Title: The Essential Role of Federal Government in Education: Protecting Rural Schools and Communities
Introduction
The debate over the federal government’s role in education has taken center stage in recent months, with many arguing that it is time to "hand education back to the states." While state control may sound appealing to some, this perspective overlooks the crucial role the federal government has played in establishing and protecting a public education system that benefits all students, especially those in rural communities. While I agree that bureaucracy in education can be an issue, many criticisms of that bureaucracy miss a key point: much of the bureaucracy that is often condemned has been created by mandates from policymakers without the proper funding or support to make them effective. Federal involvement in education has not only provided the foundation for a fair and equitable system but has also ensured that civil rights are protected, national security is maintained, and a strong workforce is developed to sustain our economy.
As a 4th generation North Dakotan, I have witnessed firsthand the shifting of populations, changes in local economies, and the unique needs of our communities. I still live on the farm today, raising cattle with my family, and I understand the issues rural communities face because I live with them every day. I have worked directly with the local Farm Service Agency each year reporting my yearly acres, and I have talked with the local Social Security offices when signing up for Social Security benefits. Over the course of nearly fifty years in education, working with both state and federal education agencies, I have always found these agencies to be very helpful and efficient. Internet access has significantly changed the way in which we complete reports, and finding more efficient ways should always be part of the process. This document focuses on why the federal government’s involvement is particularly important for rural areas like North Dakota. These rural communities are often most vulnerable when federal policies are disregarded or rolled back, particularly when it comes to school choice and funding mechanisms that directly support rural schools.
Why North Dakota?
Living and working in North Dakota provides me with a unique perspective on the challenges that our rural communities face. Over the years, I've seen our state’s population and economies shift, especially in rural areas where schools, businesses, and services are directly impacted by these changes. While much of the country debates school choice—a policy that has become a significant issue in North Dakota—we must recognize that such policies disproportionately harm rural areas. In North Dakota, as in many other rural states, public funds for private school vouchers and education savings accounts (ESAs) do little to address the real challenges we face. For many rural families, private schools are not a viable option due to distance, limited availability, and the financial burden of tuition. Diverting public funds to private institutions does little to address the needs of our communities and only further isolates rural families from the opportunities they deserve.
Early Federal Involvement in Free Public Education
The foundation for public education in the United States was established early, beginning with the Northwest Ordinance of 1787, which required new territories to create public schools and set aside land for that purpose. In North Dakota, this meant that Sections 16 and 36 of every township were reserved to fund public education. When North Dakota became a state in 1889, our Constitution’s Article VIII further reinforced this commitment, stating that the state “shall make provision for the establishment and maintenance of a system of public schools which shall be open to all children of the state of North Dakota and free from sectarian control.” The Morrill Act of 1862 strengthened this commitment by establishing land-grant colleges focused on agriculture and mechanical education. North Dakota State University (NDSU), founded under the Morrill Act, continues to serve as the state’s Land Grant University, playing a vital role in both higher education and supporting the state’s agricultural and technological sectors. Through NDSU Extension Services, the university reaches every county in the state, offering science-based education and resources that empower North Dakotans and improve local economies.
Additionally, the Common Schools Trust Fund, established by the federal government, appropriates millions of dollars each year to North Dakota’s schools. In 2023-2025, the fund provided $499.9 million to public schools. Without the federal government's involvement through the Northwest Ordinance, this funding, which is critical for the operation of public schools in rural communities, would never have been established. The Trust Fund serves as a lasting legacy of the federal government's investment in the education system of North Dakota, supporting public schools and providing critical resources for students in rural areas.
Protecting Civil Rights: The Federal Role in Ensuring Equity
While federal involvement in education helped to expand access, it was also essential in protecting students’ civil rights. Throughout the history of public education, states have sometimes failed to protect the fundamental rights of students. Landmark court cases, such as Brown v. Board of Education (1954), declared that segregated schools were unconstitutional, showing that without federal intervention, many students—especially in Southern states—would have continued to face discrimination in education. In Brown v. Board of Education of Topeka, 347 U.S. 483 (1954), the U.S. Supreme Court ruled that "separate but equal" facilities were inherently unequal, mandating the desegregation of public schools across the nation.
Similarly, the courts have upheld the importance of freedom of speech in schools, as demonstrated in Tinker v. Des Moines Independent Community School District (1969), which established that students’ rights do not end at the schoolhouse door. In Tinker v. Des Moines Independent Community School District, 393 U.S. 503 (1969), the U.S. Supreme Court ruled that students have the right to express themselves in school, as long as their actions do not disrupt the educational environment. This ruling reinforced the idea that public schools must uphold students' civil liberties, and the federal government has been instrumental in ensuring that states comply with these protections.
Moreover, the federal government’s role in ensuring services for students with disabilities, through laws like the Individuals with Disabilities Education Act (IDEA), has been vital in ensuring that students who might otherwise be excluded from public education receive the support they need to succeed. Federal protections against discrimination on the basis of race, sex,
and disability have ensured that public schools offer an inclusive, fair, and equitable education for all students.
The Need for an Educated Population: National Defense, Digital Security, and Economic Competitiveness
The importance of education to national defense and economic competitiveness has long been acknowledged by the federal government. In 1958, the National Defense Education Act (NDEA) was passed in response to the Soviet Union’s successful launch of Sputnik, marking a significant investment in improving education in science, math, and foreign languages. This act was a clear recognition of how public education is essential to maintaining global competitiveness and ensuring national security.
Today, the role of education in national security has expanded to include digital security, data management, and the ethical use of artificial intelligence (AI). With the rise of cyber threats and AI-driven industries, it is critical that we prepare our students to navigate and secure digital infrastructures. Educating students on the importance of digital security, their digital footprint, and the impact of AI on industries will ensure that the next generation is ready to lead in a technology-driven economy. AI, data skills, and digital literacy must become integral parts of school curricula to prepare students for the workforce and maintain the United States' competitive edge.
