Rural education research has been misunderstood, underfunded, and discouraged, and the resulting collection of work has suffered for it, according to many observers. Various studies--notably, analyses by the U.S. Department of Education itself--identify significant deficiencies in the national body of research on rural schools. Now the federal apparatus for funding educational research is under intense scrutiny and targeted for reform, with proposals expected from both Congress and the Department of Education. The Department of Education's Office of Educational Research and Improvement (OERI) is the principal source of federal aid for educational research. OERI's research program has been criticized for its lack of definition, lack of coordination among its Regional Educational Laboratories and Research and Development Centers, and inadequate dissemination of useable information to schools. While changes to OERI are expected, it remains questionable whether they will address the research needs of rural communities and schools. Instead, information gatherers are increasingly being directed toward "problem-centered" research with the broadest possible applications, effectively consolidating research and abandoning responsibility for rural and other "targeted" populations. This paper discusses common deficiencies in rural education research, some causes for these deficiencies, OERI contributions to rural research (and lack of follow-up), and suggestions for rural advocates. (Contains 25 references.) (SV)