Education professor Phelton C. Moss launches initiative to support rural schooling

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A Virginia Commonwealth University researcher is launching the Rural Systems Leadership Project, an initiative to bridge the gap between academic research and the realities of rural public education.

Rural school districts serve nearly 1 in 5 students nationwide and are economic and social anchors of their communities. But most modern school improvement models are born in urban or suburban centers, and they often don't account for unique challenges of rural leadership, including geographic isolation, limited staff capacity and the high visibility of small-town administration.

"Rurality is not a deficit to be solved but a unique context to be understood and leveraged," said Phelton C. Moss, Ph.D., an assistant professor in the Department of Educational Leadership in VCU's School of Education.

His Rural Systems Leadership Project will begin by addressing a critical gap in public education: how school quality is measured and improved in a rural context.

"We are ensuring that the 'right measures' of school quality are usable and valuable in every ZIP code, not just in urban areas," Moss said, noting that the project will draw on governance and leadership practices in rural school systems.

The Rural Systems Leadership Project will focus on three domains that collectively can promote systemic improvement:

• Impactful research: Producing a counter-narrative to "deficit-based" views of rural education by documenting the "rural advantage," such as deep community connections and organizational agility.
• Targeted policy advocacy: Advocating for "rural-proofing" state and federal legislation so that funding and accountability models do not inadvertently penalize schools for their size or geography.
• Empowered practice: Developing professional learning networks that equip rural leaders with a playbook for navigating their specific landscape.

Supported by a $300,000 grant from the Gates Foundation, the project's inaugural activity will be a two-day gathering with leadership teams from six to eight districts across Alabama, Mississippi, North Carolina, Virginia and Texas. The focus will be on moving beyond test scores to embrace the Education-to-Workforce Framework, a nationally recognized set of 99 metrics. These include:

• School condition, with measures that touch on school culture, climate and equitable resource access.
• Postsecondary and career success, which tracks college persistence and workforce participation.

The gathering will help rural leaders adapt four specific levers for change: embedding data into strategic plans, integrating accessible data dashboards, strengthening data literacy routines and aligning local policies to prioritize student experiences and postsecondary outcomes.