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~ith sonlebody else. All -3~m1ilent hprclalisl concluded, GL~.m concerned people in urban
rexs don't understand nlral education. I think eventually the state might have to come to the
con~l~l~ion it is going to Cost more to educate in rural areas..' But she showed genuine
ndel-standillp saying, "Our school can do all of [he greatest things in the u,orld, but if we
on't have kids, it's not going to make any difference an\qSay." Some rural educators clearly
eared the personal attention all students could receive in their districts was not valued in the
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Already con tent with the school/community relationship in their small districts, it was
lifficult for these rural educators to identify with a need to be more accountable to or listen
nore to their patrons. Several believed the state should not focus on size so much as
emphasis should be placed on "quality." A feeling that "quality is not dictated by the number
~f course offerinss" but rather "quality is determined by the people and programs in the
;chool" seemed a more logical measurement for effective school settings to many rural
;Lluc:~tc~rs in this study. Srill a fe\v others ne\.ertheless put a positive spin on the mandate.
\cciny opponunities for school districls [o further partner with parents and the whole
co~llrnunitie~ they ser\.ed.
(,ill of
A fino] lhouFht on [his topic came from an administrator: Students needed to come
district u-ith a degree that meant the Same thing as a degree from any Iowa
district.'. hut she urondercd if HF 2271 mipht soon he obsolete as the state
dealing \\.itl1 ihe ralllificntions of the 30 Child kft Behind mandates. It was her
mlc Iowa schoo\s) \vould soon *.all he dnncinp to a national sonf-"
soon he
that