The purpose of this research was to provide information on the effectiveness of interactive video instruction in a consortium of five small rural Mississippi school districts. The satisfaction of the students, instructors, and administrators was measured on a five point Likert scale. The satisfaction of the students was analyzed to see if there was a significant difference in the level depending on the location of the student during the class. The overall satisfaction of students and the students' responses to each question were analyzed for a difference. Satisfaction levels of all of the students, the instructors, and the administrators were reported. The achievement of the students was measured by the instructor-given grades of the students involved in an interactive video class. The 170 instructor-given grades during the fall semester of 2006 were analyzed to see if there was a significant difference in the achievement of the students depending on the student's location during the class. Each subject area group was analyzed for a difference and reported to the reader. The ultimate goal of the study was to provide data which may assist the consortium and other aspiring districts to better serve their students.

With 114 of a possible 157 responses, the students reported neutral satisfaction with interactive video instruction and no statistically significant difference with overall satisfaction depending on the location of the student. There was a difference in students' responses with four questions depending on location; the researcher believes that these are logically explained in Chapter V. The findings of the research were that there was no statistically significant difference in student achievement when measured by instructor-given grades depending upon the location of the student. There was a statistically significant difference with social studies students with the home-site achievement higher than the remote-site achievement. Also, there was a statistically significant difference with the visual arts students with the remote-site students' achievement higher than the home-site students' achievement.

With this study and all of the research literature to support it, there is no reason for this consortium not to find more ways to expand the use of this technological tool to enhance students' opportunities.