In 2003–04, the percentages of full-time teachers in the United States who were under age 30 and between ages 50–59 were higher than the percentages of these categories of teachers in 1993–94.

The number of full-time teachers in the United States was higher in 2003–04 than in 1993–94 (3.3 vs. 2.6 million) (see table 33-1). This indicator examines the distribution of these teachers in elementary and secondary schools by sex, race/ethnicity, age, and certification status.

Overall, the percentage of full-time teachers who were female remained between 73 and 75 percent in the three survey years between 1993–94 and 2003–04. In each year, females were notably more likely than males to teach in both public and private elementary schools. At the secondary level, however, differences by sex were less prominent for schools of both types. For example, in 2003–04, some 44 percent of secondary school teachers were male, whereas 56 percent were female.

The percentage of full-time teachers who were racial/ethnic minorities was higher in 2003–04 than in 1993–94 (17 vs. 13 percent). In 1993–94 and 1999–2000, greater percentages of elementary school than secondary school teachers were minorities; however, in 2003–04, there were no measurable differences in the percentages of teachers by race/ethnicity at either school level. In each survey year, the percentages of minority teachers at both levels were greater at public schools than at private schools.

The percentage of full-time teachers under age 30 was higher in 1999–2000 than in 1993–94 (18 vs. 12 percent) and remained at about that percentage in 2003–04. In the first two survey years, private schools employed greater percentages of teachers under age 30 than did public schools. In 2003–04, this pattern continued for secondary schools, but there was no measurable difference by school type for elementary schools. The percentage of teachers ages 50–59 was higher in 2003–04 than in 1993–94 (29 vs. 21 percent); however, no measurable differences were found for teachers age 60 and over between these years.

The percentage of full-time teachers with a regular certification¹ was lower in 2003–04 than in 1993–94 (83 vs. 91 percent), while the percentages with other types of certifications were each higher in 2003–04 than in 1993–94 (see table 33-2). In each year, private school teachers at both levels were less likely to hold a regular certification than public school teachers. For example, in 2003–04, some 87 percent of public secondary school teachers had a regular certification compared with 43 percent of their private school peers.

¹ The Regular certification category includes regular or standard state certificates and advanced professional certificates (for both public and private school teachers) and full certificates granted by an accrediting or certifying body other than the state (for private school teachers only). Provisional certificates are for those who are still participating in an “alternative certification program.” Probationary certificates are for those who have satisfied all requirements except the completion of a probationary period. Temporary certificates are for those who require additional college coursework and/or student teaching. Emergency certificates or waivers are for those with insufficient teacher preparation who must complete a regular certification program in order to continue teaching. (back to text)