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The research base for science and mathematics education in rural school contexts is extremely limited. Education reform movements have generally been unresponsive to the unique qualities of rural schools, and many national and state reform leaders continue to ignore the importance of local contexts. A conference was held in May 2001 to identify a research agenda for the study of factors impacting student learning and student achievement in mathematics and science in rural school environments. This proceedings contains a summary of conference discussions, five commissioned papers, and two additional "overview presentations." Questions that emerged during discussion groups were grouped into seven categories: community support, instructional resources, leadership and school reform, professional development, preservice education and induction, curriculum and instruction, and databases. The papers are "Understanding the Circumstances of Rural Schooling: The Parameters of Respectful Research" (Craig B. Howley); "Education Issues in Rural Schools of America" (Hobart Harmon); "Science Education Contextual Issues" (Robert E. Yager); "'Best Practices' in Mathematics Education from an International Perspective" (Curtis McKnight); "Learning Technology: Contextual Issues Prepared for the Appalachian Rural Systemic Initiative" (Cheryl Lemke); "The Rural Condition in Contemporary Appalachia" (Ron Eller); and "Why Research on Science and Mathematics Education in Rural Schools Is Important or the Mean Is the Wrong Message" (Edward Kifer). A list of participants is included. (SV)