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Leadership and Policy in Schools Volume 20, 2021 - Issue 4
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Original Articles

When “College and Career Ready” Means Only (or Mostly) College Ready: Perspectives From Stakeholders in Six Rural and Small Communities

Kathleen Budgea Curriculum, Instruction, and Foundational Studies, College of Education, Boise State University, Boise, ID, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9397-7336View further author information
ORCID Icon,
Elizabeth Wargob Leadership and Counseling, College of Education, Health and Human Services, University of Idaho, Moscow, ID, USAORCID Iconhttps://orcid.org/0000-0003-1120-794XView further author information
ORCID Icon,
Davin Carr-Chellmanb Leadership and Counseling, College of Education, Health and Human Services, University of Idaho, Moscow, ID, USAORCID Iconhttps://orcid.org/0000-0001-9670-3701View further author information
ORCID Icon &
Kathy Canfield-Davisc Leadership and Counseling, College of Education, Health and Human Services, University of Idaho, Coeur ‘d Alene, ID, USAORCID Iconhttps://orcid.org/0000-0002-6827-9648View further author information
ORCID Icon
Pages 543-562 | Published online: 20 Dec 2019
 
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ABSTRACT

This study of rural stakeholders’ perspectives related to college and career readiness exposes a nuanced dynamic that extends beyond pragmatic concerns for preparing rural students for the future. As college preparatory courses “crowded out” Career and Technical Education (CTE) offerings, stakeholders voiced a concomitant sense of losing something they described as real-life, relevant, and rural. Viewing extra-local policy as deforming local schooling and disembedding it from the community, stakeholders in the six rural and small school districts studied appear to be confined by three forms of binary thinking in their effort to provide a rural-responsive education.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

Idaho State Board of Education.

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