National recognition of the correlation between rural and urban problems has brought about an atmosphere of confidence relative to the future of the rural and/or small school. Such confidence is evidenced by: (1) renewed interest and concern over the plight of rural education by society in general; (2) Federal commitment in recognition of the fact that "rural" exists, that rural society has problems, and that the Federal Government must play a major role in providing solutions; (3) commitment of the National Institute of Education to the Rural Experimental School Program; (4) the continual funding of the Educational Resources Information Center/Clearinghouse on Rural Education and Small Schools (ERIC/CRESS); (5) emergence of Regional Education Service agencies (educational corporations) designed to serve rural and small schools; (6) linkage between the Appalachian Regional Lab and local school districts in moving from the development stage to actual program implementation; (7) re-emergence of the "Community School" concept; (8) the myriad of agencies and organizations at the local, state, and national levels concerned with rural problems and education; (9) the movement by teachers and teacher organizations to improve the quality of rural education; (10) conferences which provide impetus for rural community improvement through the schools. (JC)