Rural Educator

Articles from Vol. 27, No. 3, Summer

Adequate Yearly Progress in Small Rural Schools and Rural Low-Income Schools
Adequate yearly progress (AYP) on No Child Left Behind criteria was examined for a randomly selected sample of districts that qualify for the Rural Education Achievement Program (REAP). The sample involved 10% of districts that were eligible for the...
An Inquiry into Retention and Achievement Differences in Campus Based and Web Based AP Courses
A decade ago the Advanced Placement (AP) program was introduced into the Canadian province of Newfoundland and Labrador. Initially, schools embraced this opportunity to provide their students with opportunities that were previously unavailable. However,...
Creating Effective Schools Where All Students Can Learn
Helping schools create environments where all students can learn is a worthwhile mission for schools big and small. Both multi and single site districts agree that providing equitable and meaningful learning opportunities for every student is essential,...
Speaking Their Truths: Teachers of Color in Diasporic Contexts
This study explored the question: How do teachers of color in isolated, relatively rural contexts make sense of their teaching experience as marginalized people in their profession? From an initial survey of rural school districts in Wyoming, eight teachers...
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