Abstract
Rural education is becoming an increasing focus of federal education legislation. The Every Student Succeeds Act explicitly addresses rural education through the REAP program, by taking steps to ensure geographic distribution in competitive grants, by requiring states to consider rural LEAs in the development of state plans, and in many other ways. The mandated report on rural education is intended to provide data about whether these provisions are sufficient for ensuring that federal policy and funding address the needs of rural schools and students and its impact remains to be seen.
Highlights
About half of districts, one-third of schools and one in five students in the US are rural (Johnson, Showalter, Klein, & Lester, 2014)
Rural LEAs generally do not benefit from federal funding sources on par with their more urban and suburban counterparts
In recent years, federal funding has been focused on competitive grant programs rather than formulas
Summary
One-third of schools and one in five students in the US are rural (Johnson, Showalter, Klein, & Lester, 2014). School improvement models mandated in NCLB did not always translate well into rural communities (Powell, Higgins, Aram, & Freed, 2009) In these and other ways, NCLB did not recognize the unique needs of rural LEAs. A number of advocates have worked to increase awareness of rural education issues in Congress and at the U.S Department of Education. The National Rural Education Advocacy Coalition represents The National Rural Education Association; AASA, The School Superintendents Association, and several state rural education associations in order to represent rural education issues at the federal level
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