As with urban America, two-thirds of rural jobs are now in the service sector. Many teachers did not major in the subject they teach, and rural secondary teachers are asked to teach more subjects than their urban peers. Hampered by the high cost of education in areas with low population density, less experienced educators, poverty and limited job opportunities, rural schools face major difficulties preparing students for the workplace. By the 1980s, national surveys of students' skills and knowledge in virtually all subjects show that the scores of rural students now approximate the national average. Rural student performance exceeds that of urban students, but falls short of suburban students.
Poverty is a factor in rural education outcomes.
When economically similar students are compared, academic performance is similar. After they leave school, fewer rural dropouts return to finish high school and, in general, students have lower career aspirations. Fewer graduates prepare for and enroll in postsecondary education, perhaps because jobs often do not require a college education and there are fewer higher education institutions in rural counties. Those who do enroll in higher education perform as well as their urban peers, but often relocate to urban areas. What rural schools may lack in resources, they often seek to compensate with a supportive atmosphere that encourages participation in extracurricular activities, higher attendance, and a sense of belonging.