Rurality in education research is a function of the size of the school, the distance of a school in relation to urban areas, and factors within each school that may differentiate the school community based on geography. Distance matters. This study finds variation between rural communities at different distances from an urban center and…

For education policies to be implemented most effectively in local contexts, policymakers must consider diverse school and community geographic characteristics. For example, rural geographies often present particularly important dynamics for public schooling, including challenges with school enrollment, school funding, and teacher labor markets.…

This research examined the leadership practices of rural primary school principals in the Otago province of New Zealand. Principals of large rural schools (with a role of 150 and above) and small rural schools (with a role of 60 or below) served as participants in an investigation to learn what about their practice creates and maintains effective…

The purpose of this study was to determine whether there exists a relationship between student achievement in Texas, as measured by the Texas Assessment of Knowledge and Skills (TAKS) test, and the size of the high school at different socioeconomic levels. This study compared five size categories of Texas high schools to determine which size high…

The purpose of this qualitative, narrative study was to investigate the perceptions of successful small-school superintendents in regard to maintaining or improving district efficiency and financial status. Face-to-face interviews were conducted with seven purposefully selected small-school superintendents. Findings suggest that in their efforts…

Formal and informal partnerships between rural schools and their communities can provide a wide range of supports for all students, but particularly those from low-income families. In this analysis of six small rural school districts in Virginia we show how the broad participation of community groups and individuals supports academic achievement…

Provides areas of concern and suggestions for improvement of rural schools, i.e., instability of faculty, restricted curriculum, limited professional personnel, and high transportation and energy costs. (AH)

The consolidation of rural schools in the United States has been a controversial topic for policy-makers, school administrators, and rural communities since the 1800s. At issue in the consolidation movement have been concerns of efficiency, economics, student achievement, school size, and community identity. Throughout the history of schooling in…

The percentage of variance in student achievement that is explained by student SES--"poverty's power rating," as some call it--tends to be less among smaller schools than among larger schools. Smaller schools, we are told, are able to somehow disrupt the association between SES and student achievement. Using eighth-grade data for 215…

Reviews findings on the effects of school size on student achievement and participation. Concludes that small size, in itself, does not lower academic achievement, and does enhance opportunities for students to participate in school activities and assume leadership roles. Contains 44 references. (SV)

Examines relationship between school size and achievement. Correlates size and achievement factors, controlling for correlated variables. Finds no relationship between enrollment and achievement levels. Links academic achievement to percentages of Title I and ethnic students. Suggests academic achievement related to socioeconomic factors and…

Presents case studies of school-community partnerships in rural schools in Belle Fourche, South Dakota, and York, Nebraska. Explores community characteristics that support or block school-community development alliances. Found effective leadership and the small size of the community to be two supportive characteristics. (KS)

Survey of parents and guardians of 911 North Dakota students applying for open enrollment found that general education, family convenience, proximity, and school atmosphere/values/philosophy were the most important reasons for choosing a district outside their home district. Responders' educational level and income were higher than those of the…

Helping schools create environments where all students can learn is a worthwhile mission for schools big and small. Both multi and single site districts agree that providing equitable and meaningful learning opportunities for every student is essential, but find this challenging and difficult. What are the systemic factors that limit educators in…

School variables, such as school size and school location, matter. School size and location impact many areas of education, including the characteristics of the school, curriculum, and post-school outcomes. Research reveals that students in rural schools face many personal and education hardships--from living in poverty to having less opportunity…