With relatively new government initiatives such as the Annual Rural Education Symposium plus the number of community groups fighting for these schools, there seems to be a clear push towards saving rural education.
But what exactly can be done to prevent rural schools from becoming endangered entities?
Funding Fixes
T
his apparent trend towards closure begs the question: do rural schools have a future, or are they becoming things of the past?
The first major change rural communities are clamouring for is modifying the funding formula for education. While of course more funds towards these little schools would be ideal, the fact is there simply isn’t enough money to go around.
Wes Neumeier, superintendent of Prairie Land Regional Division (PLRD), said although rural schools are still somewhat underfunded, that doesn’t mean a surfeit of funds is needed to keep these schools afloat.
“Part of it is advocacy for funding. And not for excessive funding, but for adequate funding,” Neumeier suggested. “We need to recognize there’s a surplus of demand placed on government. We can’t just have everything we want, but we should be able to get everything we need in order to keep a rural school viable.”
Others like Larry Jacobs, superintendent of Wolf Creek Public Schools (WCPS), said it’s not necessarily about rural schools needing more funding, but more about rejigging the per capita funding formula. He said if the government can look at schools as whole entities as opposed to per student, rural schools might have a fighting chance.
“Currently, there’s not a funding structure to look after rural schools,” Jacobs said. “If you start to look at rural schools as an entity unto themselves, if the funding structure adapts to meet that, then I think we can start to progress in a different direction.”
Echoing Jacobs’ thoughts, parent Jennifer Day also noted that because money is an issue whether it’s urban or rural schools being discussed, the current funding model is what needs to be focused on. Day added that
because the funding formula is on a per capita basis, small schools are not deemed as viable as an urban school with twice the number of students.
“What is viable as far as numbers go?” Day asked. “When it’s per capita, 80 students doesn’t seem very viable, but from a community perspective, it does. We need to push for funding changes so it’s on a needs basis rather than per capita.”
Click the image above to see an overview of the government's current funding formula. This year's booklet outlines how education is funded in Alberta, and how that funding is allocated.
Another part of the solution in saving rural schools involves being progressive. In many cases, parents are more apt to enrol their children in an urban setting solely based on the vast number of programs and services offered at a larger school.
Even though rural schools are hard pressed for the funding and room needed to provide these extra services, PLRD superintendent Wes Neumeier said there are ways around that.
Neumeier explained that integrating rural schools into a virtual learning environment might equate to more viability. For example, the Central Alberta Regional Consortium offers rural students access to online classes free of charge as long as there is room. Through a cost-efficient sharing of educational resources, rural schools can gain access to programs they aren’t able to offer directly.
“We are embracing technology as a way to broaden the opportunities we offer students,” Neumeier said. “You don’t have to have a lot of students in a class to make it viable — you can join that class with others across the province to create viability.”
Part of being progressive also means identifying the needs of rural schools. Jennifer Day, an active member of Friends of Rural Wetaskiwin Schools, said the group is also pushing for the government to fund a study that investigates rural communities.
Currently, the most comprehensive research report to date on small rural schools in central Alberta was completed back in 2001. Because so much has changed in rural Alberta since then, Day said it’s time to look into it again.
“There hasn’t been a study specific to what’s happening in Alberta with rural schools,” Day explained. “We need a study done so we can make decisions based on facts, not on hopes or intents. Just blanket suggesting schools should be closed to save money isn’t the solution for everybody.”
Coming Together
The Technological Train
But in order to attempt to solve any of the struggles rural schools currently face, collaboration is key. If communities, school boards and the provincial government can’t find a way to work as one towards a solution, rural schools are likely to continue to crumble.
PLRD superintendent Wes Neumeier said when communities and school boards become estranged — which is not uncommon during the process of closing down a school — it has a negative impact on both parties moving forward.
“It’s when schools and parents fail to work together cooperatively with shared outcomes in mind that we have challenges,” Neumeier noted. “We all have to work together to create a strong learning environment for students.”
In the wake of the recent closure of Satinwood School, parent Jackie McPherson said feeling like the community wasn’t being heard by the school board made the process that much more difficult.
“Our parent group is quite disappointed in Wolf Creek — we just did not see that they put their nose to the grindstone to help us,” McPherson said. “I think the biggest thing is to have good communication with your school board and try to find some flexibility.”
This ongoing fight to save rural schools isn’t just dependent on cooperation between school boards and communities. Bruce McAllister, Wildrose MLA and advanced education critic, added that getting government involved to help build a better foundational base is crucial.
“Rural schools will always be viable in Alberta,” he said. “To what degree and to what level is open for discussion, but I believe everybody better be around that table to figure it out.”
Photo courtesy of the Government of Alberta
It’s when schools and parents fail to work together cooperatively with shared outcomes in mind that we have challenges.
