More advanced classes, more professional learning available when small districts work together.
Like small school districts in rural areas across the United States, those in the Appalachia region of Ohio face particular challenges—teachers are harder to recruit and retain, professional learning opportunities are infrequent for the teachers who are there, and advanced classes are limited because there are too few students to justify offering them. Not surprisingly, perhaps, only 30 percent of those who graduate from this area of southeast Ohio go straight to college, less than half the national rate. The percentage of adults over the age of 25 with college degrees in the region is 12 percent, also less than half the national rate.
Believing that they could better address those issues if they worked together, 21 small school districts in the southeastern part of the State decided in the fall of 2009 to form the Ohio Appalachian Collaborative (OAC). The districts were small, with some having fewer than 500 students. Collectively, however, they had 34,000 students; only Columbus and Cleveland school districts had more.
The districts in the OAC have leveraged this partnership to attract more than $25 million in public and private grants from a variety of sources, including the State’s Race to the Top grant and Straight A Innovation Fund. That financial support made it possible to give teachers more opportunities for professional learning about formative instructional practices, the use of value-added data to adjust their instruction, college and career readiness planning, and change leadership. It also connected them with peers in other districts who they can learn from, and helped increase the number of advanced classes offered across the collaborative.
“The glue that brought the districts together was the goal of enhancing opportunities for kids in rural communities,” said Brad Mitchell, who facilitates the collaborative on behalf of Battelle for Kids, a Columbus, Ohio-based not-for-profit that works with school districts on instructional improvement through the use of data.
Those efforts are paying off: the graduation rate among the districts increased from 85 percent in 2010 to 92 percent in 2012, more students are earning college credits while still in high school, more students are taking the ACT college entrance examination, and college enrollment is up.