Struggling to Read: Not Just an Urban Problem

Abstract

Numerous investigations into urban schools have led towards some determinations regarding what practices/programs are effective; however, modest inquiry into the rural sector of education at all levels has hampered pursuits towards providing students with maximal learning opportunities. How can school board members guide their principals and classroom teachers without basing their instructional programs on research conducted in their own geographic communities? Classroom practitioners know that students come to school with a range of previous experiences and prior knowledge; yet, statewide and national requirements fail to take these notions into consideration. An investigation into particular geographic areas provides relevant information regarding the similarities and differences in how rural and urban schools function to educate their youth.