Equitable Funding for Rural Schools by April Evans https://padlet.com/aevans341/xmxvjywh00t61sj Legal and Ethical Guide en-us 2022-07-18 22:48:59 UTC 2025-05-04 08:24:57 UTC hello@padlet.com State Constitutional Law aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246191669 Tex. Const. art. 7 https://statutes.capitol.texas.gov/Docs/CN/htm/CN.7.htm

About
Article VII of the Texas Constitution of 1876 (Tex. Const. art. 7):
  • established a system of free public schools
  • created a structure for funding schools
  • authorized school districts to receive Available School Fund payments for each enrolled student
]]> 2022-07-19 13:26:20 UTC https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246191669 Federal Statutory Law aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246198732 Every Student Succeeds Act, 20 U.S.C. § 6301 (2015). https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf

About
The Every Student Succeeds Act (ESSA) of 2015 reauthorized the Elementary and Secondary Education Act (ESEA) (1965) and replaced No Child Left Behind (repealed 2015). The ESSA:
  • continued school funding programs established by the ESEA, including the Title 1-A program and the Rural Education Initiative
  • increased state and local flexibility of federal fund spending
  • required states to work with a variety of stakeholders, including suburban, rural, and urban educational agencies, in major decision-making

 References
Every Student Succeeds Act, 20 U.S.C. § 6301 (2015). https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf

Elementary and Secondary Education Act of 1965, 20 U.S.C. § 6301 et seq. https://www2.ed.gov/documents/essa-act-of-1965.pdf

No Child Left Behind Act of 2001, 20 U.S.C.A. § 6301 ed seq. (repealed 2015).
]]> 2022-07-19 13:35:12 UTC https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246198732 State Judicial Law aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246199978 Edgewood Independent School District v. William Kirby, 777 S.W.2d. 391 (1989). https://search.txcourts.gov/SearchMedia.aspx?MediaVersionID=7edaf6ab-08cf-455f-b2f5-7f923463d671&coa=cossup&DT=OTHER&MediaID=eea3fd43-f165-4cdd-941a-67327714c279

About
In the case of Edgewood Independent School District v. William Kirby (1989), school districts and families filed a suit claiming the state school finance system violated their constitutional right to a free and effective public education. As a result: 
  • the state's property wealth-based school funding structure was deemed unconstitutional
  • state legislature was ordered to create a more equitable financial system
  • a plan offering school districts five options for making funding more equitable was established (Texas Politics Project at the University of Texas at Austin, n.d.)

References
Edgewood Independent School District v. William Kirby, 777 S.W.2d. 391 (1989). https://search.txcourts.gov/SearchMedia.aspx?MediaVersionID=7edaf6ab-08cf-455f-b2f5-7f923463d671&coa=cossup&DT=OTHER&MediaID=eea3fd43-f165-4cdd-941a-67327714c279

Texas Politics Project at the University of Texas at Austin. (n.d.). Edgewood ISD v. Kirby. https://texaspolitics.utexas.edu/educational-resources/edgewood-isd-v-kirby
]]> 2022-07-19 13:37:07 UTC https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246199978 aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246270415 American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Legal-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)

Standard A.1(c) Support all students and their development by actively working to eliminate systemic barriers or bias impeding student development

Students in rural schools continue to face inequities and barriers to academic, personal, and career success. As a school counselor, I can advocate for policy change at the state and local level to promote equitable funding. I can also collaborate with stakeholders to strengthen my advocacy, gain insight regarding effective school programs, and expel biases related rural communities. ]]> 2022-07-19 15:31:38 UTC https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246270415 aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246276943 Grimes, L. E., Spencer, N., & Jones, S. G. (2014). Rural school counselors: Using the ACA advocacy competencies to meet student needs in the rural setting. American Counseling Association VISTAS Online. https://www.counseling.org/docs/default-source/vistas/article_58.pdf?sfvrsn=2f677d2c_10

