Search Results: (1-15 of 61 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009317 | 1999-2000 SASS & 2000-01 TFS CD-ROM: Electronic Codebook and Restricted-Use Data
Restricted-use data files for the 1999-2000 SASS and the 2000-01 Teacher Follow-up Survey. The data are in ASCII format and can be exported into SAS or SPSS formats. Also included is software for variable searching, displaying variable frequencies and coding, plus survey documentation and record layouts. |
12/4/2008 |
| NCES 2008077 | Attrition of Public School Mathematics and Science Teachers
Using data from the Teacher Follow-up Survey (TFS), this Issue Brief reports on trends in the attrition of public school mathematics and science teachers over a 16-year period and examines the reasons given by mathematics and science teachers for leaving teaching employment. Findings from the analysis indicate that the percentage of public school mathematics and science teachers who left teaching employment did not change measurably between 1988–89 and 2004–05. However, the percentage of other public school teachers who left teaching employment did increase over the same period. Differences were found between mathematics and science leavers and other leavers. For example, of those teachers with a regular or standard certification, a smaller percentage of mathematics and science teachers than other teachers left teaching employment. In addition, when asked to rate various reasons for leaving the teaching profession, greater percentages of mathematics and science leavers than other leavers rated better salary or benefits as very important or extremely important. |
5/19/2008 |
| NCES 2008309 | 2003-04 Schools and Staffing Survey (SASS) and 2004-05 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Electronic Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2003-2004 and the 2004-2005 TFS. The TFS data and User's manual are the added features to this re-release of the 2003-2004 SASS restricted-use ECB. |
10/31/2007 |
| NCES 2007379 | A Brief Profile of America's Public Schools
This brochure is for potential respondents to the 2007-08 SASS. Data from the 2003-04 SASS are presented on public schools, principals, teachers, school districts, and school library media centers. |
10/31/2007 |
| NCES 2007380 | A Brief Profile of America's Private Schools
This brochure is for potential respondents to the 2007-08 SASS. Data from the 2003-04 SASS are presented on private schools, principals/school heads, and teachers. |
10/31/2007 |
| NCES 2007326 | Schools and Staffing Survey
Trifold pamphlet describing the Schools and Staffing Survey. Designed for sending out with questionnaires for the 2007-08 Schools and Staffing Survey data collection. Printed copies are not available through EDPUBS. |
8/8/2007 |
| NCES 2007064 | The Condition of Education 2007
The Condition of Education 2007 summarizes important developments and trends in education using the latest available data. The report presents 48 indicators on the status and condition of education and a special analysis on high school coursetaking. 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 2007 print edition includes 48 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/31/2007 |
| NCES 2007307 | Teacher Attrition and Mobility: Results from the 2004-05 Teacher Follow-up Survey
This First Look report provides some selected findings from the 2004-05 Teacher Follow-up Survey (TFS) along with data tables and methodological information. The TFS is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year’s Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach either in the same school as last year or in a different school. The purpose of the Teacher Follow-up Survey is to determine how many teachers remained at the same school, moved to another school or left the profession in the year following the SASS administration. |
2/6/2007 |
| NCES 2007337 | Documentation for the 2003-04 Schools and Staffing Survey
This report serves as the survey documentation for the design and implementation of the 2003-04 Schools and Staffing Survey. Topics covered include the sample design, survey methodology, data collection procedures, data processing, response rates, imputation procedures, weighting and variance estimation, review of the quality of data, the types of SASS data files, and user notes and cautions. More detail is contained in appendices. |
1/29/2007 |
| NCES 2006071 | The Condition of Education 2006
The Condition of Education 2006 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education and a special analysis on international assessments. 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 2006 print edition includes 50 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
6/1/2006 |
| NCES 2006313 | Characteristics of Schools, Districts, Teachers,
Principals, and School Libraries in the United States: 2003-04 Schools and Staffing Survey
The Schools and Staffing Survey (SASS) is the nation’s most extensive sample survey of elementary and secondary schools and the teachers and administrators who staff them. This report introduces the data from the fifth administration (2003-04) of SASS. It is intended to give the reader an overview of the SASS data for the school year 2003-04 through tables of estimates for public, private, and BIA-funded schools and their staff. For example, one of the findings from the data is that 77 percent of public school districts required full standard state certification in the field to be taught when considering teaching applicants. Also, 82 percent of all public school teachers reported having 4 or more years of full-time teaching experience. These highlights, and others in the report, were not selected to emphasize any particular issue, and they should not be interpreted as representing the most important findings in the data. They are simply examples of the kinds of data that are available in the 2003-04 SASS. In addition, complex interactions and relationships have not been explored. |
3/23/2006 |
| NCES 2006305 | Teacher Professional Development in 1999-2000: What Teachers, Principals, and District Staff Report
This report uses data from the 1999-2000 Schools and Staffing Survey to address how teacher professional development was organized and managed, what kinds of activities were available to teachers, and which ones they participated in. Major topics covered include planning and implementation of professional development, selection and evaluation of professional development activities and support for teacher professional development. In 1999-2000 most schools (92 percent) provided their teachers with time for professional development during regular contract hours. According to district staff, primary responsibility for deciding the content of professional development activities rests most commonly with district staff or principals rather than teachers or outside providers. In each topic area, more than one-half of all teachers who had participated thought that the activities were very useful. |
1/9/2006 |
| NCES 2005114 | Findings from the Condition of Education 2005: Mobility in the Teacher Workforce
This report contains a special analysis that is republished from the Condition of Education 2005 in a booklet form. The analysis compares teacher transitions into and out of the workforce and within the workforce in 1999-2000 with those in 1987-88, 1990-91, and 1993-94. |
8/16/2005 |
| NCES 2005094 | The Condition of Education 2005
The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. 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 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary 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 contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. |
6/1/2005 |
| NCES 2005335 | 1999-2000 Schools and Staffing Survey (SASS) and 2000-01 Teacher Follow-up Survey (TFS) CD-ROM: Public-Use Data with Electronic Codebook
This updated public-use electronic codebook contains frequency counts of responses for each data item and most respondents from the 2000-01 Teacher Follow-up Survey, in addition to the previously released 1999-2000 SASS data. Copies of the 1999-2000 SASS questionnaires are available at: http://nces.ed.gov/surveys/SASS/question9900.asp; see the Online Availability for the TFS questionnaires. |
4/1/2005 |
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