Abstract

 
 
 
 Administrators in America’s rural school districts are uniquely challenged to meet increased achievement expectations despite decreasing resources. Mandated reform initiatives, population decline, and the complex formulas used to distribute tax-based funding have disproportionately affected rural schools. In this mixed-methods study, researchers first surveyed K-12 administrators and then conducted focus groups across six regions in Minnesota to determine the nature of the challenges specific to rural administrators and to document their perceived needs for interventions, training, and policy changes. The study identified two categories of common concern: student achievement and fiscal management. Within the category of student achievement, administrators identified four areas of need for assistance: testing and adequate yearly progress, achievement for all, staff and professional development, and data analysis. Within the category of fiscal management, needs for assistance included balancing budgets and transportation/sparsity policy. Analysis of the data gathered indicates statewide implications for professional development and policy review.
 
 
 
 
Highlights
In addition to lack of professional development, and time and occasion to share among administrators, participants in regional focus groups in this study revealed increasing frustration with temporary gains in programs and services due to grant funding and the subsequent loss of promising practices and programs when grant funding expires
After analysis of this study’s survey responses and focus group discussions, the needs and priorities expressed by rural school and district leaders indicate opportunities to review and revise current funding policies, as well as considerations to modify or review procedures employed by state agencies, professional education organizations and higher education
The participants identified needs for specific assistance regarding: testing and adequate yearly progress, balancing budgets, achievement for all, transportation and sparsity, professional development, and data analysis. These identified needs reinforce the findings of Reeves (2003) with regard to identification of the impact of NCLB legislation and provision of professional development
Summary
This was a mixed methods study using an initial survey and follow-up focus group interviews to gather information from Minnesota’s rural administrators about issues affecting rural schools. Professionals Retention of Qualified Teachers and Other Sample. The sample selected was the entire membership listing of the Minnesota Rural Education Association (MREA), and included superintendents, business managers, and principals. MREA administrators were asked to share demographic information and insights about rural issues. The valid returns represented all six of the designated regional settings, and each region’s responses included principals and superintendents. Percentages of respondents by group were divided as follows: superintendents – 26.8%, principals – 52.4%, business managers – 12.2%, and those who serve in mixed roles – 8.5%. The survey results were analyzed by frequency to determine most commonly identified issues to provide an agenda for conducting regional focus groups
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