IES Blog

Institute of Education Sciences

Rural Education Research: Current Investments and Future Directions

By Emily Doolittle, NCER Program Officer

In school year 2010-11, over half of all operating regular school districts and about one-third of all public schools were in rural areas, while about one-quarter of all public school students were enrolled in rural schools.(The Status of Rural Education)

 

About 12 million students are educated in rural settings in the United States. Teaching and learning in these settings generates unique challenges, both for the schools operating in rural areas and for the researchers who want to learn more about rural schools and their needs. Recognizing this, NCER has made targeted investments in rural education research through two of its National Education Research and Development (R&D) Centers.

The National Research Center on Rural Education Support focused on the educational challenges created by limited resources in rural settings, such as attracting and retaining appropriately and highly qualified teachers and providing them with high-quality professional development. Specific projects included:

  • The Targeted Reading Intervention (TRI) program, which seeks to help rural teachers, who often work in isolation, turn struggling early readers (kindergarten and 1st grade) into fluent ones. Using a laptop and a webcam, a TRI Consultant supports the classroom teacher as they provide diagnostically-driven instruction in one-on-one sessions.
  • The Rural Early Adolescent Learning Program (REAL) professional development model, which helps teachers consider the academic, behavioral, and social difficulties that together contribute to school failure and dropout for adolescent students. Accordingly, REAL is designed to provide teachers with strategies to help students make a successful transition into middle school.
  • The Rural Distance Learning and Technology Program, which examined the role of distance in advanced level courses for students and professional development for teachers; and
  • The Rural High School Aspirations Study (RHSA), which examined rural high school students’ postsecondary aspirations and preparatory planning.

The National Center foResearch on Rural Education (R2Ed) examined ways to design and deliver teacher professional development to improve instruction and support student achievement in reading and science in rural schools through three projects:

  • The Teachers Speak Survey Study investigated (1) variations in existing rural professional development (PD) experiences; (2) differences in PD practices between rural and non-rural settings; and (3) the potential influence of PD characteristics on teacher knowledge, perceptions, and practices in one of four instructional content areas: reading, mathematics, science inquiry, or using data-based decision making to inform reading instruction/intervention.
  • Project READERS evaluated the impact of distance-provided coaching on (1) teachers' use of differentiated reading instruction following a response-to-intervention (RTI) model and (2) their students' acquisition of reading skills in early elementary school.
  • Coaching Science Inquiry (CSI) evaluated the impact of professional development with distance-provided coaching for teaching science using explicit instruction with guided inquiry and scaffolding on teacher instructional practice and science achievement in middle and high school.

R2Ed also conducted two related sets of studies.

  • The first set explored ecological influences and supports that may augment educational interventions and outcomes in rural schools. The goal of this work is to understand contextual influences of rurality and how they interact to influence parent engagement in education and child cognitive and social-behavioral outcomes.  
  • The second set explored methodological and statistical solutions to challenges associated with the conduct of rigorous experimental research in rural schools.

As R2Ed completes its work, NCER is considering how to support rural education research going forward. As a first step, we hosted a technical working group meeting in December 2014 to identify research objectives of importance to rural schools and to reflect on the success of the R&D Center model to advance our understanding of rural education. A summary of the meeting is available here on the IES website.  The ideas shared during this meeting will help guide future IES investments in rural education research.  

Please send any comments or questions to IESResearch@ed.gov.