The shift of public policymaking regarding children and families from the federal to the state and local levels has increased demand for measures of child well-being in states and communities. However, it is difficult to obtain reliable data about the well-being of rural children in states or communities. Of 61 key indicators of child well-being, 51 cannot be estimated for rural children using public-use data and a precise definition of rurality. Even using non-public-use data, most of these indicators can only be estimated for rural children under 18 nationally and in some larger states. More should be done to promote the analysis and dissemination of child well-being indicators for rural children. Indeed, with millions of children living in rural areas across the country, more must be done to ensure that public policy anticipates the needs of these children. This is especially important given the extra challenges that long distances pose for services to rural children and their families, and given the greater role that state and local governments play in child and family policy. This Rural Early Childhood Brief is a summary of a lengthier Rural Early Childhood report, "Young Children and the Rural Information Gap: The Weaknesses of Major Data Sources for Examining The Well-being of Rural Children," by Jeffrey Capizzano and Alexandra Fiorillo. [This report produced by National Center for Rural Early Childhood Learning Initiatives, Mississippi State University.]