Using data from two cohorts of public school educators, this paper examines the interdistrict migration within Connecticut of public school classroom teachers, support staff (librarian/media specialists, counselors, school psychologists, social workers, and reading specialists), and administrators. The purpose is to identify characteristics of educators who change districts and migration-related factors affecting the quality of district-level school staffs. For fall 1992 and 1997, the paper examines the magnitude of migrating teachers, compares characteristics and salaries of both migrants and nonmigrants, and compares patterns of movement between advantaged and disadvantaged districts in the state. In both years, Connecticut districts filled about 20 percent of their professional vacancies with "migrants" from another Connecticut district. Migrants were younger and less experienced and had lower average salaries that nonmigrating colleagues, but received larger salary and percentage increases. Educators making vertical moves into support and administrative positions accounted for only 8 percent of migrant pools. In 1997, disadvantaged districts lost more migrating educators than did advantaged districts. (Contains 30 references.) (MLH)