Conducted by the Council for Educational Development and Research, a national survey asked educators representing the nation's 8,889 small, rural school districts to indicate which of 40 items/issues facing rural, small schools needed improvement. The 4,364 respondents (827 school board presidents, 1,251 district superintendents, 1,283 principals, and 1,073 classroom teachers) agreed on only 4 issues: the importance of improving academic performance of students from low-income families; the need to improve students' thinking and reasoning skills; the task of recognizing/rewarding outstanding teachers; and the development of students' self-esteem and aspirations. Problems identified as least pressing were the availability of quality instructional materials, school/classroom atmosphere, and size and/or turnover of teachers and administrators. Those closest to the classroom exhibited greatest concern about the quality of rural, small schools. Concerns varied across regions of the country, with educators from southeastern states having many concerns about the quality of their schools. About a third of all respondents shared high concern for student mastery of basic academic skills as well as foreign languages and fine/performing arts. Nearly half of the teachers desired better on-the-job training, while 36% of board presidents didn't consider staff development to be in need of improvement. (NEC)