Precollege Science and Mathematics Teachers Monitoring Supply, Demand, and Quality (1990) / Chapter Skim
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Appendix B: National Data Sets Relating to Demand, Supply, and Quality of Precollege Science and Mathematics Teachers
Appendix B: National Data Sets Relating to Demand, Supply, and Quality of Precollege Science and Mathematics Teachers
Pages 218-229
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The National Assessment of Educational Progress (NAEP) The American Freshman National Surveys of Science and Mathematics Education Status of the American Public School Teacher THE SCHOOLS AND STAFFING SURVEY The Schools and Staffing Survey (SASS)
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The sampling unit for SASS is the school 9,300 public and 3,500 private schools were selected for SASS; the districts to which those schools belonged were then identified for the sample. Thus, 5,600 public local education agencies are in the sample (of a universe of 16,000~; Within the selected schools, 52,000 public and 13,000 private school teachers were sampled, totaling 65,000 teachers.
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Data obtained can also help researchers understand the new graduate component of the supply pool and the incentives to which they respond. The 1980 and 1982 surveys consisted of questionnaire data (on background characteristics, attitudes, postsecondary educational and career plans, and activities related to education, career, and family development)
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Questionnaire items describe staff goals, pedagogic practices, interpersonal staff relations, teacher workload, staff attitudes, availability and use of services, planning processes, hiring practices, optional programs designed to produce educational excellence, and linkage to local employers, parents, and the community. The ATS asked teachers a number of quality-related questions concerning school environment, in-service experience, interruptions, autonomy, absenteeism, parent contact, hours spent teaching and nonteaching, and time use and practices in a typical class.
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This sample of current and former teachers (and some who never became teachers) were asked about career paths, salaries in teaching and nonteaching positions, certification, continuing education, family formation, reasons for entry into teaching and attrition, and nonteaching jobs.
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Indicators of quality of education offered at the 8th grade level are somewhat more evident. Itacher data include academic background and certification information, class size, time use, instructional materials used, laboratory use, and school environment information.
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The 1987 study (which included transcripts for the first time) was more effective in locating graduates as the file contains 16,878 respondents from 400 higher education institutions, representing an 80 percent response rate.
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1b accomplish this goal, NAEP has surveyed the educational accomplishments of 9-, 13-, and 17-year-old students in 11 subject areas, starting in 1969-70. NAEP first identifies counties as primary sampling units through a stratified sampling plan.
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The teacher questionnaire asked for data on general demographic characteristics, certification, educational preparation, and teaching experience at various grade levels. These help to illuminate aspects of teacher qualifications.
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Freshman surveys typically involve 300,000 students at 600 institutions; follow-ups are done with random samples of 25,000 students from each cohort. The Requestion survey instrument solicits data on high school background, including SAT or ACT scores and grade point average, intended major and educational goals, career plans, financial arrangements, and attitudes.
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Contact: Iris Weiss or Jennifer McNeill Research Triangle Institute PO. Box 12194 Research Triangle Park North Carolina 27709 1/800/334-8571 STATUS OF THE AMERICAN PUBLIC SCHOOL TEACHER National Education Association (NEA)
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primary reason, salaries from teaching and from additional employment, what the person did the previous year, what he or she plans to do next year, and how long the person plans to remain in teaching. Items related to quality include highest college degree and recentness of that degree; teaching and nonteaching loads; type of teaching certificate held; college credits earned in the past three years and how much of the teacher's own money was spent for credits and other school expenses; detailed information about professional growth activities (workshops, universi~cy extension, college courses in education/other than education, etc.~; whether the person would become a teacher if he or she started over again; reasons for teaching; what helps~inders the teacher most in his or her position; and presence of teaching assistants.
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