It wasn’t that long ago when I accepted my contract as a first-year educator for a small rural school. My first class had two students; our high school had 46 students in total. The community members’ doubtful words still ring in my ears. “Why did you come here? We’ll be closing in two years, so keep your resume fresh.” I would come to find out they had been saying those same things for the last 15 years and the school had managed to hold on. My story is more common around the country than we’d like to imagine, as rural communities are facing serious headwinds.
Rural communities face a shrinking workforce population. They are affected by poverty at rates disproportionate to those of urban communities, and many communities find limited services in health care and child care (Farrigan et al., 2024). Despite these concerns, the post-pandemic trends have indicated glimmers of hope that align with opportunities for career and technical education — in our schools, serving our communities.
A word about return on investment
Return on investment (ROI) can be seen as a dirty word in education. As educators we can see firsthand the fruits of our labors. We understand the investment of our time, and we experience the outcomes in the tears shed on graduation day or a thank-you note from an alum. Though these anecdotes are bucket-filling, and they express the power of connection and relationships in the learning journey, they can’t capture the full spectrum of CTE in rural education systems across the nation.
When analyzed and articulated through the lens of ROI, the true impact of rural CTE can be eye-opening. Calculating and modeling ROI at a local level can be done with some basic data metrics, a bit of budget information, and some reliable research to start. But some will still voice concerns.
A lack of communication and/or meaningful involvement community-wide can seed doubts and mistrust and fuel fear about the future of programs. Be intentional about addressing these concerns. Communicate clearly that ROI analysis is meant to showcase CTE program impacts rather than as an evaluative or punitive tool. Hopefully this will help clarify the purpose and provide a path for meaningful engagement from all parties.
The following case studies are hypothetical examples that were inspired by personal experience and examples from the field. They are meant to share approaches in how you could recreate such models for your local work.
The Community Impact of CTSOs
Our local CTSO programs provide numerous opportunities for students to engage in community service projects, service-learning and volunteer opportunities. National and state-level studies have valued those experiences for the community at $34.79 per volunteer hour (Independent Sector, 2025).
Using that value of $34.79 per hour, per volunteer, as our benefit in the model, next consider potential areas of investment. In a local school, this may include the CTSO sponsor stipend, if during the school day substitute rates may apply, or any transportation cost for a bus driver or fuel.
Now that we have the pieces, let’s look at an example. Golden Plains High School’s FBLA chapter volunteers each year with the local economic development board for their “Shop Local” campaign. Events are planned to encourage local shopping, and FBLA members serve as door greeters at the local businesses to hand out rewards. The program has grown each year. This year, 10 FBLA members gave volunteer time toward the campaign and provided a total of 70 hours; seven hours was the total length of the event.
70 (hours) x $34.79 (value per hour) = $2,435.30 (total value)
The annual stipend for the FBLA sponsor is $1,200. Anecdotally, my final stipend as an FFA adviser, received in 2022, was $980. These numbers don’t represent an accurate reflection of true investment. In fact, some estimates suggest that advisers dedicate 300 hours outside of the classroom to their CTSOs. Let’s do the math.
$1,200 (stipend) ÷ 300 (hours) = $4.00 (equivalent pay)
Now we can calculate the ROI.
$ 2,435.30 (value) ÷ $ 28.00 (cost) = 86.98 x 100 = 8,698%
Translating WBL into Job Placements
Work-based learning was the focus of a recent issue of “Techniques,” and it reminds us of the enormous value that those experiences can have for students and their future careers. Think again about our local rural communities and remember the headwinds facing them; this is an area where schools and CTE programs can offer significant value.
Consider how to align WBL experiences toward student interests and local labor opportunities. Students may then en-ter pathways toward full-time and prosperous careers. Many students report feeling unaware of the scope of local opportunities available through apprenticeships, short-term training and certificates.
Green High School’s principal and CTE coordinator set a goal to transition the current work-based learning experiences toward an aligned experience as part of a student’s individual plan of study. Each year, four to seven students participate in WBL out of an average graduating class of 12–18.
This evolving approach has helped identify more job placements within the community, rather than in a town 20 minutes away. This has yielded local partnerships with the meat locker, water and gas utilities, area feedlots, and home daycares.
Over the last three years, 12 students have accepted positions at local companies. And now they are investing back into their communities. These 12 students represent an 80% retention rate for the community! ROI models showcase educational outcomes that aren’t necessarily financial.
Community Improvement Through Service
Through embedded service-learning, the opportunity to apply technical skills can translate into meaningful impact for our rural communities. Fort Washington High School’s construction and skilled trades program partnered with the local community garden program to execute a community improvement project funded by the state department of commerce. Students gained hands-on experience in the building trades as they worked to construct a 24′ x 30′ storage shed and a wood-framed greenhouse. Thus extending the growing season for the community garden patrons. This example showcases how CTE programs can provide a service to the community at large while offering a high-quality learning and skill development experience.
Next steps
I challenge each of us as rural CTE leaders to consider two questions:
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- How can we share our story of CTE and its local impact through an ROI model?
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- Who needs a seat at the table when discussing business and community partnerships to support high-quality CTE?
Cultivating partnerships and building community — by sharing what has been done and where you see possibilities for future collaboration — are excellent first steps in renewing our rural communities. Postsecondary institutions are likewise well-suited partners for K–12 and other community organizations (Rogers et al., 2023). Convene intentional and strategic CTE advisory committees that bring together local business and industry partners, postsecondary representatives, and community members. These meetings can facilitate conversation around shared goals that can be measured using an ROI model.
Championing CTE in our rural communities comes at a critical moment and requires committed effort in sharing its impact.
Anthony Meals is the “Perennial Educator.”
