By definition, first-generation college (FGC) students share similar levels of parental education, and they often receive support on college campuses as though they represent a homogenous group. However, FGC students come from a wide variety of backgrounds that may necessitate different forms of support. This article takes a step toward exploring…

Using data from the 2009 High School Longitudinal Study, this article examines how family factors contribute to the rural/non-rural differences in college expectations in the early 2010s. Prior studies have found that rural students have disadvantages in family economic and cultural capital and advantages in social capital when pursuing higher…

Defining rural is a critical task for rural education researchers, as it has implications for all phases of a study. However, it is also a difficult task due to the many ways in which rural can be theoretically, conceptually, and empirically operationalized. This article provides researchers with specific guidance on important theoretical and…

Research is just beginning to describe with precision determinants of racial and ethnic achievement gaps. Work by Reardon, Kalogrides, and Shores found that factors such as parental income, parental education, and segregation are the strongest predictors of achievement gaps. In this study we expand this line of inquiry to examine the role of…

To support rural postsecondary students' college access and completion, researchers, policy makers, and educators need a more comprehensive understanding of their demographic characteristics and financial needs, especially compared to nonrural students. Previous rural-nonrural analyses have not disaggregated students by degree type (bachelor's,…

This article addresses the changes in the spatial distribution of elementary schools in Czechia in the second half of the 20th century and the consequences of these changes on the functioning of rural communities. The spatial distribution of elementary schools, the shape of their catchment areas, and the regional and local communities connected…

This narrative literature analysis examines the storylines of rural teachers told through published research on rural teachers. Using a narrative analysis approach, we investigated research published between 1970 and 2010--four decades of rural-oriented education research and policy work. Four storylines emerged from our coding of rural-related…

This study estimates the high school dropout rate in rural and urban areas, the determinants of dropping out, and whether the differences in graduation rates have changed over time. We use geocoded data from two nationally representative panel household surveys (NLSY 97 and NLSY 79) and a novel methodology that corrects for biases in graduation…

Based on survey responses from more than 500 third-grade teachers, this study addressed three research questions relating to technology integration and its impact in rural elementary schools. The first analyses compared rural with non-rural teachers, revealing that the rural teachers had more positive attitudes toward technology integration. Then…

Early political struggles over principles of governance culminated in our "commercially competitive civil society" in which numbers equate with power, resulting in disempowerment of rural people, decreasing rural influence on public policy, and consequent irrelevant education in rural communities. Education can provide the basis for a…

Administered an open-ended survey to 187 rural and urban tenth grade students in Minnesota. Students were asked to describe their community, state, nation, and world. Comparison of rural and urban students' responses revealed both similarities and differences. Discusses implication for rural education and rural education research. (Author/KS)

Among 1,247 Ohio seniors, 74 percent of rural and 84 percent of urban students planned postsecondary education. Rural and urban students had similar levels of occupational aspirations but different occupational choices; rural students had lower income expectations. Student, family, and school characteristics differed significantly between the two…

Examines economic, social, and fiscal indicators available from federal data sources that can be used in classification systems for rural school districts. Compares the strengths and weaknesses of the various indicators. Recommends that researchers use multiple indicators or alternative data sources to mitigate potential problems of unintentional…

A study of 45,206 high school seniors investigated their participation and performance in mathematics subjects taken to complete the secondary education qualification in Victoria, Australia. Gender differences varied with the particular assessment administered. There was a significant regional effect where rural students, particularly males,…

Effects of student poverty and location on school accountability scores were examined using hierarchical linear modeling and data from 1,115 Kentucky schools in 171 districts. Positive effects of nonmetro location were found, but they did not erase the strong negative effect of poverty. Projections indicate that equitable excellence will not be…