Why Rural Matters 2011-12: Statistical Indicators of the Condition of Rural Education in the 50 States

Why Rural Matters 2011–12 is the sixth in a series of biennial reports analyzing the contexts and conditions of rural education in each of the 50 states and calling attention to the need for policymakers to address rural education issues in their respective states.

Research Raises Doubts About Benefits of Consolidation

Has the time for consolidation come and gone? Research shows that state policies that broadly push mergers of schools and districts will not save money and will likely lower the quality of education — especially for the poor.

The Rural Dropout Problem: An Invisible Achievement Gap

This report reviews high school dropout rates and related factors in rural high schools throughout 15 Southern and Southwestern states. These schools are in districts that are among the 800 rural districts with the highest student poverty rate nationally. Seventy-seven percent of the "Rural 800" districts and 87 percent of the students in them are in these fifteen targeted states.

Why Rural Matters 2009: State and Regional Challenges and Opportunities

Why Rural Matters 2009 is the fifth in a series of biennial reports analyzing the contexts and conditions of rural education in each of the 50 states and calling attention to the need for policymakers to address rural education issues in their respective states.

Why Rural Matters 2007: The Realities of Rural Education Growth

Why Rural Matters 2007 is the fourth in a series of biennial reports analyzing the importance of rural education in each of the 50 states and calling attention to the urgency for policymakers in each state to address rural education issues.

Why Rural Matters 2007: Gauge and Indicator Results

Gauge and Indicator Results from Why Rural Matters 2007, including six focus areas: Importance, Socioeconomic Challenges, Student Diversity, Policy Context, Outcomes, and Rural Education Priority.

Why Rural Matters 2007: Major Findings

Major findings from Why Rural Matters 2007: The Realities of Rural Education Growth.

Why Rural Matters 2007: Press Room

Media links and information for Why Rural Matters 2007: The Realities of Rural Education Growth.

Why Rural Matters 2007: Print Edition

Why Rural Matters 2007: The Realities of Rural Education Growth is a snapshot of rural education that provides essential information on the condition of rural education in the 50 states and uncovers new trends and challenges facing rural educators.

Quality Teachers: Issues, Challenges, and Solutions for North Carolina's Most Overlooked Rural Communities

"Quality Teachers: Issues, Challenges, and Solutions for North Carolina's Most Overlooked Rural Communities describes the challenges facing low-wealth rural school districts in eastern North Carolina as they relate to issues of teacher quality and summarizes the rural-specific strategies going on around the country to respond to these challenges. The report also covers how North Carolina is doing in each strategy, and provides additional recommendations based on the specific circumstances in North Carolina that would help address the pressing issue of providing all children in North Carolina the teachers they deserve. "

Title I Weighted Grants Skewed Toward Largest Districts: Per Pupil Funding Varies Sharply by District Size

Since 2002, some of the federal funds provided to local school districts under Title I of the Elementary and Secondary Education Act have been distributed through weighted grant formulas intended to better target funding to districts with the highest concentrations of poverty. While a worthy goal, these formulas actually skew funds toward larger districts and place a greater value on the education of a Title I student in a large district than on the education of a Title I student in a smaller district — even when these districts have the same poverty rate.

The Hobbit Effect: Why Small Works in Public Schools

While numerous studies have documented that small schools effectively boost student achievement, especially among at-risk students, our report, The Hobbit Effect: Why Small Works in Public Schools summarizes the vast research literature that explains just why small works in schooling, identifying ten research-based attributes of small schools that are proven to have a positive impact on kids and their learning.

An Investigation of School Closures Resulting from Forced District Reorganization in Arkansas

Some policymakers and other advocates of reorganizing Arkansas' public education system have insisted that the minimum district size requirements included in Act 60 and the district closings authorized under the Omnibus Education Act are aimed at closing school districts only, for the sake of "administrative" efficiency. They argue that the forced reorganization of districts is not intended to close schools. Some tease the issue a bit, adding that at the very least it doesn't have to happen, and in their view, probably will not happen. This analysis of the ways that reorganization has played out over the past two years strongly suggests otherwise.

Compounding Challenges: Student Achievement and the Distribution of Human and Fiscal Resources in Oregon's Rural School Districts

This report presents findings from an investigation into relationships between academic achievement and the distribution of fiscal resources among rural school districts in Oregon. The investigation was prompted by earlier-reported findings suggesting the critical nature of both achievement gaps and resource gaps among rural school districts in the state. A variety of statistical procedures yielded consistent findings indicating that there is considerable disparity in the distribution of fiscal resources among rural districts, and that the level of fiscal resources available to districts significantly influences educational outcomes.

Student Achievement and the Distribution of Human and Financial Resources in Mississippi School Districts

This report suggests that the distribution of both school funding and qualified teachers are primary forces behind Mississippi's achievement gaps. It finds that districts with students facing the most severe challenges to high academic achievement are also the districts that have the most limited resources with which to address those challenges. Conversely, districts with students facing the fewest challenges are also the ones with the most resources.