Distance Learning and Online Coordination of Service in Pennsylvania’s Rural School Districts

Abstract

The COVID-19 pandemic was an exceptionally disruptive event that imposed a serious strain on the ability of Pennsylvania’s rural schools to provide distance learning and deliver essential noneducational services to their students and communities during a time of extended school closure. Rural schools function not only as educational institutions, but also as local hubs of civic activity and are central to their local identities. The purpose of this research was to: 1) understand the specific problems that rural school districts encountered during the pandemic; 2) learn how these districts responded to their unique challenges, and 3) identify the policies, practices, and resources that are needed for Pennsylvania’s rural schools to be better prepared for the next emergency that may close schools for an extended period. Using multiple data sources, the research of rural district superintendents and Intermediate Unit executive directors revealed many problem areas that may warrant special concern, especially when considered with historical issues, such as overall lack of funding and resources, that have long plagued Pennsylvania’s rural schools. These included inadequate internet access, insufficient 1:1 computing initiatives, increased need for mental health services, need for teacher professional development, staff and teacher shortages, competition from cyber charters and changing guidelines and mandates. Communication problems at multiple levels that impeded the sharing of valuable information and damaged relationships were also revealed. Finally, policy considerations emerging from a Delphi Study centered around increasing: broadband access and computing devices, mental health supports, state level monitoring of cyber charter schools, and online support for special education students.