While national education debates focus on broad policy issues, rural schools in Illinois are experiencing the most severe impacts of systemic challenges, according to Superintendent Andrew Jordan. Policy decisions made in Springfield create disproportionate burdens for small towns that must solve complex problems with fewer resources, smaller budgets, and limited staffing.
Jordan, who has secured over $270,000 in grant funding for his district, warns that temporary solutions only scratch the surface of deeper structural issues. "We have to solve problems with fewer people, smaller budgets, and limited resources," Jordan says. "And yet the expectations are just as high if not higher."
The data reveals stark disparities affecting rural communities. Illinois ranks 23rd nationally for per-student spending, but many rural schools fall below even that state average. In Iroquois County, nearly 60% of students are considered low-income. According to the Illinois State Board of Education, over 40% of rural schools in Illinois report not having access to full-time tutoring or enrichment support. Rural districts are twice as likely to experience long-term teacher vacancies compared to suburban districts.
"Every stat like that represents a kid who's not getting what they need," Jordan says. "That's what keeps me up at night."
Infrastructure challenges compound these educational gaps. Many rural schools serve communities where access to high-speed internet remains unreliable, affecting both online learning tools and staff recruitment efforts. Jordan emphasizes that these interconnected issues require immediate local action rather than waiting for statewide solutions.
The superintendent points to practical community initiatives that have demonstrated impact. His district transformed underutilized spaces through simple improvements like furniture design and paint before securing grant funding. A community 3-on-3 basketball tournament raised over $50,000 for enrichment activities. Jordan advocates for similar grassroots approaches, stating that change in rural areas requires getting "staff and stakeholders on board" through visible, incremental progress.
Jordan has compiled a list of ten actionable steps communities can take immediately, including volunteering for one hour at a local school, donating supplies to teacher wish lists, organizing shared transportation options, and repurposing unused spaces into tutoring areas. He encourages community members to write letters to local organizations like the Elks Lodge or state representatives about rural school needs.
"You don't have to fix the whole system," Jordan says. "You just have to move one piece forward. And every year you repeat the process and continue to move the school forward."
The superintendent's message emphasizes that meaningful change begins with individual commitment rather than perfect plans or formal credentials. "If you care about kids, don't wait," Jordan says. "You don't need a degree, a title, or a perfect plan. Just show up." As rural schools face growing pressure from systemic challenges, Jordan argues that small towns across Illinois must lead by example through community engagement and practical problem-solving.
