In Rural Community and Career Connected Learning: Impacts of High School Internships Prioritizing People and Place, Allison L. Ricket (SROI and Impact Measurement, Ohio University), Jacqueline Yahn (College of Education, Ohio University), and Emily Bentley (Education Engagement Specialist, Building Bridges to Careers) examines the outcomes of non-school internships hosted by two Appalachian Ohio organizations: Rural Action and Building Bridges to Careers. This qualitative study, guided by the conceptual framework of community and career connected learning, seeks to fill a gap in the literature where existing studies favor a distinctly urban-centric vantage point or focus on optimizing social mobility and developing skills needed to maintain a globalized, unrooted workforce.

In A Guide to the American Community Survey (ACS) for the Rural Researcher: Unpacking the Conceptual and Technical Aspects of Using Secondary Data for Rural Research, author Kristie LeBeau demonstrates and identifies how authors can use the ACS to conduct rural research.

In Learning by Doing in the Segregated South: The Robert Hungerford Normal and Industrial School for African Americans in Central Florida, author Wenxian Zhang (Rollins College) provides a detailed look at the history and impact of the Robert Hungerford Normal and Industrial School in rural Florida. Although this article is a case study on one school, the knowledge and experience learned from the Hungerford School applies to various rural vocational schools.

In this original essay, Emily A. Prifogle, a legal historian and Professor of Law at the University of Michigan Law School, first discusses curricular innovations happening at several U.S. law schools on rural law and then introduces a series of related infographics to be featured on the Rural Review this week.

In “Are All Four-Day School Weeks Created Equal? A National Assessment of Four-Day School Week Policy Adoption and Implementation” authors Paul N. Thompson (School of Public Policy, Oregon State University), Emily J. Tomayko (Center for American Indian and Rural Health Equity, Montana State University), Katherine Gunter, and John M. Schuna, Jr. (both of School of Biological and Population Health Sciences, Oregon State University) compile an overview of the four-day school week in America, and the impact that is has on students, families, and school districts.

An announcement of South Dakota Law Review’s upcoming Symposium on Rural Lawyers, marking the 10-year anniversary of South Dakota's Project Rural Practice.

Discussion on how a general practice model within law school in-house clinics can help bridge the gap and facilitate new lawyers into rural and smaller communities.