This study is designed to provide a better understanding of the dynamic and geographic character of the teacher labor market, including factors related to mobility and attrition, in rural and nonrural settings in four REL Central region states--Colorado, Missouri, Nebraska, and South Dakota. State and district administrators may use findings to identify needs for recruitment and retention, target workforce improvement strategies, inform progress toward state and district teacher-equity goals, and aid development of supports or incentives designed to improve teacher recruitment and retention where the need is greatest. Research Questions: (1) To what extent is the teacher workforce in four REL Central region states characterized by classroom teachers who are entrants (entering the state public school system), stayers (remaining in a classroom teaching position in the same school), movers (moving to a classroom teaching position in a different school or district), and leavers (taking a nonteaching position or exiting the state public school system) in rural and nonrural settings, and by state, county, and district?; (2) How does the prevalence of classroom teachers who are entrants, stayers, movers, and leavers vary according to characteristics of teachers, schools, and districts in rural and nonrural settings?; (3) How long do classroom teachers stay in the same classroom teaching position, and how does tenure in position vary in rural and nonrural settings and according to characteristics of teachers, schools, and districts?; and (4) To what extent are characteristics of teachers, schools, and districts related to classroom teacher mobility and attrition in rural and nonrural settings? Study Design: The study will use data from statewide longitudinal data systems in Colorado, Missouri, Nebraska, and South Dakota for the academic years 2011/12 to 2016/17. REL Central researchers will conduct descriptive analyses to examine teacher workforce dynamics in rural and nonrural settings within and across states. Researchers will also employ correlational analyses to examine the relationship between teacher mobility and attrition and various teacher, school, and district characteristics.

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