Sustaining a Rural School-University Partnership: A Twenty-Two Year Retrospective of an After-School Tutoring Program

Abstract

In this paper, we describe a rural school-university 22 year partnership. The partnership serves students with disabilities and students at-risk for being classified with a disability. Despite personnel changes, the undergraduate teacher candidates have consistently provided intense instruction to their assigned students. Electronic surveys were sent to school and university professionals affiliated with the undergraduate course “Introduction to the Exceptional Learner” to determine why the partnership has lasted so long. Follow-up focus group sessions were held, and data from the sessions were collected and analyzed for a deeper review of identified themes. The data analysis and theme development supported the following reasons for the longstanding partnership: (a) academic gains, (b) interpersonal benefits, and (c) specific program components.

Keywords

field experiences rural schools sustainability evidence-based practices tutoring literacy coaching

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