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Educational strategies that small rural high schools can use to address important developmental needs of rural youth were explored, focusing on the importance of educational environments outside traditional high school classrooms, (i.e., work-experience programs, student exchange programs, and travel-study). Of the 92 Alaskan village high schools with enrollments under 100 which were surveyed, 46 responded. Rural youth developmental needs addressed both self-development oriented and "other oriented" educational goals. Approaches available, with percentages of responding schools having used them, included work-study at local sites, 28%; school-sponsored business, 23%; travel to other district high schools, 35%; travel outside school district--28% within Alaska and 19% outside the state; Rural Student Vocational Program, 40%; student exchange, 7%; traveling teachers, 14%. A planning framework is presented, suggesting the kinds of experiences most valuable in particular years of high school and ways to integrate programs into a systematic educational approach, along with potential benefits and costs. Programs are grouped into awareness, exploration, and transition programs. An appendix lists organizations that can assist rural schools in arranging experiences outside their district and curriculum/program materials for rural high schools. (RS)

Local high school programs represent a major change in Alaska's rural secondary school policy. This report examines the type of local high school program desired by the residents of three rural villages as a basis for designing village high school facilities. Each village is described by location, climate, population, housing, health facilities, average income and source, commercial employers, village governance system, and elementary school enrollment. Surrounding villages are identified and a prediction made of the number of students from these villages that would attend a local high school. Community interests and expectations are discussed and nine examples are listed of native culture courses requested in the villages that are not included in state curriculum guides. The facility recommendations include opportunities for basic subjects, music, homemaking, practical arts, physical education, and prevocational opportunities. In addition, schools should be constructed so that other career opportunities may be provided, and so that programs of the types requested by parents in the three villages can be offered. (MLF)