Search Results: (16-30 of 33 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2004034 | Who Teaches Reading in Public Elementary Schools?
This Issue Brief describes the qualifications of public school elementary-level reading teachers relative to general elementary teachers, in terms of their educational attainment, their educational preparation and certification in reading, and their educational preparation and certification in elementary education. Data are drawn from the 1999–2000 Schools and Staffing Survey (SASS). In 1999–2000, 36 percent of public school reading specialists reported an undergraduate or graduate level major in reading, 81 percent reported a state certification in reading, and 32 percent reported both a major and certification in reading. Among general elementary education teachers, 5 percent reported a major in reading, 3 percent reported certification in reading, and 2 percent reported both a major and certification in reading. |
8/16/2004 |
| NCES 2002603 | Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching 1987-88 to 1999-2000 (Revised)
Interest in how well teachers' qualifications match their teaching assignments has intensified among educational policymakers and researchers. Research has called attention to the phenomenon of "out-of-field" teaching, in which teachers are assigned to teach subjects and grade levels for which they have little training. Data from the NCES Schools and Staffing Survey provide a unique opportunity to examine trends in out-of-field teaching over a 13-year period (1987-88 through 1999-2000), as well as across subjects and grade levels. The study includes four approaches to measuring out-of-field teaching and focuses on two definitions of out-of-field teaching: teachers without a major and certification in-field and teachers without an in-field major, minor or certification. |
8/15/2004 |
| NCES 2002313 | Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools
This report introduces the 1999-2000 Schools and Staffing Survey (SASS) data through tables of estimates for traditional public, private, public charter, and Bureau of Indian Affairs (BIA) schools, school library media centers, public school districts, and the principals and teachers that work in these schools. This report demonstrates the types of information that can be produced with the SASS data. Data are available by state for public schools and by private school affiliation and NCES typology for private schools. Comparisons of key estimates across the four sectors are possible, as well as comparisons across different types of schools, such as community type, region, school level, and school enrollment, are within each sector. |
5/31/2002 |
| NCES 2001088 | Teacher Preparation and Professional Development: 2000
This E.D. Tabs report presents national data on teacher preparation and professional development, based on a survey conducted in 2000 by NCES using its Fast Response Survey System (FRSS). Data from this survey, which was a follow up to a 1998 FRSS study, provide a national profile on teachers’ education, participation in formal professional development and collaboration, and feelings of preparedness for important classroom activities. This report highlights significant findings from the 2000 survey and compares them to those from the 1998 survey. |
6/28/2001 |
| NCES 2001072 | The Condition of Education, 2001
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2001 print edition includes 59 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. Also in the 2001 edition is a special focus essay on the access, persistence, and success of first-generation students in postsecondary education. |
5/31/2001 |
| NCES 2000303 | School-Level Correlates of Academic Achievement
This study linked three sources of data (1) 1993 Schools and Staffing Survey (SASS), (2) student achievement data from state assessements (3) 1994 State NAEP Reading and 1992, 1996 State NAEP Mathematics. A composite set of 18 variables including school size, class size, cohesion of faculty, teacher qualifications, and teacher perceptions of school climate. These school characteristics were linked to state assessment scores and various aggregate relationships were analyzed based upon different between-school within state structural equation models (SEM). |
8/8/2000 |
| NCES 2000309 | Teacher Supply in the United States: Sources of Newly Hired Teachers in Public and Private Schools, 1987-88 to 1993-94
An analysis of the 1993-94 Schools and Staffing Survey data on newly hired teachers by supply source. Using the same paradigm as the 1990-91 SASS teacher supply report, this report examines rates of entry from four supply sources and the characteristics and qualifications of each source, with comparisons to the 1987-88 and 1990-91 data. |
8/4/2000 |
| NCES 2000089 | Reference and Reporting Guide for Preparing State and Institutional Reports on the Quality of Teacher Preparation: Title II, Higher Education Act
