My Analysis

 The foundation of consolidation seems to be rooted in the belief that a business model is better for educational quality and student performance.  The opposing social forces of community and government each seek to establish control, fueling the small versus big debate that already permeates American culture.  There are also the contrasting themes of individuality and conformity involved in educational decision- making and policy development.  The belief system embedded in school consolidation efforts often embodies money and centralized power.  Those who push for larger schools can sometimes appear to hide their agenda by offering curriculum expansion and more efficient budgets to community schools and then slack on significant follow through.

Initially, schools were products of the community.  During the early 20^th century, neighbors came together to build their one room schoolhouse, crafting the desks and chairs themselves, and making sure the students and teacher had the supplies they needed.  

  Public schools were developed to give immigrants a basic understanding of the democratic way of living in the United States and to provide them with fundamental reading, writing and math skills so they could become more productive citizens.  The Industrial Revolution was occurring at the same time, which spurred the government’s idea to run schools like factories, increasing output and efficacy.  Public schools began to be designed in a way to replicate this corporate system; schools no longer reflected the communities that they came from, but instead developed into machines working to meet standards and rules.   The educational values of the time were focused on creating a nation of like-minded individuals, grounding everyone in similar principles and developing a single, centralized “American” belief system. 

Schools were a great way to conform America’s youth.  To ensure students were receiving a universal message, the government decided to regulate standards and in return give money for schools that met those standards.  Consolidating schools was widely accepted during these times, as citizens saw it as a way to increase their personal opportunities.  The government however, saw it as a way to centralizing a system to create workers for building the nation.  

  The business of education can be seen in rural communities across many states, however Vermont and West Virginia in particular have recently felt the burden of school consolidation.  

West Virginians felt that consolidating schools was not the ideal solution, considering their children were being bussed across counties and their community identity lost.  Schools often represented the common gathering place and if the school closed, many people were displaced.  It was no longer about community... It was about money and centralizing West Virginians. 

Vermont holds similar beliefs about their small, rural cultures. Vermont has a demographic that upholds strong traditions and values a different type of lifestyle than others, which includes using and buying “local.” Eating local foods, supporting local businesses and having youth growing up in small, safe, local communities are priorities among many Vermonters.  The push for consolidation in Vermont schools may be a big surprise to many community members who want the small school experience for their families.  Small schools across the state decide on their own budgets, contracts, school boards, and superintendent, permitting the local voice to be heard, and democratic principles to be practiced.