This book examines the role of the educational service agency (ESA) in the process of enabling and facilitating rural school improvement. The introductory chapter discusses the continuing significance of rural education, service to rural districts as an explicit reason for establishing ESAs, and the characteristics of several types of ESAs. Chapters 2-6 outline: (1) the school improvement agenda confronting rural districts; (2) the institutional strengths and weaknesses of rural districts; (3) a perspective on an effective rural school improvement process; (4) the current ways that ESAs provide assistance to rural districts; and (5) the roles that ESAs might play in enhancing rural school improvement efforts. Three strategic goals are identified that would place ESAs in a meaningful first-line supportive role for rural school improvement. These goals are further developed in the final three chapters: (1) enhancing the institutional capacity of rural districts (access for disabled students, access for general students and adults, access to telecommunications technologies, cost-savings and related practices, comprehensive assessments); (2) enhancing the ability of rural districts and communities to engage in a school improvement process (capacity building, critical analysis of district and community, assessment of implementation plans); and (3) providing regional leadership for the advancement of education. An appendix details the planning process for rural school improvement. Contains 136 references and 25 data tables and figures. (SAS)