NREA Partners with SchoolSims for “Lead Where You Are” Webinar Series
Rural districts are not small versions of big systems. They are different systems with different constraints and different strengths. This […]
Creating Healthy and Efficient School Environments: Indoor Air Quality and Energy Management Initiative
The American Lung Association, Center for Green Schools, Go Green Initiative, New York State School Environmental Health Program, and the University of
NREA Partners with Go Green Initiative to Bring Healthy Learning Environments to Rural Schools
The National Rural Education Association (NREA) is proud to announce a new Strategic Partnership with The Go Green Initiative (GGI). This partnership will assist rural schools across the country in fostering safer, healthier learning environments for their students.
NREA Partners with Barbara Sinatra Children’s Center Foundation and Fight Child Abuse to Bring Student Safety Educational Materials to Rural Schools Nationwide
This partnership underscores NREA’s commitment to student health, safety, and success across the country.
NREA Announces Four New Executive Board Members for 2025
The National Rural Education Association is pleased to announce four new members of the NREA Executive Board, who will begin their term on January 1, 2026.
Interview with a Michigan One-Room Schoolteacher
Rural schools were once a common sight in Michigan at the turn of the century. At one point, Michigan had over 7,000 one-room schoolhouses; now, less than 20 remain in Michigan’s lower peninsula, according to the Michigan One Room Schoolhouse Organization. Curious to know how these schools continue to serve students, I had the opportunity to speak with a teacher of a rural one-room schoolhouse, Kristin Guitar. Mrs. Guitar is currently teaching in the historic Haynor School in Ionia County in Michigan’s lower peninsula. which serves a unique niche in the public schools.
What the Death of OELA Means for Rural Schools—and How Educators Can Respond
For more than three decades, I have worked in and with rural schools across the United States, teaching, researching, and advocating for Multilingual Learner (ML) students. During that time, I have watched rural communities grow increasingly linguistically and culturally diverse, even as their resources have remained limited. Educating ML students has become more complex and more technical, requiring teachers and leaders to master not only language pedagogy but also state and federal accountability systems. Yet it has also become more political. Federal policies have often determined what programs exist, how they are funded, and who receives support.