Search Results: (1-10 of 10 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 |
| REL 2008052 | Developing the "Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region": a Companion to the Database
This report provides state-, regional-, and district-level decision makers in the Northeast and Islands Region with a description of the Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region, a searchable database of selected profiles of retention strategies implemented in Connecticut, Maine, Massachusetts, and Vermont. |
11/3/2008 |
| REL TR00508 | Calculating the Ability of Within-School Teacher Supply to Meet the Demands of New Requirements: the Example of the Michigan Merit Curriculum
Representatives from the Michigan Department of Education and the Center for Educational Performance and Information requested assistance in estimating Michigan's capacity to adequately staff its high schools to meet the course requirements of the new Michigan Merit Curriculum. The study team devised a formula to estimate the number of additional full-time equivalent (FTE) teachers needed for each subject at each Michigan high school. The formula was calculated using Michigan-specific values for key variables. Such an analysis may be particularly useful when new graduation or course requirements are being planned. Schools can adjust the variables in the formula (such as class size and number of periods taught by each FTE teacher) to fit their own needs. |
8/18/2008 |
| 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 2008153 | Teacher Career Choices: Timing of Teacher Careers Among 1992-93 Bachelor's Degree Recipients
This report uses longitudinal data from the 1992-93 Baccalaureate and Beyond Study (B&B:93/03) to analyze the teaching career choices of 1992-93 bachelor's degree recipients. As of 2003, some 87 percent of graduates reported not teaching in 1994, 1997, and 2003 (nonteachers). Of the 13 percent of graduates who were teaching at one or more of the three follow-up interviews, 31 percent taught consistently, 41 percent were late starters, 16 percent were leavers, and 12 percent were other teachers. The report also provides an in-depth look at the teacher career choices of those graduates with various demographic characteristics, academic backgrounds, teaching assignments, and salaries. Among those who taught, graduates with dependents in each year (1993, 1997, and 2003) taught consistently at higher rates than graduates without dependents. Most graduates who taught consistently had majored in education for their bachelor's degree (77 percent). On the other hand, 40 percent of education majors were not teaching at the elementary/secondary level in 1994, 1997, or 2003. Many of the 1992-93 graduates who became teachers had earned a master's degree or higher by 2003 and had done so at higher rates than graduates who did not teach: 39 percent of graduates who taught had attained a master's degree or higher by 2003, compared with about one-quarter of those who did not teach. The results in this report may inform research on teacher supply and demand, teacher attrition, and teacher retention. |
4/29/2008 |
| NCES 2007382 | Restricted-use Teacher Status Files
Data on the 2004-05 teacher status of interviewed teachers as provided by principals from the 2003-04 SASS school, from the first sampling stage for the 2004-05 Teacher Follow-up Survey. Available as a merge file for the 2003-04 SASS. Documentation on the codes used, the limitations of these data and recommendations for analysis is included as a PDF. |
2/6/2008 |
| NCES 2008327 | Restricted-use 2004-05 TFS New School Data File
This restricted-use file contains the CCD and PSS ID codes for the schools to which "movers" moved in the 2004-05 Teacher Follow-up Survey (TFS). It is a merge file intended for researchers who have the SASS/TFS restricted-use data. |
1/16/2008 |
| 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 2007349 | Documentation for the 2004-05 Teacher Follow-up Survey
Technical documentation for the 2004-05 Teacher Follow-Up Survey, done one year after the 2003-04 Schools and Staffing Survey. The documentation covers the entire survey cycle--from sample design, questionnaire revisions, and field data collection through all stages of processing. There are descriptions and explanations of the survey cycle in the main text, supplemented by more detailed information in appendices. |
3/19/2007 |
| 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 |
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