School district size is important to policymakers and educators who need to determine the most effective way to structure school organization. For more than 40 years, a growing body of research has focused on the relationship between school size and school effectiveness (Monk & Plecki, 1999). Early studies did not address the effect of school size on student performance but focused more on school expenditures (Brazer, 1959; Hirsch, 1959; Michelson, 1972). Later studies switched the focus to the relationship between school size and student achievement (Summers & Wolfe, 1977; Walberg & Fowler, 1987; White & Tweeten, 1973). This study addressed the limitations of previous literature by comparing different school district types in rural Pennsylvania to determine whether or not the structure of school districts has an impact on fiscal management, administrative capacity, and student achievement. Overall, the research did not find any evidence to support the notion that bigger districts are better districts, in terms of cost, administration or academic achievement, in rural Pennsylvania. (Contains 7 tables and figures.)