EDUCATION IS THE KEY: Rahm Emanuel, Jermaine Johnson and Sylvia Wright Challenge South Carolina to Invest in Its Future
At Claflin University, a former White House chief of staff and two Democratic statewide candidates confronted South Carolina's education failures, artificial intelligence and the economic consequences of leaving another generation behind.
By Javar Juarez | CUBNSC | October 16, 2026
ORANGEBURG, S.C. — Education is more than a pathway to employment. It is the foundation of economic independence, civic participation and generational opportunity. Yet in South Carolina, where educational opportunity often depends on geography and household income, that promise remains out of reach for too many families.
That was the central challenge Thursday at Claflin University, where former Chicago Mayor and U.S. Ambassador to Japan Rahm Emanuel joined Democratic gubernatorial nominee Dr. Jermaine Johnson and Democratic state superintendent of education nominee Sylvia Wright.
Their discussion confronted teacher shortages, unequal school funding, artificial intelligence and the growing divide between rural communities and emerging economic opportunities.
It also raised a fundamental question: What good is economic development if South Carolina's children are not prepared to participate in it?
Emanuel, who served as White House chief of staff under President Barack Obama, arrived amid speculation about a possible 2028 presidential campaign.
But at Claflin, the focus was on education and whether political leaders are prepared to confront its failures.
Twenty-Four Years of Republican Leadership. Who Is Accountable?
Johnson wasted little time assigning political responsibility.
"We've been under a single party ruled in this state for 24 years," Johnson told the audience.
He argued that Republican leaders have had ample opportunity to improve public education but have instead prioritized private-school vouchers over adequate investment in public schools.
Johnson challenged the notion that vouchers provide meaningful educational freedom when rural families may lack transportation, nearby private schools or the financial resources necessary to exercise that choice.
He pledged to prioritize public education funding if elected governor.
His criticism raises a larger question about whether South Carolina's funding system adequately serves districts facing limited tax bases, transportation challenges and persistent difficulties recruiting qualified educators.
But additional spending also requires accountability for how resources are distributed and whether they improve student outcomes.
Rahm Emanuel: Money Matters, but Results Matter Too
Emanuel agreed that public education requires investment but cautioned against treating increased spending as a substitute for measurable results.
Drawing on his experience overseeing Chicago Public Schools, he pointed to Mississippi and Louisiana, where changes in reading instruction, teacher development and accountability have attracted national attention.
Mississippi's fourth-grade reading performance improved from 49th nationally in 2013 to ninth in 2024, according to the National Assessment of Educational Progress (NAEP), commonly known as the Nation's Report Card.
Emanuel emphasized phonics, evidence-based instruction and accountability extending beyond classroom teachers to administrators and school leadership.
His message was that sufficient funding and academic results must go together.
He also described how urban and rural communities in Illinois organized to advance a more equitable school funding formula, arguing that meaningful reform requires political cooperation.
Emanuel's own record, however, remains contested. His tenure as Chicago mayor included a major teachers' strike and the closure of 50 schools, decisions that generated substantial opposition even as his administration pursued longer school days and expanded educational opportunities.
That history underscores why education reform must account for the experiences of teachers, parents and affected communities.
Teachers Cannot Carry a Broken System Alone
For Wright, who has spent more than two decades working in education, improving schools begins with addressing the conditions driving teachers out of the profession.
“Yeah, pay is one thing, but pay is not everything, because people want to be treated with respect, and they want to be treated as the professional that they are, that they were trained to be,” Wright said.
She described enthusiastic new educators becoming discouraged by inadequate support, difficult working conditions and poor leadership.
Wright proposed strengthening educational leadership, creating opportunities for teachers to advance into administration and preparing future superintendents to establish healthier school cultures.
She also proposed state assistance with tuition or student loans for educators who teach in South Carolina for five years. The program's projected cost, eligibility requirements and funding sources were not detailed.
Johnson approached the issue through his experience as a substitute teacher and legislator.
He discussed H.3192, legislation he introduced to establish a minimum annual salary of $52,000 for certified, full-time special education teachers. He also introduced H.4665, which would require members of the General Assembly to serve as substitute teachers or volunteers in public schools five times annually.
His argument was that lawmakers should experience the conditions their policies govern.
Johnson then shared why teachers matter personally.
“I went to seven different high schools. Seven different high schools. I was a homeless kid growing up. I lived in a bunch of different motels growing up. I saw a lot in my life,” he recalled.
Despite those circumstances, Johnson credited educators with helping him continue his education.
“I would not be here without a teacher. None of us up here would not be here without good teachers.” He told the audience.
His testimony brought an important human dimension to the discussion. For children experiencing poverty or housing instability, a committed educator can provide stability far beyond academic instruction.
Artificial Intelligence Is Coming. Will South Carolina's Students Be Ready?
Artificial intelligence emerged as one of the discussion's most consequential subjects.
The panelists agreed that AI will transform education and employment, but warned that technological advancement cannot replace the fundamental skills students need to think independently.
Wright emphasized the need for safeguards and training before increasingly sophisticated AI systems become commonplace in classrooms.
“We are in the Wild West phase. But again, once we get those regulations in place, once people get trained on how to properly use AI, help to use it as a tool and assistant, because that's what it is. Then we'll be ready,” Wright told the audience.
"AI will not replace a teacher," Emanuel said.
He argued that artificial intelligence should support educators while making reading, mathematics, judgment and critical thinking even more important.
