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The article focuses on the precarious funding situation for rural schools reliant on federal support through the Secure Rural Schools Act. Topics include the challenges faced by rural districts in securing funding, the impact of potential funding loss on school operations and staffing, and the ongoing advocacy efforts by school leaders to renew this critical legislation.

The article presents information on the vision for education by Jeff Hawkins, Executive Director Kentucky Valley Educational Cooperative Hazard, Kentucky. Topics include views of Jeff on education that it can be rich and powerful; and Cooperative helped districts leverage economies of scale to negotiate lower prices on insurance, transportation, and food services and to comply with mandates, especially special education requirements.

The article discusses the scarcity of educational resources for gifted students in rural areas of Alaska. Topics include efforts to provide personalized learning for gifted student Aric Cox in Glennallen, Alaska, the use of online classes for gifted education, and the workload of students in small rural school districts. The college preparatory program Rural Alaska Honors Institute (RAHI) for Alaskan Native high school students is noted.

The article discusses the school improvement program used by the Calcedeaver Elementary School in Mount Vernon, Alabama. It focuses on how the rural school, predominately populated by Choctaw Indian students, used community and culture to improve academic achievement and graduation rates while better utilizing the skills of veteran staff members.

The article discusses the growth and option provided to students with the implementation of the 'Course Choice' methods in several schools of rural America.

This article focuses on rural schools which have survived despite trends in decline in number of one-teacher schools in the U.S. Granville Village School in Granville, Vermont was established in South Dakota since 1857. By 1896, nine tiny schools were established around Granville. With 18 pupils in its kindergarten through fourth grade, the school stands firm till now. Its web site proudly proclaims it is 'one of the oldest continually running one-room schoolhouses in the country!' And it is one of only three left in Vermont. When board of trustees of the Bear Valley Unified School District unanimously voted in April 2000, to close down Glen Martin Elementary School in Angelus Oaks, Southern California, parents of the school's then-24 pupils responded against the decision. Their comments on the topic were that abandoning the one-room school situated in the Southern California, would have meant busing children down the hill to an elementary school in Redlands.

Enumerates reasons for the decline of rural communities in the United States as exemplified by Marion County, Kansas. Effect of urbanization; Effect of consolidation and reforms to rural communities; Report on the effect of standardization by the National Governors' Association; Insight into Marion County's educational curriculum.

The article profiles Dan Walker, assistant superintendent of Alaska's Lower Kuskokwim School District. It examines how Walker has improved educational access in the isolated, rural district despite limited funding by increasing the number of distance-learning courses taught via videoconferencing technology. In addition, the article notes that Walker's efforts to increase the use of educational technology have allowed for offerings in elective courses such as digital photography, robotics, and electronic journalism.

The article discusses the defeat of an intended multi-million dollar tax increase in Colorado that would have dramatically overhauled education in the state. It addresses Colorado's use of sales tax from legalized marijuana to fund school construction projects, concern about the quality of rural education in Colorado, and the impact of partisan politics on education.

The article focuses on educational methods adopted by rural school districts in California in order to accommodate the needs of English language learners. A main organization involved in this process is one called Springboard Schools, which help school districts improve their programs in order to reduce educational achievement gaps. INSET: SPRINGBOARD UP CLOSE.

The article reports that the U.S. Department of Education reinterpreted how to distribute funds for the Rural Education Achievement Program. Topics discussed include basing funding levels on the percentage of students who qualify for free or reduced-price lunch; funding on U.S. Census Bureau data on families in poverty, which necessarily capture the same set of families; and effort to preserve the funding formula in the Every Child Succeeds Act failed.

Comments on education in the United States, in light of the No Child Left Behind Act of 2001. View that the law is an example of a "one size fits all" education policy; How the legislation impacts rural schools with its requirement for certified teachers; Discussion of the needs of students in rural areas.

The article provides information on Oregon GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs), an education program to help educators and students from remote areas learning about private colleges. It details how educators in the program visit private college campuses to gather information to share with students.

The author comments on issues related to rural education that were highlighted during the 2016 U.S. presidential election. Topics discussed include the exit polls from the election which provide evidence of a country uninterested in addressing the fundamental co-optation of schooling in rural America in the service of the global economy, and that many rural young people with the means to go to college experience great ambivalence about going.

In this article, the authors suggest why rural science teachers need specialized training. Particular focus is given to the authors' observations on public education in Indiana. Additional topics discussed include STEM education, cultural competence regarding the populations of rural communities, and how science teachers need to be competent in more than one discipline, such as both chemistry and physics.

