/how-small-school-districts-are-making-personalized-learning-a-reality","authors":["byline_mindshift_48672"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_421","mindshift_20627"],"featImg":"mindshift_48677","label":"mindshift"},"mindshift_47561":{"type":"posts","id":"mindshift_47561","meta":{"index":"posts_1591205157","site":"mindshift","id":"47561","score":null,"sort":[1488985183000]},"guestAuthors":[],"slug":"how-maker-mindsets-can-be-an-easy-fit-for-rural-schools","title":"How Maker Mindsets Can Be An Easy Fit For Rural Schools","publishDate":1488985183,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The maker movement has expanded greatly in recent years and much of the attention has focused on cities with high population density and large well-funded school districts. In rural districts, teachers are also developing \u003ca href=\"http://makezine.com/2014/10/07/how-to-start-a-makerspace-in-small-town-america-2/\">maker projects\u003c/a> to help students gain the benefits that come from hands-on experiences, while better understanding the needs of their communities.\u003c/p>\n\u003cp>Take for instance the work being done by Brock Hamill at Corvallis High School in Montana. The students in his science class construct air sensors and analyze data in a way that helps address a problem unique to their community. Air pollution poses a problem for that region of Montana because of nearby forest fires and, in the winter, use of wood-burning stoves.\u003c/p>\n\u003cp>“We can just get days and days and days of smoke,” said Hammill, and it can get to the point where sports practice and games must be canceled.\u003c/p>\n\u003cp>Working with a teacher training program at the \u003ca href=\"https://cehsweb.health.umt.edu/um-workshop-teachers-brings-environmental-health-local-classrooms\">University of Montana\u003c/a>, Hammill borrowed expensive air sensors for his students to use for a couple of days each semester. But he wanted his students to have more access to sensors, so he set \u003ca href=\"http://www.howmuchsnow.com/arduino/airquality/grovedust/\">about making his own.\u003c/a> His first task was to see if he could even make a sensor from scratch and then test its accuracy so that his students could do the same.\u003c/p>\n\u003cp>“I took it as a challenge to see what could we do,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>First, Hammill created step-by-step instructions on his \u003ca href=\"https://airquality406.wordpress.com/\">website\u003c/a> to provide students some structure for such a new project. He then used a $500 grant from Montana State University to purchase enough equipment to make seven air sensors. All of his students were able to build those sensors in class, a project that included putting together hardware and software that could transmit data to the internet.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=j-i3MTqprVk\u003c/p>\n\u003cp>Then students had the opportunity to make modifications to the air sensors, such as having the light color change to represent different air quality measures. Students -- who had unfettered access to their sensors -- also worked on making them more adaptable to different environments.\u003c/p>\n\u003cp>“They were working on wearable models you could just use a battery with and put in your pocket,” said Hammill. This would let students publish their real-time exposure to air pollutants at their exact location. Students also had the challenge of making a sensor that would register volatile organic compounds, such as paint fumes.\u003c/p>\n\u003cp>“They were just changing code left and right, making it work,” he said. “They liked it, too, because they'd never worked hardware and software together. They'd change the code and run it and show other groups.”\u003c/p>\n\u003cp>The air sensor project helped students understand a problem in their community while giving them much-need computer programming skills. “It's just hard for these rural schools to get a computer programming teacher,” he said.\u003c/p>\n\u003cp>\u003cstrong>OLD-SCHOOL MAKER\u003c/strong>\u003c/p>\n\u003cp>Rural districts might already be offering a maker program and not realize it. Organizations such as 4-H and Future Farmers of America teach agricultural education skills that involve a lot of \"making.\" Students might be designing, programming and learning about technology under the auspices of such a curriculum.\u003c/p>\n\u003cp>Jacob Bowers teaches a variety of agriculture classes in his town of Pella, Iowa. In that program, high school students learn how to fly drones over farm fields and analyze data from those flights. Thanks to a grant from the Carl Perkins Vocational and Technical Innovation Act, Bowers purchased drones to be shared by his and neighboring districts. Along with learning how to fly the drones, students learn data analysis. Bowers also gets permission from farmers to look at their field data, which come from more expensive drones.\u003c/p>\n\u003cp>Students spend less time flying and more time figuring out how to program a drone to take the footage they want, he said. For instance, a drone can be equipped with a UV camera to determine the health of a field. Depending on the type of light bouncing back at the camera, farmers can determine how much fertilizer is needed on the field. The same thing works for a temperature camera. Based on the temperatures coming back, students can figure out where different soil types are located.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=v3YcZtlVrls\u003c/p>\n\u003cp>Having the students figure out fertilizer plans is the big challenge to master. With efficient use of fertilizer, “we save the farmer money and it's a little less hard on the environment as well,” said Bowers.