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This report is based on an almost 5-year continual study of selected collaboratives engaged in education reform and improvement with a focus on science, math, and technology in schools serving K-12 students in rural America. This version of the final report of the study is primarily intended for use by educators, decision makers, and others who are interested in education program improvement from the perspective of the local school and community. This report does not reflect all elements of this study, nor does it attempt to evaluate the NSF or the Rural Systemic Initiative (RSI) of this government organization. It is an attempt to describe some of the critical components of the effort, the perceptions of these at the local level, and an objective view of the impact and change that occurred.

In 1997, the Connecticut State Department of Education awarded a grant Western Michigan University to evaluate Connecticut's charter schools and charter school initiative from 1997-2002. The study used existing databases, site visits, focus groups, and surveys to gather data regarding the movement's effectiveness, progress, and impact, examining the extent to which all students were being serviced and specific goals and objectives were being met; shortcomings and barriers to meeting student needs; successes and shortcomings in the development of school governance procedures and policies; and long-term positive and negative effects on students and parents associated with charter school attendance. Only 13 of the 18 charter schools remained in operation at the end of the study. Those that remained open were strong and successful, targeting students with needs not well met in traditional public schools. Because of the selective admission process and closure of struggling schools, those that remained open were highly accountable and provided unique programs that differed from surrounding public schools. The small size of the reform made it possible for the state to provide effective assistance and oversight. There was a correlation between perceived positive impact and positive relationships between charter and host district schools. Includes 90 tables/figures. The appendices include survey results for parents, teachers/staff, and students. (Contains 19 references.) (SM)

The National Science Foundation funded Rural Systemic Initiatives (RSI), a set of systemic reforms created to enhance math, science, and technology education in economically disadvantaged, rural areas. Central to RSI efforts are the implementation of six drivers of educational system reform: 1) standards-based curricula, instruction, and assessment; 2) coherent, consistent, and supportive policies; 3) convergence of resources; 4) broad-based support; 5) enhanced student achievement; and 6) improvement in achievement of underrepresented and underserved students. Case studies are presented of visits to six RSI schools/communities. Following the narrative description of each case study is an assessment of the extent to which the six drivers were apparent in each case. A review of the evidence indicates that education reform is a difficult task. The RSI program has achieved successes in improving education for rural students, but not always as intended. A major challenge is addressing negative elements in the community, such as poor and minimally educated parents; no history of parental involvement; low expectations by students that they can further their education or find employment that requires much education; few qualified teachers of science and math; and narrowly based, self-serving power structures. Systemic change is a slow process; the long-term results of participating in an RSI project may provide greater benefits than will be realized within the 5 initial years of a project's operation. (Contains 29 references.) (TD)

This case study examines the history and current circumstances of education in Cocke County (Tennessee) in the context of its participation in the Appalachian Rural Systemic Initiative (ARSI), which aims to improve science and mathematics achievement through systemic reform. Sections of this report describe the county's history, demography, and economic condition; the school system and its involvement with ARSI; and the presence or progress of the National Science Foundation's "six drivers of educational system reform": implementation of standards-based curriculum, supportive policies, convergence of resources to support math and science programs, broad-based parent and community support, improved student achievement, and improved equity of achievement. The county lies against the Smoky Mountains in rural east Tennessee and has a 25 percent poverty rate, relatively low educational attainment, and few desirable employment opportunities for high school graduates. The school system serves approximately 4,500 students in eight K-8 elementary schools, a high school, and a K-12 school. ARSI attempts to build on local efforts to improve math and science education by providing professional development, technical assistance, and connection to "resource collaboratives" at regional universities. The district integrated ARSI activities with its 5-year improvement plan to meet state standards, implement a standards-based curriculum, and address perennially low math scores. Evaluators found moderate evidence of developing success on the six drivers of reform. District staff considered ARSI's professional development to be valuable. There were no consistent improvement trends in average test score gains in math and science. (SV)

