But
what of rural students, most of whom must look outside of their communities to find the sorts of jobs that college graduates are drawn to?
Given this changing landscape, it is important to examine patterns in and seek ways to improve on the college
outcomes of rural students.
In addition, there are many more angles to be explored in the decision - making
process of rural students than simply expectations.
Meanwhile, in a state with the 6th highest population
of rural students in the country, declining enrollments and less funding plague Indiana's rural school districts.
Moreover, the demographic characteristics
of the rural student population continue to shift, with rural schools becoming increasingly diverse and serving larger populations of students that schools have historically not served effectively (i.e., the students for whom performance is described in terms of achievement gaps).
This blog post examines ways education leaders in Oregon are working to address the
problem of rural students struggling to get a head start on college while still in high school.
This blog post examines ways education leaders in Oregon are working to address the problem
of rural students struggling to get a head start on college while still in...
Figure 2 shows that the achievement
of rural students on the National Assessment of Educational Progress (NAEP) gets worse the farther from a population center they live.
In 2015, Brazil's school assessment exams, the National Education Evaluation System (SAEB in Portuguese), will provide the first data on how schools in Amazonas have fared since receiving the IDB loan, and while this will be a useful tool for evaluating the
performance of rural students compared to their urban counterparts, Perez says the exam may not be an entirely accurate measurement of the success of PADEAM and the Media Center.
In contrast to other states, where rural students outperform their urban peers in high school, just 80 percent of rural Idaho students graduate from high school compared to 84 percent of students statewide, and just 51 percent
of rural students enroll in college compared to 59 percent of all Idahoans.
As one collective voice speaking on
behalf of rural students and school districts, we create a strong presence and have the power to influence decision makers as they deliberate public school funding and policy.
Whatever arrangements are agreed for student fees, the provisions currently in place to maintain quota systems to ensure a fairer
representation of rural students in health professional courses and additional support for Aboriginal and Torres Strait Islander health students must be preserved.
This is especially important in difficult - to - staff areas, including high - level, foreign - language, and credit - recovery courses; indeed, recent data showed just 55
percent of rural students had access to AP courses in their schools.
As is the case with many education policies and innovations, a rural approach to personalized learning will require thoughtful tailoring, community input, and appropriate policy conditions in order to truly meet the
needs of rural students and educators.
Of those rural students, more than two in five live in poverty, more than one in four is a child of color, and one in eight has changed residence in the previous 12 months.
The 2011 - 12 federal Schools and Staffing Survey indicated that in states with school choice programs, 74 percent of students in urban schools had the option of enrolling in another nearby school, compared to only 21 percent
of rural students.