\u003c/p>\n\u003cp>Bowers isn't just teaching kids how to crunch numbers on spreadsheets. In his greenhouse class, students design hydroponic systems.\u003c/p>\n\u003cp>“They actually work together to build a more sustainable hydroponic system that can make a lot of produce,” he said.\u003c/p>\n\u003cp>Next year, he plans to teach a metals class where students learn to run a small business creating metal signs. They'll learn to run the books, find clients and use design software to make different products for those clients. All this is in the spirit of maker education. But how tech-driven the program is depends on the teacher, said Bowers.\u003c/p>\n\u003cp>The big takeaway is “identifying what skills are going to be applicable 20 years from now,” he said.\u003c/p>\n\u003cp>That's why he focuses on fertilizer figures and data analysis, because that's something students will likely always need to understand if they work in agriculture.\u003c/p>\n\u003cp>As other teachers have seen, students who struggle with academics often shine in a maker space. Bowers sees that in his hydroponics class.\u003c/p>\n\u003cp>“They're excited to walk in and be able to show other students what they know.”\u003c/p>\n\u003cp>\u003cstrong>TAKE IT SLOW\u003c/strong>\u003c/p>\n\u003cp>Giving students access to skills they normally might not be exposed to is a big value of the maker culture. But when maker spaces are new to a school, schools might experience some growing pains.\u003c/p>\n\u003cp>Noelle McCammond worked as technology support for the Corning Union Elementary School district and helped design the maker space at Maywood Middle School with \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/25/how-a-makerspace-in-juvenile-hall-helps-young-people-see-their-value/\">Michelle Carlson\u003c/a>\u003cstrong>,\u003c/strong> an educational consultant who helps bring maker spaces to schools.\u003c/p>\n\u003cp>They tried to make the first maker project open-ended, but students didn't really know where to start and needed more structure.\u003c/p>\n\u003cp>“Our student population and our teachers really struggled with it,” said Carlson.\u003c/p>\n\u003cp>They had to walk back the process a little bit and spend time just cultivating that idea of being creative and seeing what's out there, said McCammond.\u003c/p>\n\u003cp>“We had to be really structured and give them clear roles,” she added.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But as students got more comfortable with maker equipment, teachers were able to give them time to tinker.\u003c/p>\n\n","blocks":[],"excerpt":"Maker spaces are helping students in rural communities apply technology in a way that's relevant to their local needs. ","status":"publish","parent":0,"modified":1488985287,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1159},"headData":{"title":"How Maker Mindsets Can Be An Easy Fit For Rural Schools | KQED","description":"Maker spaces are helping students in rural communities apply technology in a way that's relevant to their local needs. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47561 https://ww2.kqed.org/mindshift/?p=47561","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/08/how-maker-mindsets-can-be-an-easy-fit-for-rural-schools/","disqusTitle":"How Maker Mindsets Can Be An Easy Fit For Rural Schools","path":"/mindshift/47561/how-maker-mindsets-can-be-an-easy-fit-for-rural-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The maker movement has expanded greatly in recent years and much of the attention has focused on cities with high population density and large well-funded school districts. In rural districts, teachers are also developing \u003ca href=\"http://makezine.com/2014/10/07/how-to-start-a-makerspace-in-small-town-america-2/\">maker projects\u003c/a> to help students gain the benefits that come from hands-on experiences, while better understanding the needs of their communities.\u003c/p>\n\u003cp>Take for instance the work being done by Brock Hamill at Corvallis High School in Montana. The students in his science class construct air sensors and analyze data in a way that helps address a problem unique to their community. Air pollution poses a problem for that region of Montana because of nearby forest fires and, in the winter, use of wood-burning stoves.\u003c/p>\n\u003cp>“We can just get days and days and days of smoke,” said Hammill, and it can get to the point where sports practice and games must be canceled.\u003c/p>\n\u003cp>Working with a teacher training program at the \u003ca href=\"https://cehsweb.health.umt.edu/um-workshop-teachers-brings-environmental-health-local-classrooms\">University of Montana\u003c/a>, Hammill borrowed expensive air sensors for his students to use for a couple of days each semester. But he wanted his students to have more access to sensors, so he set \u003ca href=\"http://www.howmuchsnow.com/arduino/airquality/grovedust/\">about making his own.\u003c/a> His first task was to see if he could even make a sensor from scratch and then test its accuracy so that his students could do the same.\u003c/p>\n\u003cp>“I took it as a challenge to see what could we do,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>First, Hammill created step-by-step instructions on his \u003ca href=\"https://airquality406.wordpress.com/\">website\u003c/a> to provide students some structure for such a new project. He then used a $500 grant from Montana State University to purchase enough equipment to make seven air sensors. All of his students were able to build those sensors in class, a project that included putting together hardware and software that could transmit data to the internet.