Most of the scholarship and commentary on mathematics education deals with issues of curriculum and instruction; this is understandable in a field logically belonging to the domain of curriculum and instruction. Moreover, issues of teaching and learning are compelling to people who love to learn and teach mathematics. Policy receives shorter shrift in mathematics education, but it is by no means ignored. This document contains the following essays specifically dedicated to summarizing rural policy issues: (1) An Introduction to Rural Policy Issues from the Perspective of Mathematics Education (Mike Waters and Craig Howley); (2) Connecting Rural School Curriculum to the Future Civic and Economic Well-Being of Rural Students (Paul Theobald); (3) What Is Rural, Revisited (Mary Jean Herzog); (4) Making a Fit: Rural Educators' Needs and Quality Professional Development (Jean Haar); (5) Multicultural Education for Rural Schools: Policies and Practices; (Kristine Reed); (6) The Importance of Schools to Rural Community Viability (Tom Lyson); (7) Accountability Implications of School and District Size Research (Craig Howley); (8) Rural School Bus Rides (Aimee Howley); and (9) Implementing Accountability Reforms: Challenges and Victories in Rural School (Nancy Jennings). (Individual papers contain references.)