Identifying, Analyzing, and Communicating Rural: A Quantitative Perspective

Defining rural is a critical task for rural education researchers, as it has implications for all phases of a study. However, it is also a difficult task due to the many ways in which rural can be theoretically, conceptually, and empirically operationalized. This article provides researchers with specific guidance on important theoretical and operational considerations relevant to conducting quantitative rural education research: identifying a rural definition, selecting appropriate analytic methods, and thoroughly communicating rural details to situate the findings within the broader rural literature base. In addition, this article uses the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) and three rural definitions to illustrate how parameter estimates and substantive interpretations are impacted by the statistical model, rural definition, and exclusion/inclusion of covariates. We believe that informed consideration and implementation of the article's guidelines will enhance and clarify the quantitative literature on rural education. (ProQuest: . denotes formulae omitted.)"Rural" is a theoretical construct, so identifying a theoretical perspective of rural is a critical first step in conducting research on rural education. However, an equally critical (and closely related) step is identifying an operational definition of rural, which is necessary for conducting quantitative rural research. Numerous theoretical and operational definitions have been proposed across a wide array of disciplines, and each of these definitions has its own strengths and weaknesses. Although the challenges of defining rural are well-documented (e.g., Coladarci, 2007; Cromartie & Buc holtz, 2008; Hart, Larson, & Lishner, 2005; Howley, Theobald, & Howley, 2005; Isserman, 2005), discussions have primarily occurred at a theoretical level or do not delve into the issues that arise once a definition has been chosen. Concrete examples and guidelines are needed to ensure that researchers fully understand the extent to which the rural definition impacts the study's sampling design, analysis plan, and generalizability.The purpose of this article is twofold. First, we aim to remind (or potentially inform) rural researchers how to (a) identify an operational definition of rural given their theoretical perspective and the context and goals of their study, (b) appropriately analyze their data given the chosen operational definition, and (c) accurately communicate their findings given the chosen operational definition. Upon examining several quantitative articles recently published in JRRE, we were generally encouraged by JRRE authors' careful attention to defining and discussing rural at both the theoretical and operational levels. Our goal is to explicate and thus foster and sustain this good practice by providing a comprehensive guide for education researchers seeking to identify, analyze, and communicate rural phenomena. Second, we use data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K; developed by the U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics [NCES], n.d.-a) to illustrate the impact of the rural definition on statistical results and substantive inferences.It is important to acknowledge that our discussion is primarily intended for researchers conducting quantitative research. Some of our recommendations may not apply to, or may even counter what is recommended for, qualitative research. We believe that both forms of research, in addition to mixed-methods research, are important for understanding rural issues. Thus, we strongly encourage other researchers to advise the field on rural definition issues in the context of qualitative and mixed-methods research.Identifying, Analyzing, and Communicating RuralIdentifying an Appropriate DefinitionChoosing a rural definition influences the entire scope of a study. …