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/j-i3MTqprVk'\n title='//www.youtube.com/embed/j-i3MTqprVk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Then students had the opportunity to make modifications to the air sensors, such as having the light color change to represent different air quality measures. Students -- who had unfettered access to their sensors -- also worked on making them more adaptable to different environments.\u003c/p>\n\u003cp>“They were working on wearable models you could just use a battery with and put in your pocket,” said Hammill. This would let students publish their real-time exposure to air pollutants at their exact location. Students also had the challenge of making a sensor that would register volatile organic compounds, such as paint fumes.\u003c/p>\n\u003cp>“They were just changing code left and right, making it work,” he said. “They liked it, too, because they'd never worked hardware and software together. They'd change the code and run it and show other groups.”\u003c/p>\n\u003cp>The air sensor project helped students understand a problem in their community while giving them much-need computer programming skills. “It's just hard for these rural schools to get a computer programming teacher,” he said.\u003c/p>\n\u003cp>\u003cstrong>OLD-SCHOOL MAKER\u003c/strong>\u003c/p>\n\u003cp>Rural districts might already be offering a maker program and not realize it. Organizations such as 4-H and Future Farmers of America teach agricultural education skills that involve a lot of \"making.\" Students might be designing, programming and learning about technology under the auspices of such a curriculum.\u003c/p>\n\u003cp>Jacob Bowers teaches a variety of agriculture classes in his town of Pella, Iowa. In that program, high school students learn how to fly drones over farm fields and analyze data from those flights. Thanks to a grant from the Carl Perkins Vocational and Technical Innovation Act, Bowers purchased drones to be shared by his and neighboring districts. Along with learning how to fly the drones, students learn data analysis. Bowers also gets permission from farmers to look at their field data, which come from more expensive drones.\u003c/p>\n\u003cp>Students spend less time flying and more time figuring out how to program a drone to take the footage they want, he said. For instance, a drone can be equipped with a UV camera to determine the health of a field. Depending on the type of light bouncing back at the camera, farmers can determine how much fertilizer is needed on the field. The same thing works for a temperature camera. Based on the temperatures coming back, students can figure out where different soil types are located.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/v3YcZtlVrls'\n title='//www.youtube.com/embed/v3YcZtlVrls'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Having the students figure out fertilizer plans is the big challenge to master. With efficient use of fertilizer, “we save the farmer money and it's a little less hard on the environment as well,” said Bowers.\u003c/p>\n\u003cp>Bowers isn't just teaching kids how to crunch numbers on spreadsheets. In his greenhouse class, students design hydroponic systems.\u003c/p>\n\u003cp>“They actually work together to build a more sustainable hydroponic system that can make a lot of produce,” he said.\u003c/p>\n\u003cp>Next year, he plans to teach a metals class where students learn to run a small business creating metal signs. They'll learn to run the books, find clients and use design software to make different products for those clients. All this is in the spirit of maker education. But how tech-driven the program is depends on the teacher, said Bowers.\u003c/p>\n\u003cp>The big takeaway is “identifying what skills are going to be applicable 20 years from now,” he said.\u003c/p>\n\u003cp>That's why he focuses on fertilizer figures and data analysis, because that's something students will likely always need to understand if they work in agriculture.\u003c/p>\n\u003cp>As other teachers have seen, students who struggle with academics often shine in a maker space. Bowers sees that in his hydroponics class.\u003c/p>\n\u003cp>“They're excited to walk in and be able to show other students what they know.”\u003c/p>\n\u003cp>\u003cstrong>TAKE IT SLOW\u003c/strong>\u003c/p>\n\u003cp>Giving students access to skills they normally might not be exposed to is a big value of the maker culture. But when maker spaces are new to a school, schools might experience some growing pains.\u003c/p>\n\u003cp>Noelle McCammond worked as technology support for the Corning Union Elementary School district and helped design the maker space at Maywood Middle School with \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/25/how-a-makerspace-in-juvenile-hall-helps-young-people-see-their-value/\">Michelle Carlson\u003c/a>\u003cstrong>,\u003c/strong> an educational consultant who helps bring maker spaces to schools.\u003c/p>\n\u003cp>They tried to make the first maker project open-ended, but students didn't really know where to start and needed more structure.\u003c/p>\n\u003cp>“Our student population and our teachers really struggled with it,” said Carlson.\u003c/p>\n\u003cp>They had to walk back the process a little bit and spend time just cultivating that idea of being creative and seeing what's out there, said McCammond.\u003c/p>\n\u003cp>“We had to be really structured and give them clear roles,” she added.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But as students got more comfortable with maker equipment, teachers were able to give them time to tinker.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47561/how-maker-mindsets-can-be-an-easy-fit-for-rural-schools","authors":["11330"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_980","mindshift_20627","mindshift_975"],"featImg":"mindshift_47722","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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