Summary
In this article published by the American Counseling Association (ACA), school counselors are encouraged to act as social justice advocates to support the unique needs of students in rural schools. These students encounter many obstacles to equitable education, such as lack of adequate funding, negative stereotypes, and low rates of parental secondary education. Using the ACA's advocacy competencies and social justice framework, school counselors are called to challenge the status quo and bring positive change for these students at the individual, school, and community level.]]> 2022-07-19 15:45:35 UTC https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246276943 aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246310729 For more than a century, Texas legislation has worked to address the inequities in rural public schools. However, these schools still face disparities in funding for early childhood education, modern facilities, technology resources, school programs, and highly qualified teachers (Allen, 2022;  Burnette, 2018). 
This legal and ethical guide is designed to provide informational resources on equitable funding in rural public schools for families, administrators, school counselors, and other educators.
I selected this topic due to my personal experiences as a student and teacher in rural schools. During my primary school years, I was assigned to outdated, and at times, dilapidated campuses. My classmates and I did not have access to the same programs as wealthier neighboring districts, potentially limiting our secondary educational opportunities. As a reading teacher at a rural middle school, I lacked necessary instructional resources, such as class sets of novels. The restrooms on campus often overflowed into the hallways, and the aging electrical system caused more than one fire during my two years on that campus. 
In my future role as school counselor, I am called to advocate for equitable access to education for all students (ASCA, 2022). I hope to use my position to collaborate with other professionals in removing systemic barriers to students' academic, social, emotional, and career success.

References
Allen, J. (2022, May 13). More Texas school districts move to four-day week amid teacher shortage. CBS News DFW. https://www.cbsnews.com/dfw/news/texas-school-districts-four-day-week/

American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Legal-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)

Burnette, D. (2018, June 6). Equity in K-12 funding more complex than just dollars. Education Week. https://www.edweek.org/policy-politics/equity-in-k-12-funding-more-complex-than-just-dollars/2018/06
]]> 2022-07-19 16:52:38 UTC https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246310729 aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246337183 Bailey, D. (2021, June 8). Addressing the challenges of rural schools. Edutopia. https://www.edutopia.org/article/addressing-challenges-rural-students

Summary
With one in five students in the U.S. enrolled in a rural public school, this article provides strategies for removing barriers to equitable education.
  • build strong teacher/student/family relationships
  • advocate for access to AP and dual credit courses, early reading materials, and technology
  • clearly communicate learning expectations and objectives with students and parents
]]> 2022-07-19 17:55:25 UTC https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246337183 aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246355036 Merod, A. (2021, November 12). Rural educators dispel myths, outline 4 strategies for equitable policy. K-12 Dive. https://www.k12dive.com/news/rural-educators-dispel-myths-outline-4-strategies-for-equitable-policy/609967/

Summary
Merod covers former state superintendent of Hawaii, Christina Kishimoto's 2021 National Forum to Advance Rural Education speech which offered educators guidance in understanding and improving policies to address inequities. Kishimoto encouraged rural districts to:
  • be attentive to the language used in local policies
  • understand which stakeholders have a voice in policy decisions
  • establish a network of support that includes community members
  • incorporate new ideas from outside the field of education to promote equity
]]> 2022-07-19 18:43:10 UTC https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246355036 aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246434921 Hull-Daisetta Independent School District. (2019, January 8). Ad Valorem Taxes Exemptions and Payments. https://pol.tasb.org/Policy/Download/817?filename=CCGA(LOCAL).pdf

About
Hull-Daisetta ISD is a rural school district serving approximately 450 students (TEA, 2021a). The district is eligible for Small, Rural School Achievement program funds due to low student enrollment (TEA, 2019). To maximize revenue from local property tax, Hull-Daisetta ISD adopted a policy of not offering property tax discounts or split payments as allowable under the Texas Tax Code (TAX § 31.03 et seq.).

References
Hull-Daisetta Independent School District. (2019, January 8). Ad Valorem Taxes Exemptions and Payments. https://pol.tasb.org/Policy/Download/817?filename=CCGA(LOCAL).pdf

Split Payment of Taxes, TAX § 31.03 et seq. https://statutes.capitol.texas.gov/Docs/TX/htm/TX.31.htm

Texas Education Agency. (2019). SRSA eligibility list. https://tea.texas.gov/finance-and-grants/grants/essa-program/title-v-part-b-rural-education-initiative-or-reap