But the implications of artificial intelligence already extend far beyond the classroom.
Johnson raised concerns about automation's impact on employment, recalling his support for entrepreneur Andrew Yang during the 2020 presidential campaign.
Yang made the displacement of American workers by automation and artificial intelligence a central issue of his candidacy, warning that technological advances could eliminate jobs faster than workers could transition into new industries.
Johnson pointed to robotic cleaning equipment he encountered at a gas station in Orangeburg, illustrating how automation is reaching smaller communities.
Technology capable of performing work traditionally handled by employees is already appearing in everyday businesses, raising questions about the future of entry-level employment and whether South Carolina's workforce is prepared for that transition.
The question is whether South Carolina's schools and workforce programs will prepare residents for the jobs technology creates, rather than leaving them vulnerable to the jobs it eliminates.
The Rural Digital Divide Is an Economic Divide
Johnson warned that rural communities risk falling further behind as technology reshapes the economy.
“I mean, we still have rural places in this state that don't have access to broadband. I mean, because of the digital divide, there are kids in this state right now still doing their homework in the parking lot of a McDonald's. That is a shame,” Johnson told the audience.
Reliable internet access is now essential for completing assignments, conducting research, applying for college and developing digital skills.
Johnson questioned why Greenville appears to attract major technology investments while communities like Orangeburg and other rural areas struggle to secure comparable opportunities.
He said a government relations representative from autonomous vehicle company Waymo had indicated the company was coming to South Carolina and Greenville.
“Why are we overlooking Orangeburg?” Johnson asked.
His criticism extended beyond broadband access to how South Carolina distributes economic development opportunities.
What happens when the state attracts advanced industries but fails to prepare students in underserved communities to compete for those jobs?
For Johnson, closing the digital divide means ensuring that rural students have access to the same educational and economic opportunities available in larger metropolitan areas.
Rebuilding the Pathway From High School to the Middle Class
The panelists found common ground in strengthening career preparation without limiting educational opportunities.
Wright proposed introducing career exploration in elementary school through hands-on instruction connecting academic subjects to real-world occupations.
By high school, students would have three broad pathways: college preparation, career and technical education, or military service.
Emanuel pointed to Chicago's community college system, where specialized programs were developed around industries including healthcare, logistics and advanced manufacturing.
He emphasized affordable community colleges as engines of economic mobility and proposed redirecting billions in federal immigration detention spending toward technical education.
Johnson called for stronger partnerships among public schools, technical colleges and universities.
“I want to see our trades come back to K through 12,” Johnson said.
Drawing on his experience earning a commercial driver's license, he argued that students should graduate with practical skills and opportunities to pursue additional education.
Their shared argument was that students should graduate with options, not limitations.
Education Does Not End When the School Bell Rings
Emanuel also challenged the idea that education ends when classes are dismissed.
He discussed Chicago's investments in after-school programs, summer employment, reading initiatives and arts education, along with extending the school day.
His argument was particularly relevant for families unable to afford private tutoring, summer camps or extracurricular programs.
For children experiencing economic hardship, publicly supported enrichment opportunities can be essential to academic achievement and personal development.
At an HBCU, Students Were Reminded That Political Power Belongs to Them
At Claflin University, founded in 1869 and recognized as South Carolina's first university open to students regardless of race, the conversation eventually turned toward civic responsibility.
Students questioned how they could protect their education and influence public policy beyond voting.
Johnson encouraged political organizing and greater participation in local government.
Emanuel recalled confronting Neo-Nazi demonstrators in Chicago during his youth, using the experience to explain why civic engagement must continue beyond election cycles.
“Democracy is 365 days a year,” Emanuel told the audience.
Wright challenged students to move beyond identifying problems and begin developing solutions.
“If you see an injustice or you see a need, don't just say something about it. Do something about it,” Wright said.
Their message was that students have the power to influence the decisions shaping their institutions, communities and futures.
The Real Test Is What Happens After the Election
Thursday's discussion revealed substantial agreement about South Carolina's educational challenges. The state needs stronger public schools, better support for teachers, expanded technology access and more effective connections between education and employment.
But identifying the problems is not the same as solving them.
Johnson has pledged to prioritize public education funding and technical training.
Wright has proposed reforms addressing teacher retention, leadership and career preparation. Emanuel has emphasized academic fundamentals, accountability and community college investment.
Each approach raises questions about funding, implementation and measurable results.
How will South Carolina retain qualified teachers? Who will pay for expanded technical education and broadband access? And how will rural communities receive a fair share of emerging economic opportunities?
These questions concern more than education policy. They concern South Carolina's economic future.
The state cannot expect to compete for advanced industries while students graduate without the skills those industries require. Nor can it promise economic mobility while educational resources and employment opportunities remain concentrated in a handful of communities.
For generations, education has represented a pathway toward economic independence, particularly for African Americans and families historically excluded from opportunity.
That promise requires more than campaign speeches. It demands sustained public investment, competent leadership and accountability.
At Claflin University, the panelists offered different approaches to strengthening South Carolina's educational system. Whether those ideas become meaningful policy will depend on decisions made long after the election.
Education is the key. But South Carolina's children should not have to wait another generation for someone to open the door.
Javar Juarez is Publisher and Editor-in-Chief of the Columbia Urban Broadcast Network (CUBN), an independent investigative news outlet based in Columbia, South Carolina, and a member of the South Carolina Press Association. He is also President of the Capital City Chapter of the A. Philip Randolph Institute.
