During the COVID-19 pandemic, STEM education opportunity gaps are widening for children and youth in rural areas, particularly those without access to broadband Internet. Despite the efforts of dedicated educators, many rural students are not gaining the STEM knowledge and employability skills they need to thrive in an increasingly technology-centered world of work.

EDC partners with rural educators and school administrators to build on the strengths of rural families and communities as well as to provide rural learners with outstanding opportunities in STEM education. Our researchers advance knowledge of effective strategies to reach and teach rural learners. Drawing on place-based learning and the thoughtful use of technology, our instructional designers expand access to high-quality STEM experiences at home, in school, and through informal learning programs.


This report summarizes a study conducted by EDC as part of JFF's Student-Centered Learning Research Collaborative's investigation of student-centered approaches to improve outcomes for learners of all backgrounds, particularly those who have been marginalized or underserved by the current system.
To better understand the implementation of prekindergarten legislation (Act 166) in Vermont, this study describes the relationship between the characteristics and location of prekindergarten children and their enrollment by type of prekindergarten program and state-assessed program quality. Implications of the report's findings are also presented.