Texas Education Agency. (2021a). 2020-2021 Texas academic performance report (TARP). https://s3.amazonaws.com/scschoolfiles/2624/tapr-performance-district-2020-21.pdf]]> 2022-07-19 23:06:29 UTC https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246434921 aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246461888 Growing up economically disadvantaged in a rural community, I benefited greatly from a free public education and the programs added at my high school after the state funding system was restructured. Once I became a teacher, I realized not all rural schools were are fortunate, as many still struggled to meet the needs of their students. The passing of ESSA and increased flexibility has provided some relief for districts, but my ethical responsibilities as a future school counselor are to advocate for continued improvement. 
I am grateful for the educational advocates who made the passing of these laws possible. It inspires me to continue my education and increase my understanding of the legal and ethical principles that govern education. I hope that through social justice advocacy and collaboration with like-minded educators, I can bring about policy change and reduce educational inequities in rural schools.]]> 2022-07-20 00:06:38 UTC https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246461888 aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246620557 Equitable funding for rural schools is important in education, because the barriers to students' overall achievement are significant. Rural school populations are culturally, economically, and racially diverse, requiring educators to look closely at the individual needs of students. Many students in rural schools fall into more than one marginalized population, such as Indigenous people and migrants. Often, the academic and infrastructure disparities are well noted, but services and staffing to promote the social and emotional well-being of rural school students are not addressed. These students have unique experiences that sometimes include social isolation, so advocacy for a comprehensive education is imperative. 
For educators in rural communities, best practices should include:
  • building close relationships with families and the community by regularly contacting students' parents, attending PTA meetings, and frequenting students' afterschool activities
  • using data to identify gaps and justify needs when advocating with stakeholders for programs and services
  • ongoing collaboration with stakeholders in one's district and with educators in other rural districts
An emerging area to watch is the ending of free school meals to all students and its effects on rural families. In 2020, Congress approved free meals for all public school students without the completion of applications and regardless of income. But with the program no longer in effect for the coming school year, families must apply and be approved for waivers. Many rural school families may will still qualify, but not all will apply for fear of judgement. This can be especially true in small rural towns where everyone knows one other. Some families who do qualify may still experience food insecurity. Rural schools need continued advocacy so they can meet the diverse needs of all students.

The interview was conducted with Ashley Corbett, an elementary school teacher with  personal and professional experience in rural schools. While she now teaches at Henry Bauerschlag Elementary, a suburban school in Clear Creek ISD, her time in a neighboring rural district impacted her approach to teaching and inspired her to become a school counselor. 
]]> 2022-07-20 03:23:46 UTC https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246620557 aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246973537 Educators must collaborate and serve as social justice advocates to promote equity in rural schools. Here are recommended best practices:
  • Become familiar with federal, state, and local policies to provide knowledgeable input regarding available funding and areas for reform.
  • Understand which individuals have a voice in policy decision-making to know with whom to advocate.
  • Advocate for equitable funding and challenges to policies perpetuating the marginalization of rural school students.
  • Build close family and community relationships by being visible and familiarizing oneself with community values.
  • Establish a network of support that includes families, community members and organizations, district personnel, and other stakeholders.
  • Use data to identify gaps and drive advocacy.
  • Stay informed on policy changes.
  • Seek new and innovative ideas for meeting student needs by partnering with community organizations and other educational advocates.
  • Identify individual needs of students to best serve the diverse populations in rural communities. 
  • Incorporate learning opportunities for rural school students to connect classroom learning with their unique lived experiences.
  • Provide extra guidance and support for students and parents/guardians in secondary education preparation.
  • Promote the social and emotion well-being of students through teacher- and counselor-led guidance lessons, small group counseling, and collaboration with community resources.
]]> 2022-07-20 15:09:24 UTC https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2246973537 aevans341 https://padlet.com/aevans341/xmxvjywh00t61sj/wish/2247068951 Uniform Guidance, 2 C.F.R. Part 200. https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200?toc=1

About
Title 2 of the Code of Federal Regulations Part 200 contains the Education Department General Administrative Regulations (EDGAR) which: 
  • govern federal grants awarded by the U.S. Department of Education, including the Rural and Low Income Schools Program
  • are the basis for TEA's (2021b) General and Fiscal Guidelines that describe procedures for grant application and distribution/management of federal grants
  • require school districts, in certain cases, to seek prior approval or provide justification to the state education department when using grant funds

References
Texas Education Agency. (2021b, July). General and fiscal guidelines. https://tea.texas.gov/sites/default/files/general-and-fiscal-guidelines-7.1.2021-and-after.pdf

Uniform Guidance, 2 C.F.R. Part 200. https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200?toc=1
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