While national education debates focus on broad policy reforms, rural schools in Illinois are experiencing the most acute impacts of systemic challenges, according to Superintendent Andrew Jordan. Teacher shortages, funding gaps, and limited resources create compounding difficulties for small-town districts that must meet high expectations with fewer supports. Jordan emphasizes that policy decisions made in Springfield have immediate consequences in communities like Stockton, where schools operate with smaller budgets and fewer personnel.
Statistical disparities reveal the severity of the situation. Illinois ranks 23rd nationally for per-student spending, with many rural schools falling below even that state average. In Iroquois County, nearly 60% of students are considered low-income, creating additional educational barriers. According to the Illinois State Board of Education, over 40% of rural schools lack access to full-time tutoring or enrichment support. Rural districts experience teacher vacancies at twice the rate of suburban districts, while unreliable high-speed internet further hampers educational resources and staff recruitment.
Jordan has implemented practical solutions within his own district, transforming underutilized spaces through simple renovations and securing over $270,000 in grant funding. His approach demonstrates how incremental changes can yield significant results. "We didn't wait to update our library once we recognized we were under utilizing the space," Jordan explains. "We started with furniture design and a coat of paint. Then we wrote the grant and got our staff and stakeholders on board. That's how change works out here."
The superintendent advocates for community-driven solutions through a ten-point action list available at https://www.andrewjordaneducation.com/local-action. This resource outlines practical steps individuals can take immediately, including volunteering for one hour at local schools, donating basic supplies to teacher wish lists, organizing community fundraising events, and repurposing unused spaces for educational purposes. Jordan's own 3-on-3 basketball tournament raised over $50,000 for school enrichment activities, demonstrating the potential of community mobilization.
Additional recommendations include writing to local organizations like the Elks Lodge or Masonic Lodge about rural school needs, organizing shared transportation options for families facing barriers, creating local communication channels to share school news and needs, and inviting community leaders to witness school conditions firsthand. "You don't have to fix the whole system," Jordan asserts. "You just have to move one piece forward. And every year you repeat the process and continue to move the school forward."
The implications extend beyond individual communities to broader educational equity concerns. As rural schools serve as early indicators of systemic stress, their challenges foreshadow issues that may eventually affect larger districts. Business and technology leaders should note that educational disparities in rural areas directly impact future workforce development, particularly in regions where digital infrastructure gaps already create economic disadvantages. Jordan's message emphasizes immediate, practical action: "If you care about kids, don't wait. You don't need a degree, a title, or a perfect plan. Just show up."
