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ERIC Number: ED473551
Record Type: RIE
Publication Date: 2003-Feb
Pages: 95
Abstractor: N/A
Reference Count: N/A
Why Rural Matters, 2003: The Continuing Need for Every State To Take Action on Rural Education.
Beeson, Elizabeth; Strange, Marty
Nearly one in three of America's school-age children attend public schools in rural areas or small towns, and more than one in six go to school in the very smallest communities. These children, their schools, and their communities matter, and they deserve more consideration than they get in the national debate over education policy. This report analyzes descriptive data about the rural schools serving the 21 percent of our students in communities of under 2,500. It uses data collected in 1999-2001 by the National Center for Education Statistics (NCES) and the Census Bureau. Since NCES recently changed its "locale codes," data in this and a 2000 report are not comparable. Data are provided for each state on 7 indicators of the importance and scope of rural education and 12 indicators of the urgency of conditions faced by rural schools and communities. "Importance" indicators cover rural population and school demography. "Urgency" indicators cover teacher salaries; students eligible for free and reduced-price lunch; student-teacher ratio; computer use; percentages of expenditures on administration, instruction, and transportation; per capita income; parental support; students per grade; and declining enrollments. The 19 indicators are discussed in detail, national averages are presented, and the states are ranked on each indicator and overall. Recommendations are made to state policymakers, and four indicators are noted as particularly important: low teacher salaries, low spending on school-level administration, high transportation costs, and limited computer access. (Contains many data tables and figures.) (SV)
Communications Department, Rural School and Community Trust, Suite 703, 1825 K Street, N.W., Washington, DC 20006. Tel: 202-955-7177; e-mail: ($10.00). For full text:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: Rural School and Community Trust, Randolph, VT.
Note: For previous report, see ED 445 847.