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Contemporary Federal Education Policy and Rural Schools: A Critical Policy Analysis

Peabody Journal of Education: Issues of Leadership, Policy, and Organizations, Vol. 90, No. 3

William F. Tate & Mark C. Hogrebe, Washington University in St. Louis

ABSTRACT

This research uses two measures of poverty, as well as mobility and selected education variables to study how their relationships vary across 543 Missouri high school districts. Using Missouri and U.S. Census American Community Survey (ACS) data, local R2's from geographically weighted regressions are spatially mapped to demonstrate differences in relationships between poverty, mobility, and educational variables across districts. Results show the importance of allowing relationships to “vary” between districts and that using a global measure fails to capture important local contextual variation. Missouri and ACS poverty measures are related to each other and to selected education variables, but the strength of relationship varies significantly by regions across the state. The implications for future research and policy are discussed.