Teacher Supply, Demand, and Quality Policy Issues, Models, and Data Bases (1992) / Chapter Skim
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APPENDIXES
APPENDIXES
Pages 291-329
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A Conference Agenda and Attendees TEACHER SUPPLY, DEMAND, AND QUALITY CONFERENCE ON POLICY ISSUES, MODELS, AND DATA BASES March 21-23, 1991 National Academy of Sciences/National Research Council 2001 Wisconsin Avenue, N.W. Green Building Washington, D.C.
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294 APPENDIX A 9:20 What NCES Hopes to Learn from Paul Planchon the Conference 9:30 Paper: Mary Kennedy On the Problem of Improving Teacher Quality While Balancing Supply and Demand Invited discussants James Stedman Arthur Wise Open discussion 12:00 Luncheon 1:00 p.m. Paper: Stephen Barro The State of the Art in Projecting Teacher Supply, Demand, and Quality Invited discussants Gus Haggstrom Ronald Kutscher Open discussion 3:15 Paper: National Data Bases Relevant to Teacher Supply, Demand, and Quality Models and Projection Methods Invited discussants Open discussion 5:30 Adjourn Saturday, March 23, 1991 Green Building, Room 130 8:30 a.m.
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Cross, Assistant Secretary, Office of Educational Research and Improvement Emerson J Elliott, Acting Commissioner, National Center for Education Statistics
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Arthur E Wise, President, National Council for Accreditation of Teacher Education Invited Participants Susan Ahmed, Mathematical Statistician, Statistical Standards and Methodology Division, National Center for Education Statistics Nabeel Alsalam, Chief, Indicators and Reports Branch, Data Development Division, National Center for Education Statistics Elizabeth Ashburn, Schools and School Professionals Division, Office of Research, Office of Educational Research and Improvement Sharon Bobbitt, Statistician, Elementary/Secondary Education Statistics Division, National Center for Education Statistics Teresa Bunsen, Project Officer, Division of Personnel Preparation, Office of Special Education Programs John G
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Johnston, Jr., Vice President for Programs, Association of American Colleges Daniel Levine, Study Director, Committee on Postsecondary Education and Training for the Workplace, National Academy of Sciences / National Research Council Paul Lauritzen, Professor of Special Education, University of Wisconsin David Mandel, Vice President for Policy Development, National Board of Professional Teachers Marilyn M McMillen, Statistician, Elementary/Secondary Education Statistics Division, National Center for Education Statistics Jeffrey Owings, Chief, Longitudinal and Household Studies Branch, Elementary/Secondary Education Statistics Division, National Center for Education Statistics John Ralph, Chief, Policy and Review Branch, Data Development Division, National Center for Education Statistics Mary Rollefson, Acting Chief, Special Surveys and Analysis Branch, National Center for Education Statistics Paul M
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Suter, Program Director, Assessments and Indicators, Office of Studies and Program Assessment, Directorate for Education and Human Resources, National Science Foundation Bayla White, Senior Budget Examiner, Office of Management and Budget Staff Dorothy M Gilford, Project Director, Conference on Teacher Supply, Demand, and Quality Laura Lathrop, Research Assistant Jane Phillips, Administrative Assistant Consultant: Erling E
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Status of the American Public School Teacher Surveys of Recent College Graduates THE AMERICAN FRESHMAN The American Freshman survey is conducted annually by the Cooperative Institutional Research Program (CIRP) , of the University of California at Los Angeles (UCLA)
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Contact: Alexander W Astin Higher Education Research Institute Graduate school of Education University of California 405 Hilgard Avenue Los Angeles, California 90024-1521 3 10/825-1925 ASSOCIATION OF AMERICAN COLLEGES CURRICULUM DATABASE The Association of American Colleges (AAC)
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These five data sets can be used separately or in conjunction with one another in addressing issues of teacher supply and demand. The data collected by the CCD surveys include three categories of information: general descriptive information on schools and school districts and state-level information on students and staff, and finances.
