Rural Wisconsin schools face persistent challenges in teacher recruitment and retention, but the state lacks evidence on which pipeline strategies are most effective.

Nearly three-fourths of Wisconsin’s school districts are rural, serving almost half of the state’s students. Yet these communities continue to face significant challenges in attracting and retaining qualified educators. Despite increased awareness and prior research, staffing shortages remain a critical issue. State leaders need evidence on which recruitment and retention strategies are most effective to make informed investments in the rural educator workforce.

NORC and partners used mixed methods to assess three state-supported teacher pipeline strategies.

This study, funded by the Tommy G. Thompson Center on Public Leadership, is the third in a series examining rural teacher supply and demand. The previous two studies are “Grow Your Own” Educator Strategies in Wisconsin Rural Schools and Examining the Educator Workforce in Rural Wisconsin. This third study focuses on three state-supported strategies—Wisconsin Improvement Program (WIP), Rural Teacher Talent Grant (RTTG), and Aspiring Educators—that aim to reduce financial barriers and strengthen professional commitment among prospective teachers. While only one strategy is explicitly rural, all three have been identified by educator preparation programs and school districts as potential leverage points.

To evaluate the impact of Wisconsin’s rural teacher pipeline strategies, NORC and its partners designed a mixed-methods study combining administrative data, surveys, and interviews. Administrative records will identify rural teachers who participated in RTTG or WIP since 2014, including details about certification, financial support, and placement history. These records will also generate a contact list for a survey of current rural teachers, which will explore how participation in these programs influenced their career decisions and retention. Teachers will also report on their involvement in Aspiring Educators chapters and how peer-based support shaped their professional commitment. In parallel, college students in Aspiring Educators chapters across more than 20 institutions will complete a survey about how their participation influences their career planning and interest in rural teaching. A subset of teachers and students will be invited to participate in virtual interviews to provide deeper insight.