This case study examines the history and current circumstances of education in East Feliciana Parish (Louisiana) in the context of its participation in the Delta Rural Systemic Initiative (RSI), which aims to improve science and mathematics achievement through systemic reform. This report describes the parish's history, demography, and economic condition; the school system and its involvement with the Delta RSI; and progress on the National Science Foundation's "six drivers of educational system reform": implementation of standards-based curriculum, supportive policies, convergence of resources to support math and science programs, broad-based parent and community support, improved student achievement, and improved equity of achievement. The parish lies in the heart of Louisiana's plantation country and has low educational attainment and high rates of poverty, teen pregnancy, single parenthood, and unemployment. Student aspirations are low and place little value on education. The school system serves approximately 2,900 students, about 80 percent Black, in three elementary, two middle, and two high schools. (Most White students attend private schools.) The RSI attempts to increase local capacity to improve math and science education by providing professional development and technical assistance and fostering resource convergence and community engagement. Evaluators found weak or no evidence of developing success on four drivers of reform and moderate evidence of progress on the other two. Although this school system is the type targeted by the RSI, the RSI intervention did not fit local needs. The standards-based curriculum did not connect with student/community needs, professional development was undermined by high teacher turnover, and state-mandated high-stakes testing had negative impacts. (SV)

This case study examines the history and current circumstances of education in Humphreys County (Mississippi) in the context of its participation in the Delta Rural Systemic Initiative (RSI), which aims to improve science and mathematics achievement through systemic reform. This report describes the county's history, demography, and economic condition; the school system and its involvement with the Delta RSI; and progress on the National Science Foundation's "six drivers of educational system reform": implementation of standards-based curriculum, supportive policies, convergence of resources to support math and science programs, broad-based parent and community support, improved student achievement, and improved equity of achievement. The county lies in the rural Mississippi Delta and has high poverty and low educational attainment. De facto segregation permeates the fabric of life. Local employers depend on a pool of unskilled workers and give little support to the school system. The system serves approximately 2,400 students, almost all Black, in a K-3 elementary, a 4-6 elementary, and a 7-12 secondary school. (White students attend a private academy not associated with the RSI.) The RSI attempts to increase local capacity to improve math and science education by providing professional development and technical assistance and fostering resource convergence and community engagement. Evaluators found moderate evidence of developing success on three drivers of reform and weak evidence of progress on the other three. The county's ongoing tradition of segregation and difficult economic realities create an incredible challenge for the schools. Educators welcome the RSI's assistance, but there are too many problems to expect quick success. (SV)

This case study examines the history and current circumstances of education in the Gila River Indian Community (Arizona) in the context of its participation in the Utah, Colorado, Arizona, New Mexico, Rural Systemic Initiative (UCAN RSI), which aims to improve science and mathematics achievement through systemic reform. This report describes tribal history and economic conditions; the school system and its involvement with the UCAN RSI; and progress on the National Science Foundation's "six drivers of educational system reform": implementation of standards-based curriculum, supportive policies, convergence of resources to support math and science programs, broad-based parent and community support, improved student achievement, and improved equity of achievement. Located south of Phoenix, the reservation is slowly recovering from years of forced dependence. The seven elementary and middle schools include BIA, tribal, public, and parochial schools. The one high school has very low attendance as many students go off reservation for high school. All reservation schools belong to UCAN's Arizona Tribal Coalition. Coalition teachers meet regularly for professional development and support. As a result of alliances with businesses and other schools, some teachers are developing a culturally relevant math and science curriculum. Evaluators found weak to moderate evidence of developing success on the six drivers of reform. Although education is recognized as a way to help the community moved forward, systemic reform on the reservation is a difficult proposition. Multiple jurisdictions prevent alignment of policies, and resources have always been a struggle. However, the coalition's emphasis on professional development has had some impact. (SV)

This case study examines the history and current circumstances of education in Rockcastle County (Kentucky) in the context of its participation in the Appalachian Rural Systemic Initiative (ARSI), which aims to improve science and mathematics achievement through systemic reform. Background is presented on the county's history, demography, and economic condition. The county is characterized by a sense of isolation, poverty, low educational achievement, and general feeling of low self-esteem. The school district serves approximately 2,900 students in five elementary and secondary schools. Despite good facilities and the district's involvement in several reform efforts, the dropout rate is high. Math and science scores on standardized tests are quite good in third grade but decline considerably in later grades. State accountability data showed some improvement in math and science from 1993 to 1998, but in 1998, less than 38 percent of students reached the "proficient" level or higher in math and less than 18 percent reached that level in science. ARSI attempts to build on local efforts to improve math and science education by providing professional development, technical assistance, and connection to "resource collaboratives" at regional universities. In this district, ARSI had provided guidance for development and improvement through program audits in math and science. The case study team evaluated district progress in terms of the "six drivers of educational system reform": implementation of standards-based curriculum, supportive policies, convergence of resources to support math and science programs, broad-based parent and community support, improved student achievement, and improved equity of achievement. The district received moderate to strong ratings on all six drivers, acknowledging the concerted efforts of local educators in the face of limited results. (SV)