The article profiles Promoting PLACE (Place, Literacy, Achievement, Community, and Engagement), a research project to improve rural gifted education. It looks at the challenges associated with encouraging gifted students to stay active in their rural communities before discussing how PLACE helps students explore the professions needed in their towns.

The article discusses the slow Internet service in small rural school districts in Mississippi like Calhoun County asEducationSuperHighway which found that one in five rural districts could not still of January 2016. Topics include criticism by superintendent Mike Moore on the slow Internet connection, an analysis by the broadband-advocacy group access the fiber-optic cables that bring high-speed Internet to schools, and an overhaul of the E-rate program.

The article provides information on the winners of the second round of the U.S. Department of Education's Race to the Top grant competition, noting that Secretary of Education Arne Duncan chose to invest a majority of funds into rural school districts. Noted districts receiving a share of the grant include Clarkson Municipal in Mississippi, Houston, Texas, and Springdale, Arkansas. Judging criteria for the competition and the focus of districts' use of educational technology are also covered.

The article discusses a rural Iowa school district's school day planning for the 2013 school year, which will involve longer days Monday through Thursday and optional remedial or college level classes on alternate Fridays. Education law in Iowa, public school budgets, and school schedules in states such as Idaho and Minnesota. Teacher development, the No Child Left Behind education act, and program implementation in education are discussed.

The article presents information on online mentoring, or electronic mentoring (E-Mentoring) for Student Success, at the New Teacher Center that supports the online learning initiative program in Kansas for rural teachers. The author looks at teacher Linda Dixon, online support for first-year teachers, and professional development for teachers. The article also discusses the Greenbush Education Service Center in Girard, Kansas.

The article discusses the financial challenges of funding before- and after-school programs in rural communities in the U.S. The article offers comments from several educators of rural out-of-school programs including Linda Barton and Sherry Comer, as well as comments from Jen Rinehart of the research group called Afterschool Alliance. Additional topics include transportation challenges in rural areas and academic enrichment in out-of-school programs.

The article reports that several U.S. states, including Maine, New Hampshire, and West Virginia, have applied to the Department of Education for waivers to the No Child Left Behind Act (NCLB), which would allow them to develop their own educational accountability requirements. The article notes how the states applying during the third round of waivers are from states with large rural populations. Details regarding proposed accountability plans from each state are provided. INSET: ROUND 3.

The article focuses on a report from the Rural School and Community Trust which found that most winners of funds from the Investing in Innovation (i3) education grant competition proposed projects centered on urban education. It addresses the role of the U.S. Department of Education in urging states to apply grant money to education programs in rural communities, funding for the program by the American Recovery and Reinvestment Act, and the competition's judging process.

A letter to the editor is presented in response to the article "Lawmakers Say Rural Schools Will Suffer if SRSCA Dropped" in the July 26, 2010 issue of the journal.

The article reports on intensive recruiting efforts which are being made by rural school districts in the U.S. in 2010 in an effort to attract teachers that are capable of improving academic achievement in under-performing students. A discussion of factors, including remote locations and staffing shortages, that deter potential teachers from taking positions in rural school districts, is presented.

The article reports that increasing number of children from rural areas are participating in after school programs but demand for these opportunities remains unfulfilled.

The article discusses a perception among rural legislators that the school improvement plans of the administration of U.S. President Barack Obama and his Education Secretary, Arne Duncan, are geared towards urban schools and are not applicable to rural education. Examples include merit pay, which depends on peer review, and charter schools, neither of which is seen as applicable to small districts with 300 students or fewer. It notes Duncan responded to such concerns in the June 17, 2009 issue.

The article presents the author's reflections on the state of rural education within the United States in 2008. Misconceptions labeling rural education as simplistic, affluent, and white-centered are each challenged with statistics concerning demographics and fiscal policies which suggest a struggling educational system in need of financial support.

The article explains some educators' opinions that the No Child Left Behind Act (NCLB) hampers states' ability to help rural school districts. U.S. educators from predominantly rural states explained their position during a meeting to discuss NCLB's 2007 reauthorization. During the discussion the National Rural Education Association and similar groups supported the stand that the federal government should supplement and support unique education needs rather than dictate states' efforts.

The article focuses on the problems of rural community education in the U.S. State officials and advocates for students in rural America say that many thousands of students in small and remote school systems are not getting the free tutoring, that is, their right under the federal No Child Left Behind Act. The Center for Education Policy found in March that only about 18 percent of all eligible students nationwide received the free tutoring in the 2004-05 school year. A lack of tutoring providers in areas beyond cities and suburbs makes that percentage much lower in rural communities, experts say.

