This issue features a special report on a 1982-1983 study of 19 rural North Dakota high schools. The report is preceded by a brief commentary. The study provides in-depth descriptions of 7 schools and survey data from 12 others, and has sections on teachers, students, purposes and expectations, school climate and relationship with the community, and issues and potentials. Among issues and potentials cited are needs for: access to further training for teachers; teacher networks from school to school; teacher involvement in decision-making about school issues; more planning time for teachers who teach a wide variety of subjects; using literature which reflects rural life, values, and isolation; connecting curriculum elements to the local culture, language, and history; and capitalizing on the vast rural laboratory and observation base in science classes. Brief articles by a rural high school teacher and a rural school superintendent reflect the view that the study is too negative, while commentary from a rural school board member indicates the report contains familiar and accurate information. A complete list of 1982-1983 North Dakota High School enrollments, from the smallest school (13 students) to the largest school (1,285), concludes the document. (BRR)