Who Is Applying to and Being Hired by Rural Schools? What Vacancy and Application Data Reveal About the Rural Teacher Labor Market

Abstract

Although research has investigated teacher labor markets over decades, there remains a notable gap in our understanding of staffing challenges in rural schools. Using longitudinal vacancy and application data in Wisconsin, we explore teachers’ job application and hiring patterns between rural and non-rural schools and within rural locales. Our investigation revealed that as the proximity to urban areas decreases, the applicant pool for rural positions diminishes, with applicants originating from more distant locations. Female applicants, candidates of Color, and individuals with elevated qualifications demonstrated a reduced inclination to seek employment in rural schools. Conversely, individuals with prior rural teaching experience and graduates of rural-based teacher preparation programs exhibited substantial proclivities toward both applying for and securing positions within rural educational settings. Our findings have significant implications for policymakers endeavoring to design and implement targeted programs for addressing the persistent staffing challenges confronting rural schools.