Using unique data from California on teacher job vacancies, we investigate staffing challenges across the urbanicity spectrum, focusing on the extent to which the characteristics of rural school systems explain the differences in staffing challenges as measured by vacancy rates and emergency credentialed teachers, relative to other urbanicities. We find that rural districts have significantly and substantially higher staffing challenges than districts from different urbanicity classifications (urban, suburban, and towns). Some of these differences are explained by district-level attributes, such as the proportion of students in poverty in the district. The geography of rural districts itself also explains the high levels of staffing challenge as rural districts are more likely to be located on a state border and far from teacher education programs, both of which are strongly associated with staffing challenge measures. Even after controlling for a rich set of observable covariates, there is evidence that rural districts are still somewhat more likely to face staffing challenges, suggesting that there are unobserved aspects of being rural associated with the desirability of employment that are not readily captured by quantitative data.

中文翻译：

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加州教师配置的挑战：检验乡村学区的独特性

利用加利福尼亚州有关教师职位空缺的独特数据，我们调查了整个城市范围内的人员配备挑战，重点是农村学校系统的特征在多大程度上解释了人员配备挑战的差异（按职位空缺率和具有紧急资格证书的老师衡量，相对于其他职位而言）都市性。我们发现，与来自不同城市类别（城市，郊区和城镇）的地区相比，农村地区的人员配备挑战显着得多。这些差异中的一些可以通过地区级属性来解释，例如该地区贫困学生的比例。农村地区的地理位置本身也说明了人员配备方面的巨大挑战，因为农村地区更可能位于州边界上，而不是教师教育计划，两者都与人员配备挑战措施紧密相关。即使在控制了一组丰富的可观察到的协变量之后，仍有证据表明，农村地区仍然更有可能面临人员配备方面的挑战，这表明，农村地区存在着与就业需求相关的一些未观察到的问题，而这并不能通过定量数据轻松地捕捉到。 。