Abstract

The great diversity existing in most state systems of elementary and secondary education has increasingly complicated the state constitutional mandate to provide for a system of "common schools". The development of policies that are intended to provide differential treatment for different components of the state school system is one strategy the states are adopting for addressing this issue. This article singles out what are regarded to be extraordinary state strategies targeted on rural systems and then classifies these in two ways that should aid in the assessment of the equity, adequacy, responsiveness, and appropriateness of the initiatives. The initiatives are classified according to their perceived intent and the primary state policy instrument(s) used for their implementation.

How to Cite:

Stephens, E. R., (1992) “Classifying Extraordinary State Policy Strategies for Assisting Rural School Districts”, Journal of Research in Rural Education 8(2), 32–46.

Rights: Copyright