Introductory Statement on S. 1096
Mr. President, in 1865, Horace Greeley wrote in the New York Tribune, ``Go West, young man, and grow up with the country.'' For decades, Greeley's words captured the imagination of a country, and millions of families flocked to the West…
Mr. President, in 1865, Horace Greeley wrote in the New York Tribune, ``Go West, young man, and grow up with the country.''
For decades, Greeley's words captured the imagination of a country, and millions of families flocked to the West for a glimpse of the American dream. Rural America continues to thrive, and places like my home State of Montana offer an excellent place to raise a family. But there is a no question that rural and frontier America present unique circumstances that differ substantially from our more urban neighbors.
While rural education is becoming an increasingly large and important part of the U.S. public school system, the unique challenges and opportunities within rural communities are often misunderstood or overlooked. According to the Digest of Education Statistics reported annually by the National Center for Education Statistics, the number of students attending rural schools increased by over 11 percent, from 10.5 million in 2004 to nearly 11.7 million by 2008. Rural students now comprise almost one fourth of the Nation's public school enrollment. And nearly one-third of all schools in the nation are located in rural areas.
Yet despite the significant percentage enrolled in rural schools, the importance of rural education is often obscured by the fact that rural students
are--naturally--widely-dispersed, located in small, geographically isolated school districts. The size, diversity, and complexity of rural education support a greater policy focus on the unique challenges and solutions for rural education.
Montana is the fourth largest State by land mass, totaling over 147,000 square miles. More than half of Montana's 830 schools enroll less than 100 students. From Eureka to Ekalaka, from Scobey to Darby, these small schools dot the landscape, providing not only a learning environment but often a thriving community center.
Montana's rural communities are doing an excellent job educating our next generation. Overall, Montana graduation rates are higher than the national average. Montana students taking the National Assessment of Educational Progress, NAEP, in 2011 scored higher than the national average in both reading and math.
But despite the success of Montana's rural schools, they also face a unique set of challenges that their urban-centric peers may not even comprehend.
For example, rural schools report greater difficulties in recruiting and retaining qualified teachers, due to inability to offer competitive salaries, geographic isolation, and for some, severe weather. Rural districts often have fewer personnel. The district superintendent is often also the high school principal. He or she may also be the Title I coordinator, the math curriculum specialist, and sometimes also the bus driver. In isolated areas, schools face challenges in providing professional development and training for teachers and principals. Small rural districts are often located long distances from other districts, towns, and universities, drastically reducing opportunities to partner or collaborate. Additionally, the long distances students must travel between school and home make it more difficult to participate in traditional remedial services, mentoring, and after- school programs.
And while Horace Greeley encouraged us to ``Go West'', many of the Department of Education's recent initiatives have failed to do just that. In the first two rounds of the Race to the Top competitive grant, only one State west of the Mississippi received funding.
And in some cases, even good intentions have created adverse consequences. The first round of the Investing in Innovation, i3, competitive grant program provided ``competitive preference points'' for applicants serving at least one rural district, in an effort to encourage and support rural applicants. However, the Department's lack of guidance and independent scorers' lack of understanding of rural areas still left authentically rural programs at a clear disadvantage. The Rural School & Community Trust highlighted in its report Taking Advantage that this ``rural preference'' instead had the effect of inducing urban applicants to include minimal rural participation merely in order to gain the additional scoring points for primarily urban projects. While the Department has made strides to improve the competitive chances of rural applicants, funding under the I3 grant continues to be directed to more urban school districts.
I am joined today by my colleagues Senator Rockefeller of West Virginia and Senator Collins of Maine in reintroducing the Office of Rural Education Policy Act. This bipartisan bill will establish the Office of Rural Education Policy, housed at the Department of Education's Office of Elementary & Secondary Education. This Office and its Director will be tasked with coordinating the activities related to rural education and advising the Secretary on issues important to rural schools and districts. The legislation requires the Department to consider the impact of proposed rules and regulations on rural education and to produce an annual report on the condition of rural education. The goal of this bill is to allow rural schools to focus their time and resources on students in the classroom rather than red tape in the bureaucracy.
The Office of Rural Education Policy will be tasked with establishing a clearinghouse for collecting and disseminating information related to the unique challenges of rural areas, as well as, the innovative efforts underway in rural schools to tackle these challenges.
We have received strong support from dozens of organizations, including: American Association of Community Colleges, American Association of School Administrators, Alliance for Excellent Education, Center for Rural Affairs, Coalition for Community Schools, Council for Opportunity in Education, Montana School Board Association, Montana State Superintendents Association, Montana Rural Education Association, National Association of Development Organizations, National Education Association, National Farmers Union, National School Board Association, Organizations Concerned about Rural Education, Rural School and Community Trust, and Save the Children. I want to thank all the supporters of the bill, and want to particularly thank the efforts of the Rural School and Community Trust for its steadfast commitment to this proposal.
I look forward to working with my colleagues here in the Senate to move this legislation, to ensure our rural students and schools across the country are given a fair shake.
Mr. President, I ask unanimous consent that the text of the bill be printed in the Record.