This study analyzed how Wisconsin rural public high schools' academic achievement compared to their city, suburb and town peers while controlling for ten factors. The Wisconsin Knowledge and Concepts Examination (WKCE) measured academic achievement for tenth graders including reading, language arts, mathematics, science and social studies. The ten independent variables included geographic location, socioeconomic status, students of color, spending per pupil in the school district, high school enrollment, parent education level, truancy, disciplinary actions: suspensions and expulsions, students with disabilities and extra/co-curricular activity participation. Data were provided by state and federal public databases. Findings indicated that rural high schools in the state of Wisconsin performed as well as town and city high schools and in some subject areas as well as suburban high schools. Further, the data suggest that there are serious academic performance concerns for students and schools with certain demographics and that those problems need to be addressed immediately and effectively. Findings from this study suggest that the argument to consolidate rural high schools because of poor academic performance is not a valid one. All high schools in Wisconsin including rural high schools should be supported by policy makers and practitioners to ensure high academic achievement opportunities for all. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]