Table 15. Percentage of 2004–05 private school teacher leavers who would consider returning to the position of a K–12 teacher, and of those, percentage who rated various factors as very important or extremely important in influencing a decision to return to K–12 teaching, by selected teacher and school characteristics in the 2003

Schools and Staffing Survey (SASS)

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Table 15. Percentage of 2004–05 private school teacher leavers who would consider returning to the position of a K–12 teacher, and of those, percentage who rated various factors as very important or extremely important in influencing a decision to return to K–12 teaching, by selected teacher and school characteristics in the 2003–04 base year
		Among leavers who would consider returning, percent who rated various factors as being very important or extremely important in influencing a decision to return
Teacher or school characteristic in base year	Percent of leavers who would consider returning to the position of a K–12 teacher	Ability to maintain teacher retirement benefits		State certification reciprocity		Availability of part-time teaching assignments		Forgiveness of student loans		Housing incentives		Salary increase		Availability of suitable childcare options
Total¹	73.6	35.2		30.4		36.7		23.2		21.6		61.5		27.8

Teaching experience
1–3 years	74.2	37.7		32.5		35.8		36.0		29.4		65.8		29.1
4–9 years	83.0	29.6		29.9		33.5		19.7		13.9		56.2		33.8
10–19 years	70.6	46.0		35.6		48.0		14.5	!	18.1		66.4		26.5
20 years or more	55.9	32.5	!	20.3	!	35.9	!	6.6	!	25.7	!	59.1	!	7.4

Age
Less than 30 years	77.9	40.3		33.4		27.7		36.2		27.6		62.4		41.9
30–39 years	85.1	36.4		33.2		36.6		24.6		24.5		64.1		36.9
40–49 years	72.7	36.2		27.2		50.7		18.4		15.8		60.4		17.8
50 or more years	60.4	26.5	!	26.1	!	36.9	!	9.0	!	15.2	!	58.1		7.4	!

Base salary
Less than $30,000	74.0	32.8		27.1		39.8		23.0		22.5		60.9		24.7
$30,000–$39,999	74.2	47.4		43.6		25.3		31.0		21.2		57.0		39.2
$40,000 or more	67.7	26.1		29.6		34.6		3.4		12.2	!	80.7		29.5

Sex
Male	71.7	33.5		26.1		17.9		29.6		29.1		62.0		16.0
Female	74.2	35.7		31.7		42.3		21.3		19.3		61.3		31.3

Race/ethnicity
White, non-Hispanic	73.4	32.3		25.8		38.7		20.3		18.4		57.8		26.2
Black, non-Hispanic	79.3	43.9	!	74.1		24.6	!	38.8		41.3		95.2		40.0	!
Hispanic, single or more than one race	62.1	62.6		42.1		18.5		54.6		47.2		78.5		31.3
Asian, Native Hawaiian, or Other Pacific Islander, non-Hispanic	84.5	41.0		29.2		34.0		22.4		29.7		60.5		47.7
American Indian/Alaska Native, non-Hispanic	94.8	54.9		46.6	!	46.6	!	#		#		62.2		12.6	!
More than one race, non-Hispanic	100.0	59.0	!	74.0	!	26.0	!	36.1	!	36.4	!	69.6		47.2	!

Teaching status
Full time	77.4	38.2		32.2		31.8		26.3		20.8		64.4		29.9
Part time	65.6	27.9		26.1		48.6		15.7		23.3		54.3		22.6

Community type
Central city	74.5	40.0		42.9		35.8		22.4		21.9		67.3		28.9
Urban fringe/large town	72.6	33.8		25.6		38.4		25.0		22.9		57.8		29.5
Rural/small town	75.7	27.7	!	17.2	!	31.1	!	17.2	!	14.4	!	62.1	!	16.5	!

School level
Elementary	72.6	37.0		32.8		41.7		21.5		23.3		72.1		27.5
Secondary	68.4	38.0		25.2		34.9		28.3		18.7		52.9		11.9
Combined	76.1	32.5		29.2		31.7		23.8		20.4		52.2		32.1

School enrollment
Less than 200	74.4	32.9		31.0		36.3		22.4		24.5		61.9		24.3
200–499	72.8	38.2		26.8		34.2		22.6		16.1		61.3		36.1
500–749	78.1	36.1		30.6		37.3		25.0		22.9		57.5		16.4
750 or more	63.4	40.2		48.7		57.1		35.1		21.0	!	64.9		33.0

Percent of K–12 students who were approved for free or reduced-price lunches
Less than 15	67.0	48.9		30.0		51.6		23.7		16.6		74.7		27.4
15–49	72.9	44.6		29.3		32.4		17.7		39.6		68.6		29.4
50 or more	83.5	84.6		83.3		12.4	!	36.8	!	21.7	!	43.3	!	63.5
School did not parti- cipate in free or reduced-price lunch program	74.1	30.1		26.1		35.9		23.4		20.9		59.5		25.0

Percent of K–12 students who were minorities
Less than 10	76.6	34.3		18.7		43.7		20.2		14.6		55.8		22.9
10–34	72.8	31.3		32.4		36.0		23.6		25.2		60.3		29.7
35 or more	69.9	43.6		48.7		25.0		28.1		28.1		74.0		33.5
# Rounds to zero.
! Interpret data with caution. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
¹ Free or reduced price lunch program data are collected at the school level and placed on the teacher file. In cases where the sampled school did not respond, data were imputed from the Common Core of Data (CCD). In some cases, CCD data were not available for the school's free or reduced price lunch program participation. A very small number of teachers from these schools are missing data for this variable.
NOTE: Leavers are teachers who left the teaching profession after the base year (2003–04). Respondents were asked to rate the importance of various reasons in influencing a decision to return to the position of a K–12 teacher. Response choices were based on a 5-point scale, and included the following: "Not at all important," "Slightly important," "Somewhat important," "Very important," and "Extremely important."
SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS), "Private School Teacher Data File," 2003–04; Teacher Follow-up Survey (TFS), "Former Teacher Data File," 2004–05.

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