This is the final report of a one-year evaluation of the Michigan Public School Academy (PSA) initiative. The evaluation involved both formative and summative evaluations and used both qualitative and quantitative methods. The study was conducted between October 1997 and December 1998. Data-collection methods included a charter-school survey and a school-climate survey administered to PSA staff, students, and parents; interviews with representatives of all stakeholder groups; demographic data, financial data, and test scores; and documents, literature, school portfolios, and student work samples. Findings show that the number of PSAs operating in the state rose from 38 in 1995-96 to 137 in the 1998-99 school year. PSAs were small in terms of size with the trend toward more management companies starting or running the PSAs. The findings show that there are four distinct groups of charter schools in Michigan: converted private schools, converted public schools, "mom and pop" schools, and "franchise" or "cookie cutter" schools. Governance and leadership issues of the schools are described, as are curriculums and quality of instruction, financial status of the schools, teachers and staff in PSAs, working conditions and staff satisfaction, students and parents, PSA legislation, authorizing agencies, management companies, and other information. (17 appendices provide further data.) (RJM)

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)

In an effort to draw together a program response to needs of those preparing to teach in rural/small schools, a review of literature is provided, which concludes with an indepth look at a 1982 research project conducted on the topic. It investigates how important some 45 areas of college studies are to success in current teaching assignments of 162 Kansas teachers who are recent college graduates. A summary of responses indicates differences in degrees of emphasis, rather than a completely different set of qualifications needed for successful teaching in rural schools. The response to problems appearing in the literature review includes a suggestion that undergraduate programs provide a wide range of study and experiences, including those applicable to rural/small schools. Based on studies and recommendations set forth, 18 specific areas to be emphasized in education programs are identified, including that pre-service secondary education students are strongly advised to prepare to teach in at least 2 subject areas. Although total rural education programs are impractical, it is suggested: that early experience in the field and longer student teaching periods (a minimum of 12 weeks) are valuable; that undergraduate programs should include rural/small school preparation; and that inservice/continuing professional development courses be offered to current teachers. (AH)

School districts were identified that were involved in implementation of recent National Science Foundation (NSF) elementary school science curricula and in corresponding in-service work. Questionnaires sent to 6 school districts, selected somewhat randomly from across the 50 states and the District of Columbia, compiled information regarding practices employed in the implementation of the NSF curriculum and their recommendations for more successful implementation. Responses revealed that schools using NSF materials were moderate or larger in size, having some departmentalization in science, teaching science in a class-size group, having some instruction assistance (e.g., aids), having become aware of curriculum in use through NSF awareness conferences or college/university consultants, and having selected the curriculum through a local curriculum committee or by a science consultant/supervisor. Recommendations for successful implementation of NSF curricula are listed, including conditions for teacher training, evaluation, equipment and materials, facilities, and pilot programs. The two highest rated recommendations were: (1) teachers should receive training in the teaching strategies of the curriculum; and (2) teachers' understanding of learning theories and intellectual development should be coupled with the implementation efforts. (CS)

Although school districts with under 2,500 students represent three-quarters of all school districts and enroll about 19% of all students, few institutions of higher education have programs designed specifically for rural education. Results of a survey of administrative heads of the department/school/college of education of 24 such institutions in 23 states with a substantial rural population indicate that there is little evidence of availability of programs for educating teachers to develop the specific competencies required for teaching in small or rural schools, and that a limited number of institutions address the specific needs of rural educators with in-service and graduate education programs. A summary of responses names resource concerns, political and bureaucratic constraints, commitment and responsibility concerns, and knowledge/research concerns as barriers to meeting the needs of educational personnel in rural/small schools. To eliminate those barriers, institutions should (1) commit themselves to the development of personnel; (2) assign the overall responsibility for a rural education effort to a person or unit within the institution; (3) internally redirect resources; and (4) foster cooperative relationships and mutual support among colleges of education, state departments of education, teacher and administrator organizations, school boards, and other school/community-based organizations. (CM)