Higher education and Career and Technical Education (CTE) programs have played a critical role in preparing students for the workforce. For rural communities, these institutions provide access to education and training necessary for maintaining a competitive workforce. Federal funding has supported research at universities and CTE programs, making it possible for students to develop the skills necessary for careers in technology, agriculture, and healthcare. Many high school juniors and seniors in rural schools have dual credit opportunities through North Dakota's dual credit program, which allows students in grades 10 through 12 to take college courses and receive college credit that may also be used to meet high school graduation requirements. This initiative helps bridge the gap between high school and higher education, offering rural students valuable opportunities to further their education without leaving their communities.
Federal Funding Ensuring Equality Across States
While states bear primary responsibility for education, federal funding ensures that all students, regardless of geography, have access to a quality education. Programs like Title I have been crucial for schools in rural areas, providing funding to close achievement gaps and support schools with high poverty rates. Federal funding is not merely supplementary—it is often a lifeline for rural schools.
The Rural Education Achievement Program (REAP) helps address the specific challenges of rural schools by offering financial support through two sub-programs: Small, Rural School Achievement (SRSA) and Rural and Low-Income School (RLIS) programs. These funds help rural schools navigate fiscal limitations, teacher shortages, and declining enrollments. The REAP program was designed to reduce bureaucracy by eliminating administrative fees often charged by
state education departments, ensuring that more money directly reaches the classroom. This program is essential in ensuring that rural schools have the resources needed to thrive.
The federal government also supports students with disabilities, funding over 15.2% of the cost of their education in North Dakota. This support is especially vital in rural schools, which often lack the resources to provide specialized services. Similarly, the USDA’s child nutrition programs ensure that all students have access to nutritious meals, regardless of their socioeconomic status.
The federal E-rate program has been a game-changer for rural schools, providing affordable internet access and technology, bridging the digital divide. Through the Schools and Libraries Program, E-rate helps schools and libraries obtain discounts on telecommunications and internet access. This has been particularly critical in rural areas where reliable internet can be scarce. E-rate ensures that all students, no matter where they live, have access to the technology and online resources needed for modern education.
In the area of Career and Technical Education (CTE), the federal government provides funding through the Carl D. Perkins Career and Technical Education Act. This funding supports the development of CTE programs that equip students with the skills and knowledge they need to succeed in the workforce. For rural schools, CTE programs are especially important, as they help prepare students for careers in industries that are crucial to the local economy, such as agriculture, manufacturing, and technology. As technology and digital skills become increasingly vital in every field, incorporating AI, digital security, and data management into CTE programs will ensure that rural students are well-prepared for the workforce. These skills are essential for the future economic success of rural communities, helping them remain competitive in a rapidly changing world.
Rural Schools and Communities: Meeting Challenges Over Time
Rural communities like those in North Dakota face a variety of challenges that go beyond the scope of education alone. The population shift from rural to urban areas continues to accelerate, and with it, the difficulties of providing essential services in our communities. Among these are issues related to the care of the elderly, access to daycare for young working families, labor shortages, housing, infrastructure, and economic development. These interconnected problems are part of a larger challenge facing rural America—ensuring that small towns remain vibrant, sustainable, and able to provide a quality life for all their residents.
Public education plays a pivotal role in meeting these challenges. For example, schools are not just places for academic learning; they are integral to community development. Many rural schools already serve as community hubs, offering resources and support that extend far beyond the classroom. In areas where daycare options are scarce, schools can potentially work to provide after-school programs that serve as a form of childcare for young working families, easing the strain on parents who are juggling jobs and family life.
Similarly, schools can play a role in addressing labor shortages by providing career and technical education (CTE) programs. These programs help students gain skills that are directly aligned
with the needs of the local workforce. By partnering with local industries, schools can equip students with the skills necessary to fill critical labor gaps in fields like agriculture, manufacturing, and healthcare. In this way, public schools are not just preparing students for higher education—they are helping to meet the economic needs of their communities.
Public schools can also contribute to addressing housing and infrastructure challenges. Schools, particularly those in rural areas, are often among the largest employers in their communities. By working with local governments and businesses, schools can be part of broader economic development plans that include improvements in infrastructure, housing, and public services. This collaborative approach can help stabilize local economies, attract new residents, and ensure that existing residents have access to affordable housing and quality services.
Conclusion
The evolution of rural schools and communities in North Dakota is a testament to the resilience and adaptability of these areas. From 4,700 school districts in 1918 to just 166 today, the changes in the educational landscape mirror broader demographic shifts that will continue to present challenges for rural areas. The federal government’s role in supporting these schools—through funding, civil rights protections, and the promotion of education—has been crucial to the survival of these communities. We must ensure that help and resources go directly to our students and classroom teachers—those on the front lines of education—rather than funding more layers of bureaucracy. As North Dakota continues to experience population shifts and the challenges associated with rural life, it is essential that we continue to prioritize the needs of rural schools and communities. The time has come to put aside political divides and work together, with bipartisan support for federal education programs, to ensure that all children, no matter where they live, have access to a high-quality, equitable education. The future of our rural communities depends on it.
About the Author
Steven Johnson is the Superintendent of the Fort Ransom School District and has been a passionate advocate for rural education for nearly 50 years. He has worked to support small, rural schools in North Dakota through his role with the National Rural Education Association and his consulting firm, Rural Educational Associates, LLC. Steven’s commitment to ensuring that every student has access to high-quality education has shaped his work both locally and nationally. Raised on a farm and continuing to raise cattle with his family, Steven’s deep connection to rural life ensures his understanding of the challenges rural communities face.