Report Illuminates Challenges and Innovations in Rural STEM Education

In its July 2025 report to congressional committees, the U.S. Government Accountability Office (GAO) has provided a comprehensive assessment of the challenges, initiatives, and effective practices related to science, technology, engineering, and mathematics (STEM) education in rural K–12 settings. Authored by Melissa Emrey-Arras and her team, the report—titled STEM Education: Selected Federal Initiatives, Challenges, and Approaches to Supporting Rural Populations (GAO-25-107371)—highlights both the promise and the persistent inequities rural communities face in preparing students for careers in the fast-growing STEM sector.

The GAO found that four major federal agencies—the Department of Education, National Science Foundation (NSF), National Aeronautics and Space Administration (NASA), and Department of Agriculture (USDA)—support rural STEM education primarily through broader national initiatives rather than programs targeted specifically at rural populations. These agencies offered grants, professional development, and educational resources that reached rural students indirectly, with many programs designed to serve underrepresented communities more broadly.

Despite these efforts, school districts in rural states such as Alabama, Maine, Nevada, and South Dakota reported substantial difficulties in delivering high-quality STEM education. Among the chief barriers were acute teacher shortages, especially in math and science subjects, and a lack of access to modern STEM equipment and enrichment opportunities. In one striking example, a rural Alabama district had no certified math teachers for grades seven through twelve during the 2023–24 school year, while other districts reported that single teachers were responsible for teaching multiple science disciplines across several grades, often outside their area of expertise.

Distance and isolation compound these staffing issues. Limited transportation options in expansive rural areas often make it impossible to send students to science museums, competitions, or even internships. These logistical challenges also restrict access to professional development for teachers, who may lack the time, funding, or support to travel to urban centers for training.

However, the report does not dwell solely on limitations. It shines a spotlight on grassroots innovation and partnership as key strategies for overcoming rural disadvantages. For example, a science teacher in South Dakota launched an educational beekeeping program that brought life sciences into classrooms through hands-on learning and community engagement. Similarly, in Alabama, a school district retrofitted a bus with STEM equipment to serve as a mobile lab, maximizing limited resources and expanding student access to high-tech tools.

Another effective strategy was place-based learning—tying STEM lessons to students’ real-world environments. Whether monitoring arsenic levels in local wells in Maine or restoring sagebrush habitats in Nevada, these projects grounded scientific concepts in local relevance and helped students envision STEM careers that could exist within their own communities.

Partnerships proved to be another linchpin of success. Collaborations with universities, nonprofit organizations, and local industries enabled rural schools to access resources and expertise that would otherwise be out of reach. A robotics lending library in Nevada, supported by NSF and NASA funding, shipped learning materials across the state, while a mobile science lab in Maine brought hands-on experiments directly to schools.

The report also underscores that many federal grants remain inaccessible to small rural districts lacking the administrative infrastructure or personnel to write competitive proposals. To counteract this, agencies like NASA and USDA are offering webinars and training to help rural applicants navigate the process, and the Department of Education is incorporating rural-friendly considerations into its funding priorities.

In closing, the GAO recommends that federal agencies document what works in rural settings and ensure that data on outcomes is disaggregated by geography. While challenges persist, especially around funding, staffing, and equitable access, the report makes clear that targeted support, local innovation, and strategic partnerships are vital to cultivating the next generation of STEM professionals in America’s rural communities.

Disclaimer: This blog post summarizes findings from GAO Report GAO-25-107371. While efforts have been made to ensure accuracy, readers are encouraged to consult the full GAO report for official information. This post does not constitute legal or professional advice.