Perceived negative aspects of teaching in rural areas, including personal and professional isolation, multiple subject preparation, etc., provide barriers to effective recruitment and retention of quality teachers. The predicted shortage of teachers will likely have a significant impact on an already competitive market for high quality, rural school teachers. Recommended actions to overcome these perceived problems include more aggressive recruitment of new graduates from colleges and experienced teachers from larger schools, better selling of the advantages of teaching in rural schools--such as class size, individualized instruction, etc.--and utilization of more skilled and experienced recruiters. Politics and factors related to certification and accreditation regulations auger against developing unique approaches to teacher education. With increased emphasis on specialization, the preparation of teachers for rural schools is made even more difficult. Using the strengths of rural schools and proven effective teaching techniques in conjunction with field experiences, quality rural teacher education programs are possible. Reconceptualization of school curricula could provide the leverage for teacher educators to develop alternative preparation programs. Concluding the paper are eight recommendations directed at program and policy decision-makers in state and federal governments, local schools, and college/universities. (Author/PM)

In 1986-87, Schools for Quality Education, an organization of some 80 small schools in Kansas, and the Center for Rural Education and Small Schools (College of Education, Kansas State University) jointly investigated the effectiveness of representative smaller schools serving rural areas in Kansas. The study, which was conducted in two phases, determined the generally accepted quality indicators of effective schools deemed important in local communities and the extent to which these were present in their schools; the relationship between perceived quality/effectiveness and district wealth, expenditures, enrollment, pupil/teacher ratio and size; and profiles of districts having the lowest and highest quality and effectiveness. The Executive Summary contains only the data from phase 2, which determined the extent to which the indicators were found in the local schools. All of the variables were rated above the mid-point of the 5-point scale, and every respondent group seemed to be satisfied that indicators were found in their schools. Five data tables show perceptions of the 31 variables, profiles for the 5 districts perceived to be most effective and the 5 perceived to be least effective, and percentages of group perceptions of school quality and effectiveness on certain qualitative questions. An additional table summarizes overall perceived school effectiveness and related school district data. (JMM)

Schools for Quality Education, an organization of some 80 small Kansas schools, and the Center for Rural Education and Small Schools (College of Education, Kansas State University) in 1986-87 jointly investigated the effectiveness of representative smaller schools serving Kansas's rural areas. Phase 1 identified the most important indicators of school quality and effectiveness across all respondent groups--teachers, students, administrators, boards of education, and adult community members. The 31 indicators were generally those derived elsewhere by educational researchers; among them are the following: creative teaching exists; there is good student and teacher attendance; clear standards of conduct are established; principals provide strong leadership; parents feel involved and belong. Phase 2 determined the extent to which the indicators were found in local schools. No indicator had a mean rating at or below the mid-point of the 5-point scale, showing all groups rated their schools high on quality indicators. School staff were the most positive and students the least. Correlation coefficients were derived for each indicator with revenue/pupil, district size and wealth, and pupil/teacher ratio. School district wealth/pupil revenue were positively related to perceived quality/effectiveness, while school enrollment and pupil/teacher ratio were not. Profiles for the five most and five least effective schools were compiled. A bibliography and appendices containing sample forms, letters, and questionnaires conclude the report. (JMM)

This study identified patterns among small schools in rural communities across a seven-state area. Perceptions of high school seniors, counselors, and graduates were gathered about their rural schools in districts with grade 7 to 12 enrollments of less than 500. Factual information about programs and local schools was obtained from school administrators. Ninety-six school districts in Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming participated. Data were compiled by source, e.g. high school student, graduate, superintendent, and by area of inquiry, e.g., school, community, and presented in 11 table sets with data broken down in 137 separate tables by factors such as states, enrollment size, degree of isolation. Comparisons also were made by enrollment size. Schools in the study were found to be more alike than different and characteristics were consistent across the seven states. Among discovered patterns were: staff lack of advanced degrees; low number of years of tenure; lower base teacher salaries and higher district per pupil cost in smaller districts; high percentage of students/graduates planning/pursuing post-secondary education; student satisfaction with academic/career preparation and community life; and relationships between enrollment size and percent of students who take selected courses. Tables and survey forms are included. (LFL)

Overviews factors influencing personnel evaluations and school improvement efforts in rural schools. Reports on a national study of elementary school teachers that revealed no relationship among personnel evaluations, student outcomes, and school improvement efforts. Suggests that school improvement programs include personnel evaluations that identify weaknesses, recognize strengths, and provide staff direction for improvement. Contains 20 references. (LP)