Nearly half the public schools in Mississippi are in rural areas and their needs figure prominently in a national report on rural education.

The report by the National Rural Education Association ranks Mississippi at the top among the states in terms of how critically more funding is needed, not only for students in rural districts but for schools to attract and retain teachers.

Allen Pratt, executive director of the association, said it is collaborating with other groups in the state to spur improvements.

"Mississippi State does a lot of outreach and they're using this report to help solve some problems," Pratt explained. "We know there's barriers there. We know there's issues, and I think this report opens the door as a starting point to 'let's discuss what we can do to be better.'"

The report revealed Mississippi teachers make about $13,000 a year less than the average for rural teachers in other states. It also cited widespread lack of basic home internet access, and almost 7% of rural, school-aged children having no health insurance, as factors of concern.

Pratt pointed out Mississippi ranks near the bottom for state spending per student, at almost $5,300 per child, when the national average is about $7,100. And while the report shows there is room for improvement, he emphasized there are some highlights for Mississippi.

"Fifty percent of your rural schools that are deemed by the federal government, they have gifted and talented programs," Pratt stressed. "That's a good place to start; we needed to increase that number. I think that Mississippi has really done a good job, this past two years or three years since COVID, of trying to give access to schools and communities with broadband."

He added Mississippi's targeted approach to teaching literacy and reading in the state also appears to be showing progress.


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If some Missouri lawmakers have their way, cellphone use in schools will be restricted.

Supporters of the proposal argued student "phone addiction" is a major concern, distracting kids from academics. Bipartisan measures range from requiring phones to be out of sight during class to full bans.

Rep. Kathy Steinhoff, D-Columbia, is a sponsor of the legislation. She said districts would be allowed to create their own cellphone policies based on what's best for their students, staff and communities, while adhering to the law.

"We would encourage them to address certain factors such as age differences, such as what happens outside of that instructional time," Steinhoff outlined. "But we would hope that all of the school districts would address those other categories within the policy that they create that's good for their district."

The legislation is now under review in the Education Committee. Critics said cellphone restrictions could limit students' emergency access and may not address the root causes of distraction.

Those in favor of cellphone restrictions believe they would cut down on cyberbullying, which includes using texts, social media and online games to harass and intimidate people. However, Steinhoff stressed the need for flexibility, noting there are valid situations when students may need access to their phones.

"I think about some students have apps that are blood sugar monitoring devices that are attached to their cellphones," Steinhoff observed. "So of course, we don't want to restrict that. We don't feel like a 'one size fits all approach' is good for this sort of thing."

At least 18 states have enacted laws or policies banning or restrict student cellphone use in schools.

A South Dakota House committee takes up a controversial bill today that would require all school districts in the state to display the Ten Commandments in each classroom.

The bill, which narrowly cleared the Senate last week, also contains provisions that would require the Ten Commandments be taught in civics classes.

Opponents say the mandate crosses the line when it comes to separation of church and state. In the recent debate, state Sen. Stephanie Sauder, R-Bryant, a former teacher, said her biggest issue was the loss of local control.

"This bill, which will remove the school's freedom of choice to decide what's best for their students and their district," said Sauder, "and it'll also take away a parent's freedom to challenge the decision."

Sauder voted against the measure, which ended up passing in the Senate by a single vote. Backers of the bill say it's an important part of learning U.S. history, but opponents such as Sauder say current teaching already makes mention of the commandments when covering various religions.

Louisiana recently became the first state to adopt this requirement, but it's being challenged in court. Opponents in South Dakota warn of similar litigation here, if this bill crosses the finish line. But supporters such as state Sen. Sue Peterson, R-Sioux Falls, suggest the concerns about the words being on display are overblown.

"'Thou shall not steal.' 'Thou shall not kill' - I don't think that hurts anything," Peterson said. "In fact, I think it's helpful."

But other lawmakers, who say they adhere to the same guiding principles, question whether this mandate would solve any broader issue. Beyond Louisiana and the South Dakota proposal, a handful of other conservative states are considering similar measures, most notably Texas.


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The rate of U.S. high school seniors seeking higher education is on the upswing, according to research from Lumina Foundation.

Although Hoosier student rates are improving, the numbers show they still rank behind national figures. The report, called "A Stronger Nation," showed nearly 55% of American adults aged 25-64 have a college degree or industry-recognized certification. Indiana's attainment rate is almost 54%, six points shy of the 2025 goal for the state.

Teresa Lubbers, a Lumina Foundation board member and president of the Sagamore Institute, an Indianapolis-based think tank focusing on social impact issues, said the study was done with a sense of urgency.

"I think that having the 60% goal was the rallying call for us, not just as a number but why that number was directly tied to the needs of the workforce," Lubbers explained. "If someone was going to have prosperity in their life and Indiana's economy was going to be strong, this was an imperative, not a choice."

The report specified a post-high school education as an associate's, bachelor's, or master's degree or college-level or industry-recognized certificate. The report noted 60 % of adults in the United States will need a post-high school credential showing completion in training and a demonstrated competency in an employable skill. Indiana's short-term credential achievement rate is slightly under 12%.

Data classified by race and ethnicity shows progress across the board. Among Black students, 42% either have an associate's, bachelor's, or master's degree while 44% of white students, 28% of Hispanic students, and 63% of Asian students have obtained the degrees.

Lubbers touted the importance of compiling the study.

"Whether it's college readiness, college completion, dual credit, return on investment, the number of credentials and certificates, all of those things roll up to make the case for what we're doing and what's working," Lubbers added.

Graduation level gaps are closing, Lubbers noted, thanks to the 21st Century Scholars Program which provides eligible, low-income students with a full ride scholarship to a participating Indiana college or university. Report recommendations for reaching state goals are to maintain the current achievement figures and to boost enrollment numbers in credential-based institutions.

Support for this reporting was provided by Lumina Foundation.