South Carolina's persistent resistance to a federal, centralized national government is noteworthy throughout U.S. history. Accordingly, South Carolina's assumption of its powers governing education reserved to the states under the 10th Amendment focuses on commerce and free-market notions of competitive advantages rather than education's value to the commonwealth. Thus, South Carolina's traditional political discourses about education and the state's role in it support the status quo, a form of political culture that Elazar termed "traditionalist" (Elazar, 1970, 1972; Herzik, 1985; Heck, Lam, & Thomas, 2014) that privileges the wealthy or influential elite and their heirs (Elazar, 1994; Grose, 2006; Labaree, 1997; Link, 1997; Palmer, 2014; Starr, 1998; Weir, 1997, Williams, 2007; Wood, 1996). With the emergence of new media in a historically traditionalistic and hierarchical political culture (Elazar, 1994), this study investigated whether political discourses about the state's educational policymaking have changed. A two-staged design probed this question with traditional interviews triangulated by new media analytics (Kvale & Brinkmann, 2009; SalesForce Marketing Cloud, n.d.; Tracy, 2010). The results of this study indicated that traditional modes of doing politics in South Carolina dominate the educational policy arena even with some minor applications of new media. Of concern in these findings is the sustained inattention to issues of race, rurality, and poverty. The continued marginalization of public education stakeholders contributes to South Carolina's notoriety as a state that sustains a minimally adequate approach to public education. In short, new media has not changed the traditional political culture associated with South Carolina's education politics and policies.