§ 1202. Legislative findings and intent. The legislature hereby finds,\ndetermines and declares that:\n 1. Rural education is a critical factor and dominant force in\nstimulating and maintaining socioeconomic development, economic\nviability, social activity and cultural enrichment in rural regions of\nNew York state. Rural schools fill an integral role as centers of the\ncommunity and as a bridge for youth to connect with the broader society\nin fulfilling their dreams and ambitions;\n 2. Rural areas account for more than half of the school systems,\nboards of cooperative education services and colleges in the state;\n 3. Rural areas have unique conditions and circumstances which require\nspecial consideration in the development and assessment of state policy,\nincluding:
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§ 1202. Legislative findings and intent. The legislature hereby finds,\ndetermines and declares that:\n 1. Rural education is a critical factor and dominant force in\nstimulating and maintaining socioeconomic development, economic\nviability, social activity and cultural enrichment in rural regions of\nNew York state. Rural schools fill an integral role as centers of the\ncommunity and as a bridge for youth to connect with the broader society\nin fulfilling their dreams and ambitions;\n 2. Rural areas account for more than half of the school systems,\nboards of cooperative education services and colleges in the state;\n 3. Rural areas have unique conditions and circumstances which require\nspecial consideration in the development and assessment of state policy,\nincluding: (a) that rural areas contain many of the low-wealth,\nlow-spending school districts in the state; (b) that average incomes of\nrural residents are lower than statewide norms; and (c) that per pupil\nexpenditures in rural schools are more than fifteen percent below the\nstatewide average;\n 4. Weaknesses exist in rural education inasmuch as rural schools have\ndifficulty attracting and retaining highly trained teachers and\nadministrators, teachers are spread thinly over several subject areas;\n 5. A limited knowledge base on small rural educational organizations\nand lack of a systematic research agenda for rural schools limit the\npotential for development of cohesive state policy for educational\nservices in rural New York;\n 6. The establishment of a program on rural education would enhance the\ncapacity of policy makers within state government: (a) to better\nunderstand the inefficiencies and needs of the state's rural education\nsystems; (b) to assess the impact of existing and proposed government\nmandates on rural areas; (c) to promote innovation, flexibility and\ninvestment to ensure that rural residents have equitable access to and\nreceive quality educational services and opportunities; and (d) to\npromote the long-term goal of improving the economic and social\nwell-being of rural communities as a direct result of improving rural\nschool performance.\n