Political Economy of Rural Schools in the Heartland

Abstract

The sense of serenity and beauty of a drive through the Heartland often hides the desperation that many communities are experiencing as they struggle to survive. Among the winter wheat fields of western Kansas and Nebraska spaced between the center-pivot irrigated fields of corn and alfalfa, towns and cities struggle to maintain their vitality and quality of life. These communities are slowly giving up the civic institutions that for so many generations provided a sense of worth and pride. Children are bused or drive up to an hour to get to schools and in some of the more remote areas, families take up apartments and second homes “in town” where “mom and the kids live” during the week so they can mitigate the daily commutes. New immigrants fill the void left by the out-migration of young adults and families. They assume jobs that either pay poorly or are considered difficult and monotonous. In many communities, in particular some of the most vibrant communities, English is no longer the dominant language. With over 60% of the school-age students living in homes where English is not the first language, towns in Kansas like Garden City, Dodge City, and Liberal are thriving with the growth in feedlots and meatpacking plants. The social and cultural fabric in many of these communities in the western half of the Heartland is rapidly changing.