FRESNO STATE -- Recent research on comparative student academic performance in rural and urban districts show that students from both highly rural and highly urban areas perform similarly, but less well, in terms of educational achievement than students from moderate areas.
    Empirical studies of student educational performance should always include measures of both cognitive skills and educational market competition as explanatory variables.
     The policy implications of the research study suggests that policy makers should consider students from highly urban areas to be subjects of concern similar to students from highly rural areas in attempts to affect expected student achievement.
     We might as well agree to recognize that the educational market system of both public and private school options which allows educational consumers greater choice in the acquisition of educational services are probably going be those systems within which student academic achievement is higher.

     [Editor's Note: The complete study may be accessed by clicking on: The American Journal of Economics and Sociology . ]

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