Curriculum Problems of Small Rural High Schools in Texas

1932 ◽  
Vol 40 (6) ◽  
pp. 460-466
Author(s):  
D. M. Wiggins
Keyword(s):  
High Schools ◽  
Rural High Schools

A Cervical Cancer Curriculum for Hispanic Adolescents in Rural High Schools: A Pilot Study

2006 ◽  
Vol 17 (4) ◽  
pp. 734-744 ◽  
Author(s):  
Silvia Tejeda ◽  
Beti Thompson ◽  
Gloria D. Coronado ◽  
Jane Mitchell Rees
Keyword(s):  
Cervical Cancer ◽  
High Schools ◽  
Pilot Study ◽  
Hispanic Adolescents ◽  
Rural High Schools

High School Size and Student Indiscipline: Another Aspect of the School Consolidation Issue?

1992 ◽  
Vol 14 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Emil J. Haller
Keyword(s):  
High Schools ◽  
Rural Areas ◽  
Policy Decision ◽  
School Consolidation ◽  
Or Efficiency ◽  
Rural High Schools ◽  
Equity And Efficiency ◽  
Large Schools ◽  
Nationally Representative ◽  
Using Data

School consolidation is again an issue in rural areas. Traditionally, such controversies have turned on criteria of equity and efficiency: Large schools are alleged to be more equitable and more efficient than small ones. However, the research on both criteria is exceedingly ambiguous; neither goal seems to be routinely served by making small rural schools larger. This article investigates another possible criterion for judging the desirability of creating larger schools, student indiscipline. Both theory and evidence suggest that large schools are more disorderly than small ones. Using data from a nationally representative sample of high schools, this study suggests that creating larger institutions will increase student misbehavior. However, the increase experienced by small rural high schools—those most at risk of consolidation—will border the trivial. Thus, indiscipline provides no less ambiguous a criterion for deciding consolidation issues than does equity or efficiency. Arguably, when “technical” criteria provide no clear guidelines for an important public policy decision, citizen preferences should be determinative.

scholarly journals Rural High School Principals and the Challenge of Standards-Based Grading

2020 ◽  
Vol 10 (1) ◽  
pp. 92-102
Author(s):  
Tom Buckmiller ◽  
Matt Townsley ◽  
Robyn Cooper
Keyword(s):  
High School ◽  
High Schools ◽  
High School Principals ◽  
Rural Schools ◽  
Rural Areas ◽  
School Principals ◽  
Rural High Schools ◽  
Lead Teachers ◽  
Standards Based Grading ◽  
Grading Policies

The purpose of this study was to better understand how principals in rural schools are thinking about assessment and grading practices and if they anticipate implementing policy changes in the near future that may require increased support. Principals of schools in rural areas often face challenges that are significantly different from those of their urban and suburban counterparts. The researchers used a mixed-method survey to better understand if progressive grading policies were a part of the vision for principals of rural high schools, if they possessed conceptual underpinnings of such practices, and if they believed they had the capacity within their districts to lead teachers toward more effective grading policies. A high frequency of high school principals in rural schools said standards-based grading (SBG) was a part of their 5-year vision. These principals also showed relatively high mean scores of standards-based assessment literacy, and moderately high percentages believed they have the resources and capacity to support SBG. The researchers thus conclude that there is a high likelihood that many rural high schools will be implementing some form of SBG within the next 5 years.

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