An Education Out of Reach for Rural America

Sidney Brown


This article will address whether there is a relationship between socioeconomics and academic achievement of 12th graders in six area high schools within a fifty-mile radius.  Educators in one of America’s more rural States consistently struggle to reach sustainability of performance over a three-year period by 1830 12th-grade students on a State’s high-school graduation examination. This instability is due in part to the inability to retain high-quality faculty, poor parental support, diversity of thought, and limitation in transportation for after school tutorial activities. These aforementioned conditions that affect these 12th-grade students encounter while attempting to pass their state graduation exam is why this study was undertaken. Data was gathered using the Schools Report Cards, State Department of Education website, and STI databases and assessed using the descriptive method of research to describe the Graduation Examination results of the high schools' students. For decades, many scholars, politicians, educators, and parents have debated whether or not socioeconomics play a role in the difference in academic achievement of students at or below the poverty level in contrast to students above the poverty level. It has been determined, along with other factors/variables that socioeconomics play a role, but much is still not known.

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