This Reference and Reporting Guide is designed to assist states and institutions of higher education in fulfilling reporting requirements regarding teacher preparation and certification, as mandated by Title II of the Higher Education Act. The guide fulfills the congressional mandate that NCES develop uniform definitions and reporting methods for institutions of higher education and states in meeting the reporting requirements. The Office of Postsecondary Education is responsible for assisting institutions and states in their reporting and preparing the annual reports to Congress. |
5/31/2000 |
| NCES 2000152 | Progress Through the Teacher Pipeline: 1992-93 College Graduates and Elementary/Secondary School Teaching as of 1997
This report is the second in a series of reports that follows 1992-93 college graduates' progress through the teacher pipeline using data from the Second Follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:93/97). The first report, entitled Out of the Lecture Hall and Into the Classroom: 1992-93 College Graduates and Elementary/Secondary School Teaching (NCES 96-899), focused on graduates' transitions into teaching 1 year after college graduation. This report focuses on the academic characteristics and preparation for teaching of those who took various steps toward teaching and is organized by a conceptual "teacher pipeline" that represents a teacher's career. The pipeline includes preparatory activities-considering teaching, student teaching as an undergraduate, becoming certified to teach, applying for teaching jobs-as well as teaching experiences and plans for teaching in the future. |
12/14/1999 |
| NCES 199904 | Measuring Teacher Qualifications
This paper identifies existing and potential measures of teacher qualifications as a single aspect of teacher quality. The paper categorizes the types of teacher qualifications measures, the sources of data, and the availability and quality of data collected from these sources. The feasibility of obtaining data on teacher assessment scores is analyzed. |
5/20/1999 |
| NCES 9808 | The Redesign of the Schools and Staffing Survey for 1999-2000: A Position Paper
This paper proposes a framework for discussing the objectives and content of the next Schools and Staffing Survey (SASS) in school year 1999-2000. The framework focuses on school reform and what information SASS can collect to inform the nation about school reform efforts. Major reform agenda and expert opinion are reviewed and the issues and topics common to them are identified. These common topics are classified under two major objects of school reform, teacher capacity and school capacity. Teacher capacity is defined in terms of teacher quality, career paths, professional development, and instructional practice. School capacity is defined in terms of school organization and management, decision-making authority, curriculum and instruction, parental involvement, school safety and discipline, and school resources. |
5/12/1999 |
| NCES 1999080 | Teacher Quality: A Report on The Preparation and Qualifications of Public School Teachers
The results of this new national profile of teacher quality, the first in a series of biennial reports, specifically focused on teachers’ learning (both preservice and continued) and the environments in which they work. Included is important information regarding teachers’ education, certification, teaching assignments, professional development, collaboration, and supportive work environment. In addition, comparisons by instructional level and poverty level of the school provide information about the distribution of teacher quality. This information provides a context for understanding teachers’ reports of preparedness to meet the challenges they face in their classrooms. |
1/28/1999 |
| NCES 97926 | Teachers' participation in professional development
An indicator reprinted from The Condition of Education, 1996. |
7/1/1997 |
| NCES 97907 | Are Limited English Proficient (LEP) Students Being Taught by Teachers with LEP Training?
Are public school teachers with LEP students in their classes trained in teaching LEP students? Are teachers with high percentages of LEP students in their classes more likely to have received LEP training than teachers with low percentages of LEP students? Since communication skills in English courses are so important, are teachers of English more likely to have received LEP training than teachers of other core subjects? Data from the 1993-94 Schools and Staffing Survey (SASS), conducted by the National Center for Education Statistics (NCES), are used to address these questions. |
1/15/1997 |
| NCES 96040 | Out-of-Field Teaching and Educational Equality
This report presents national data on the extent to which students in the nation's public secondary schools are taught by teachers without basic qualifications in their assigned teaching fields. It seeks to address the question of whether inequalities exist in the distribution of adequately qualified teachers across and within different schools in the United States. |
10/15/1996 |
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