Two decades ago, many of the strengths and advantages of small rural schools were understood. These include a greater sense of community, which enables closer relations between faculty and administration, between teachers and students, and among teachers; less violence; better school-community relationships; more parent participation; greater frequencies of learner-centered or nongraded approaches; more favorable teacher-student ratios; and less bureaucratic overload. However, at that time the importance of school size was not clear. Research conducted in the last 20 years reveals that size does matter. Size is a particularly important variable for the educational success of children of lower socioeconomic status. Poorer children are more likely to excel in small schools. By not sizing down our schools, we may be doing a disservice to disadvantaged children. Currently there is a renewed appreciation for small rural schools. Ironically, the strongest praise for small rural schools comes from urban areas, where small schools are a reform concept. If given the chance, rural schools might have been able to maximize their educational success by building upon the characteristics intrinsic to them. Instead, rural schools and their communities were forced to conform to a one-size-fits-all formula for educational achievement, which has negatively impacted many rural communities. Due to the resurgence of support for small community schools, rural schools may be able to claim the recognition they deserve. (Contains 23 references.) (TD)