A CHARACTERISTIC OF THE POVERTY EXPERIENCED BY 17 MILLION PEOPLE LIVING IN RURAL AREAS OF THE U.S. IN 1959 WAS ITS CONCENTRATION IN SPECIFIC GEOGRAPHICAL REGIONS AND AMONG CERTAIN OCCUPATIONS. EDUCATION, OCCUPATION, AND SOCIAL STATUS OF THE PARENTS HAVE BEEN SHOWN TO POSSESS A HIGH POSITIVE CORRELATION WITH EDUCATIONAL ATTAINMENT OF THE CHILD. THERE APPEARS TO BE A VICIOUS CIRCLE OF LOW INCOME AND LOW EDUCATION IN DEPRESSED AREAS WHICH IS PARTICULARLY RESISTANT TO EXTERNAL INTERVENTION. IT IS CONCLUDED THAT EDUCATION SPEEDS INDIVIDUAL DEVELOPMENT, THERE IS LITTLE INCENTIVE FOR EDUCATION IN DEPRESSED RURAL AREAS, AND EDUCATION IS NOT PARTICULARLY BENEFICIAL FOR THOSE WHO REMAIN IN DEPRESSED AREAS AFTER HAVING ACHIEVED THEIR EDUCATIONAL GOALS. RECOMMENDATIONS FOR FURTHER RESEARCH INCLUDE--(1) A DETERMINATION OF THE RETURN ON INVESTMENTS IN EDUCATION IN LOW INCOME RURAL AREAS, (2) AN ANALYSIS OF THE TAX SYSTEM AND AVAILABLE ECONOMIC RESOURCES FOR RURAL SCHOOLS, (3) A MORE ACCURATE EVALUATION OF THE QUALITY OF EDUCATION IN RURAL SCHOOLS BASED ON CRITERIA OTHER THAN TEACHERS' SALARIES AND PER-PUPIL EXPENDITURES, (4) A DETERMINATION OF WHAT ATTITUDES ARE MOST CONDUCIVE TO ENCOURAGING ECONOMIC PROGRESS IN DEPRESSED AREAS, AND (5) AN ASSESSMENT OF THE FEASIBILITY OF IMPLEMENTING VOCATIONAL EDUCATION PROGRAMS IN RURAL SCHOOLS. (DA)