IntroThere are many variables when it comes to determining differences in educational outcomes in educational institutions from rural and remote to metropolitan communities across Australia. This document illustrates the disparities isolated communities face when it comes to education. The main issues highlighted concern the quality and experience of teachers in rural areas, the high rate of teacher turnover and the negative effects this can cause. The resources and infrastructure that students, teachers and communities also have access to. Finally, the values ​​of education in rural towns, the importance of curriculum content, and the relevance of test scores to employment opportunities in rural towns. There has been positive action put in place by the Australian government and organizations to bridge the gap between the two associates. Which will be discussed and introduced during the essay. Due to the diversity of Australia, there are large distances between major cities and towns. As education is part of Australia's history, rural areas have generally achieved lower educational outcomes than their metropolitan counterparts. First The paragraph explains the differences between urban and rural education through Naplan scores and any other evidence such as dropout rates. Most researchers' and government authorities' lists of typical characteristics of rural areas are outlined in terms of deficits: remoteness from administration, resources, skills. lake david. The Program for International Student Assessment classifies a rural school community by geographic location, taking into account the size of the community's population and its distance from the nearest significant city (Sullivan, Perry...... middle of paper . .....-educational concepts and outcomes of Australian Indigenous students in urban and rural school settings School Psychology International, 34(4), 405-427 doi:10.1177/0143034312446890Wallace, TL, Colditz, JB, Horner, CG, &. McHugh, R. M. (2013). Developing a curriculum package for rural teacher education. A., Helme, M., & Lamb, P. (2007). inequality, educational theory and policy, vol. 2: Inequality in education systems (Vol. 2, pp. 271–293)). Dordrecht: Springer.