JIN SITS in a rural classroom early on a Saturday morning working on math problems with her three-year-old brother asleep on her lap. Her parents work long hours in the farm fields for a low wage. There is no running water, and the family's clay and straw home barely keeps the stench of the outhouse from being noticed. The thought of having the same life as her parents focuses Jin's concentration deeper on her work. As a sixth grader, Jin understands. In a few weeks, she will take a test that will largely determine the course of her life. If she scores poorly, she will be among the approximately 80% of Chinese students who will not be allowed to attend high school, leaving her in the same situation as her parents. Most children who do not attend high school are forced to leave rural areas and travel to large cities to seek employment as construction workers, waiters, or providers of some other service. Some, however, fall into petty crime, and many eventually return home to do farm work. If Jin scores well on the test, she will be able to attend a better junior high that will help her prepare for high school. If she is one of the 20% of those who attend high school, she will need to be in the top 40% of her class to be selected for college. In rural China today, only 0.2% have a college education. (1) Since 1980, China has sustained the highest rate of growth in per-capita income in the world. (2) From 1981 to 2001, the number of poor people living on less than $1 per day was reduced from 634 million to 211 million. The poverty problem, however, has not been solved. With 1.3 billion people, China is more than four times the size of the U.S. About 600 million Chinese live on $2 per day or less, and the country still has almost one-fifth of the poor people in the world. (3) China has more than 200 million students in primary and middle schools and about 80% of those students live in rural areas. Providing facilities and educational services required by the nine-year compulsory education law enacted in 1986 is a goal still to be realized. Premier Wen Jiabao hopes to improve this situation for children living in impoverished rural areas by 2010. (4) In 2005, a delegation of professional educators, mostly from higher education, participated in an educational exchange in China through People to People International. In 1956, former President Dwight Eisenhower founded People to People International to create opportunities for individuals from different nations to interact, one-on-one, and to exchange thoughts and ideas that promote international understanding. (5) The goal of the delegation trip was to engage in a dialogue comparing the U.S. and Chinese education systems. Understanding the complexities faced by the education system in China is impossible by observing only three schools. However, our visit did illustrate some key issues facing Chinese education: poverty, isolation, and diversity. Perhaps the main message of these three snapshots is the disparity in learning opportunities in China. We witnessed some very powerful learning as well as less than ideal situations. Clearly, China and all the nations of the world will need to continue to address the important issue of how to best educate all children equitably and well. RELATED ARTICLE: DADUKOU VILLAGE SCHOOL To better understand the educational complexities and the degree of impoverishment in rural China, the delegation visited a rural public school, DaduKou Village School, southeast of Kunming. This village school served about 400 students in grades 1 through 6 in a community of 2,000 people (about 400 families). Within villages in China, the last names of individuals are often similar. That was the case for this village, as most students' last names were either Ma or Dang. More than half of the students lived in the village while others commuted from smaller nearby villages. A large percentage of the students' families were farmers who grew vegetables, rice, tobacco, and flowers. …