However, the steep jump in 4 - year degree
attainment for rural students (up to 54.5 % of rural degree holders from 39 % between 1982 — 1989) could be an indicator of a larger movement to urban areas capable of providing those programs.
Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly
rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit
students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a
student - centric system
for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools
for the Future in Michigan, which will serve
students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit
attainment and cultivation of entrepreneurial leadership.
Based on this information, Kissam makes several recommendations that could not only help to close the
attainment gap between
rural Hispanic
students and their white peers but could also improve outcomes
for all
rural students: