Implementing the No Child Left Behind Act: Implications for Rural Schools and Districts
Conclusion
The No Child Left Behind Act of 2001 poses unique challenges for rural schools and districts. Small schools are more likely to be labeled in need of improvement due to the volatility of annual test scores. Rural districts are limited in their capacity to provide parents with school choice, and rural districts face greater challenges than their urban or suburban counterparts in attracting and retaining "highly qualified" teachers.
While these challenges seem daunting, they are not insurmountable. However, rural schools and districts cannot fulfill the requirements of NCLB without federal and state assistance. The ability of rural schools and districts to comply with federal law will depend, in large part, on the future direction of related federal and state policies. It is essential that policymakers be made aware of the unique challenges faced by rural schools and the importance of developing policies that address those unique challenges. Schools and districts vary dramatically in terms of size, characteristics of student population, parent and community support, and availability of resources. The challenges facing schools and districts are not uniform. Therefore, it makes little sense to address the broad range and diversity of problems faced by schools and districts through one-size-fits-all policies. The unique challenges faced by rural schools and districts require federal, state, and district policies specifically targeted to their needs.
