By Alessandra Cipriani-Detres, Senior Associate, Strategic Initiatives
Reading time: Six minutes
Across the country, rural learners play a vital role in sustaining local economies, strengthening communities, and shaping the future of their regions. Yet, rural students often face unique challenges when it comes to accessing and completing postsecondary
education. In fact, rural communities have lower college enrollment and completion rates than urban and suburban communities, despite
having, on average, higher high school graduation rates than their non-rural peers. The geography of opportunity, financial constraints, and family or work obligations can make navigating college pathways more complex than for students in other parts
of the country. Despite these barriers, rural colleges serve as engines of opportunity, providing education and training that can directly support local workforce needs and more. Understanding and addressing the distinct needs of rural learners is
crucial for ensuring equitable access to higher education and fostering long-term rural community development.
What Rural Students Are Teaching Us
Recently, the National College Attainment Network’s (NCAN) Postsecondary Pathways State Partners program welcomed Leslie Daugherty and Matt Newlin from the Education Design Lab, a national nonprofit that designs
and tests education-to-workforce models to address equity gaps in higher education, to speak about their Rural College Design and Data Academy. The Academy is a cohort
of 14 rural higher education institutions across 11 states aimed at transforming postsecondary and workforce pathways by prioritizing the needs of rural learners and rural communities.
Interestingly, in a survey conducted during the Academy, which asked rural college students and alumni, community members, and more a variety of questions, they unlocked key information about the barriers faced by and needs of rural learners. Take a look
at some of the findings below.
Over half of respondents stated that work, family obligations, and time constraints were barriers that affected the completion of their program or graduation. Only about 12% of respondents stated
cost as a barrier.
Over 80% of college students plan on or are maybe planning on staying in the area after completing their program.
When asked if people in the community think that the local college is an asset to the area or if they would recommend the college to others, over 90% responded “yes”.
These data tell an important story- higher education in rural communities is valuable for a variety of reasons, but it needs to adapt to the unique needs of the populations it serves.
Two of NCAN’s Postsecondary Pathways State Partners, who have exemplary supports in place for rural students and institutions, agreed to share their methods with the field. These range from data collection and research, outreach, support services, and
more. Check out what they had to say below, in addition to the strategies and resources you can take back to your state or community.
State Solutions You Can Adopt
Alabama
Rural learners make up a significant portion of Alabama’s K-12 population, and the state recognizes that equitable access to postsecondary education is essential for sustaining communities and strengthening the workforce. To meet these needs, Alabama
employs a multi-pronged strategy combining state policy, agency-led research, and nonprofit programming to expand opportunities for rural students and prepare them for family-sustaining employment.
State initiatives have elevated awareness and accountability around college access. Governor Kay Ivey’s (R) proclamation declaring October as FAFSA Completion Month highlights
the importance of financial aid, while the requirement that all seniors complete the FAFSA or submit a waiver ensures that rural students are included in postsecondary planning
efforts.
The Alabama Commission on Higher Education (ACHE) leverages data-driven, community-focused approaches to directly support rural learners. Its FAFSA Completion Portal tracks school- and district-level metrics, and outreach efforts provide tailored communication to students and counselors. Beyond financial aid, ACHE examines workforce pipeline measures to ensure rural labor market outcomes are accurately represented,
guiding programs that align postsecondary pathways with local employment opportunities.
Nonprofit organizations, such as Alabama Possible, provide hands-on support that reaches rural students and families where they live. Through regional workshops, counselor training, and dedicated professional
development events, these initiatives reduce barriers to postsecondary planning and cultivate long-term educational aspirations.
Together, these efforts create a rural-focused ecosystem addressing both immediate student needs and systemic challenges. By centering rural learners in policy, research, and outreach, Alabama is building an inclusive postsecondary pipeline that strengthens
individual success and supports the economic vitality of rural communities.
North Carolina
College Access Partnerships (CAP), a K-12 outreach organization at Appalachian State University in North Carolina, supports rural learners across 27 school districts through a two-pronged strategic approach: 1) providing direct, student-centered services while 2) working to encourage systemic improvements regionally and locally at the school
and district levels. On the student side, CAP delivers tutoring, advising, college visits, financial aid counseling, summer enrichment, and other college and career exploration services to over 30,000 students to address immediate needs such as academic
preparation and postsecondary planning. Equally important, CAP works with over 100 schools and communities to assess and improve policies, practices, and structures that create lasting change.
Central to both approaches is a strong commitment to data use and research that informs practice. Through collaborations with the College and Career Readiness Evaluation Consortium (CCREC) and other research partners, CAP evaluates the impact of student services and shares findings nationally. For example, through its GEAR UP program, CAP has developed a data tracking system known as PATH (Postsecondary Achievement Tracking
Hub) that proactively evaluates outcomes to reveal where areas of student support are most needed. PATH allows schools to identify students 1) who have engaged in little to no college and career services, 2) who might need additional academic support,
3) whose school attendance might be contributing to low academic achievement, or 4) who have not participated in early college campus visits. CAP’s published research underscores the importance of early college campus visits, particularly in middle school, as a strong predictor of postsecondary enrollment. These visits cultivate early college and career aspirations, making them a key metric within PATH and a replicable
strategy for rural communities nationwide.
Want to Keep the Conversation Going?
If you’re looking to connect with and support others working to improve postsecondary pathways for rural students, consider joining the Education Design Lab’s RuralTogether community. RuralTogether is
a free, collaborative online community open to anyone working in the rural postsecondary space. Through monthly webinars, Book Talks, and special series like Lost & Found: Conference Edition, RuralTogether spotlights rural practitioners, students,
and partners while providing actionable strategies for addressing shared challenges. Interested in learning more about RuralTogether or the Education Design Lab? Email Leslie Daugherty (ldaugherty@eddesignlab.org)
and Matt Newlin (mnewlin@eddesignlab.org) to find out more!
As the data from the Rural Academy show, higher education is deeply valued in rural areas, but it must evolve to better meet students where they are. From data collection and research to policy and outreach, states and higher education institutions have
an opportunity to design solutions that better serve rural learners. By sharing strategies, leveraging data, and collaborating, states can expand access to and the completion of postsecondary education for rural learners.
NCAN would like to thank Corinne Smith from CAP in North Carolina, Dr. Jessie Lynn Nichols from ACHE in Alabama, and Drs. Leslie Daugherty and Matt Newlin from the Education Design Lab for their contributions to this blog post and commitment to supporting rural learners and communities.
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