A study of science and math education systemic reform in rural schools aimed to help educators understand and build upon the inherent strengths of rural schools and communities that support systemic reform. The first phase of the study involved developing a system of indicators for each of six drivers of educational system reform: 1) implementation of standards-based curricula throughout the system; 2) development of policies that support high-quality mathematics and science education through preparation, continuing education, and support for mathematics and science teachers; 3) convergence of all resources that support science and mathematics education into a focused program to improve mathematics and science education for all students; 4) support from parents, policymakers, institutions of higher education, business, and other segments of the community; 5) accumulation of evidence that the program enhances student achievement; and 6) improvement in achievement of all students, including those historically underserved. A literature review yielded 123 indicators of reform. Through a two-round Delphi procedure, a 10-member research advisory team validated 75 indicators and linked them to specific drivers of educational system reform. Appendices contain 35 references, the list of indicators, research advisory team members, results of round one, and frequency tables. (TD)