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ERIC Number: ED327354
Record Type: RIE
Publication Date: 1990-Oct
Pages: 7
Abstractor: N/A
Indicators of the Rural Community Context: A Missing Component of Educational Indicators.
Hare, Dwight
The use of multiple indicators of educational achievement is called for to replace a single measure of student achievement in order to identify the school context in which education occurs. School-level indicators have been identified, such as access to knowledge, press for achievement, and professional teaching conditions. These indicators are vital in understanding the context of schooling and in influencing the outcomes of the educational process. The school indicators, however, do not provide the interpretive frame necessary for understanding schooling within the context of the community. In rural communities, where resources are often more limited and where schools are central to social and cultural activities, community context is vital in understanding and influencing school indicators. As federal and state assessment of school achievement is moving toward the creation of such school-level indicators, rural schools and communities face the choice of being compared to the urban context or developing additional indicators that capture the rural context. Rural schools seem to be influenced more by the economic and cultural outlooks of their communities than are other schools. Student, family, and community socioeconomic characteristics and attitudes are major determinants of educational achievement. More research is necessary to determine what makes up an effective rural school and the community context in which such schools operate. (ALL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Rural Education Association (Colorado Springs, CO, October, 1990).