This article reports that governor Joe Manchin III of West Virginia officially took control last week of the state panel that oversees school construction in his state, signaling that he intends to reverse policies that have forced more than 200 schools to close since 1990. The Democrat chaired his first meeting of the state's School Building Authority on April 4, 2005 and used the occasion to speak his mind on how school consolidations have hurt small, rural communities in West Virginia. Linda Martin, the executive director of Challenge West Virginia, has fought to keep small rural schools open across her state since the mid-1990s. She and her 24 county chapters have organized rural citizens against SBA policies.

The article focuses on the U.S. Department of Education's rural education task force. Announced by then-Secretary of Education Rod Paige with some fanfare in 2003, the task force has accomplished little in the eyes of rural education policy advocates. Rachel B. Tompkins, the president of the Rural School and Community Trust, based in Arlington, Virginia, said that she first learned about the department's intention to start a rural task force in a meeting about four years ago soon after U.S. President George W. Bush first took office. Secretary Paige announced the creation of the rural education task force in the spring of 2003, and soon after named Tom Luna, a former school board member in Nampa, Idaho, who had lost his bid to become the state's elected state schools chief, to serve as the panel's executive director.

This article reports that some rural education experts are questioning the U.S. Department of Education's award of a $10 million grant for a research center in North Carolina, contending that the grant recipient may fail to address many of the toughest issues facing the nation's rural schools. The five-year grant, awarded September 10 by the federal agency's Institute of Education Sciences, establishes the National Research Center on Rural Education Support, based at the University of North Carolina at Chapel Hill. Michael L. Arnold and other rural education experts had hoped the new research center would conduct studies and provide a broad set of school improvement services for rural schools. The center will examine students' academic, behavioral, and social development and find ways to help educators teach rural students more effectively, according to Thomas W. Fanner, the center's director and an assistant professor at UNC'S education school. Mark Schneider, the deputy commissioner for the institute's National Center on Education Research, added that the grant will provide additional types of help for rural schools beyond new scientific research.

West Virginia Governor Bob Wise has urged the legislature during his State of the State Address on January 14, 2004 to change laws that allow two-hour bus rides for some students and have forced more than 200 schools to merge with others in West Virginia over the past decade. The remarks were some of his strongest against school consolidation in his three years as governor. While advocates for smaller schools aren't sure where Wise's proposed legislation will lead, the potential change of direction reflects some new developments in the national battle to preserve small schools and the communities they serve.

State education leaders came to Capitol Hill, Washington D.C. for two days to hunt for ways their rural schools can meet the toughest requirements of the "No Child Left Behind" Act of 2001. U.S. State leaders in Maine, Montana, Alaska, and elsewhere have worried publicly about how the federal government might crack down on rural schools, and they have been clamoring for help from the U.S. Congress and the U.S. Department of Education. State leaders said they were encouraged by meetings at the CCSSO, where they heard federal officials talk more about cooperation than regulation.

Reports that television is the primary way that seventh, eighth, and ninth graders in remote regions of Mexico receive instruction. Use of the Spanish language in educational television programs in contrast to the native languages spoken in rural schools; Lack of trained professional teachers; Comments on the restrictive schedule the programs create in the classroom; Discussion of the federal government program in which poor families receive money for food and health services as long as they send their children to school.

Offers a look at how U.S. President George W. Bush's educational policy effects rural schools. Problems in rural schools such as teacher hiring and training; Discussion of the federal educational law and how it is more applicable to urban than to rural schools; Use of the federal funds in rural schools; Concern over the law's requirements for teacher quality, paraprofessionals, school accountability, and school choice; Discussion of Bush's budget plan. INSET: New Money for Rural Schools.

Reports on the concern of the gubernatorial candidates on public education in New Jersey. Ways to improve education for the public school children of the state; Plans to use tax credits to help finance tuition vouchers for low-income family; Implication of policy in education.

Focuses on rural students' access to computer technology and Internet in the United States. New Mexico's Central Consolidated Schools' struggle to get a workable connection to the Internet for all its schools; 'Last mile' problem; Scarcity of Internet connections at homes in rural communities.

The article presents a reprint of a U.S. educational news blog post taken from the journal's website blog "Rural Education," discussing the socioeconomic risk factors of Hispanic American children enrolled in rural schools throughout the country.

The article reports on the November 2014 ruling of the South Carolina Supreme Court against the state for its failure to provide minimally adequate education services to poor and rural students.

The article offers information on the study "Work to Do: The Role of STEM Education in Improving the Tri-State Region's Workforce" by the organization Chevron Center for STEM Education and Career Development, which focused on Pennsylvania, West Virginia, and Ohio.

Reports on the revision of the United States Elementary and Secondary Education Act (ESEA). Call for carving out formula-based grants; Details on the Rural Education Initiative; Comments from rural school leaders on the grant process.