Abstract

Much educational policy rhetoric rests on the assumption that educational investments serve regional, state, and national economic ends. This article addresses the nature of the relationship between educational achievement, as reflected in overall attainment, and economic progress. Census data for 1940-1990 are used to analyze the relationship. Findings provide a basis for questioning the validity of policy positions that offer education as a means to improve economic conditions. Results are inconsistent with the policy assumption that investing in education will lead to economic increases, particularly for rural and low-income states. Discussion suggests that noneconomic goals, such as fostering community development should be given much more weight in educational policy discussions.

How to Cite:

Pittman, R. B., McGinty, D. & Gerstl-Pepin, C. I., (1999) “Educational Attainment, Economic Progress, and the Goals of Education in Rural Communities”, Journal of Research in Rural Education 15(1), 19–30.

Rights: Copyright