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The CPS sample is designed to be state-representative for annual average data for most states. Currently, the CPS sample includes about 60,000 eligible housing units, with 2,500 eligible housing units containing at least one adult Hispanic included in the March supplement.
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Kuh Graduate Record Examinations Educational Testing Service P.O. Box 6000 Princeton, New Jersey 08541-6000 609/951-6506 HIGH SCHOOL AND BEYOND High School and Beyond (HS&B)
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Prior to the ATS, measures of those characteristics were not available on any large national data set. The ATS provides measures of staff goals, school environment, school leadership, and other processes believed important.
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20208 202/219-1365 305 INTEGRATED POSTSECONDARY EDUCATION DATA SYSTEM The Integrated Postsecondary Education Data System (IPEDS) , sponsored by the National Center for Education Statistics, is a single, comprehensive system that includes all identified institutions whose primary purpose is to provide Postsecondary education.
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Contact: Jon D Miller Longitudinal Study of American Youth Northern Illinois University DeKalb, Illinois 601 15-2854 8 15/753-0952 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS The National Assessment of Educational Progress (NAEP)
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In the 1990 assessment, data were collected from a national probability sample of over 45,000 students per age/grade or a total of about 146,000 students in nearly 2,100 schools, as well as their principals and a sample of their teachers. In 1990 representative state-level data were produced for the first time for participating states from the trial state assessment in mathematics at the eighth grade level.
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is an education longitudinal study sponsored by the National Center for Education Statistics and designed to provide trend data about critical transitions experienced by young people as they develop, attend school, and embark on their careers. By initially focusing in 1988 on eighth graders and their schools, teachers, and parents, then by following up that cohort at two-year intervals, the NELS:88 data will be used to address such issues as persistence and dropping out of high school, transition from eighth grade to high school, tracking, and features of effective schools.
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Teacher data include academic background and certification information, class size, time use, instructional materials used, laboratory use, and school environment information. The teacher questionnaire thus can shed light on a number of indicators of quality of education offered at the eighthgrade level by subject.
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20208-5652 202/219-1365 NATIONAL SURVEYS OF SCIENCE AND MATHEMATICS EDUCATION The 1977 and 1985 surveys were sponsored by the National Science Foundation and conducted by Iris Weiss of Research Triangle Institute. They involved a national probability sample of schools, principals, and teachers in grades K-12.
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The survey requested science and mathematics course offerings and enrollment (by race, ethnicity, and sex) , and information about science labs and equipment, instructional techniques, and teacher training.
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It will build a data base for private schools, generate biennial data on the total number of private schools, teachers, and students, and produce early estimates of private school characteristics. The target population for the universe survey consisted of all private schools in the United States that meet NCES criteria of a school.
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Schools and Staffing Survey The 1987-88 SASS was composed of four basic questionnaires, with minor variations for units in the public and private sectors, with content as summarized below: SASS 1A-Teacher Demand and Shortage Questionnaire for Public School Districts (SASS 1B is the parallel private school form)
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and 5,600 public school districts. SASS was administered in the form of mail questionnaires, with extensive telephone follow-up.
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20208 202/219-1336 STATUS OF THE AMERICAN PUBLIC SCHOOL TEACHER 315 In 1956 the National Education Association (NEA) developed the first of a series of surveys covering numerous aspects of U.S.
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The RCG surveys were not longitudinal, but in 1993 NCES will replace the RCG with the Baccalaureate and Beyond Longitudinal Study, a longitudinal survey of graduating college seniors. Recent studies were also designed to examine the relationship between courses taken, student achievement, and occupational outcomes.
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. Contact: Peter Stowe Postsecondary Education Statistics Division National Center for Education Statistics 555 New Jersey Avenue, N.W.
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The 15 data bases were developed by various means, the principal methods being questionnaire surveys of national probability samples of teachers and schools (e.g., SASS) , reports submitted by the population of public school districts in the nation (e.g., CCD)
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Other data bases, such as COD, amass similar data annually, each installment of which constitutes a particular source. The five tables of this appendix were developed to provide helpful guidance for researchers, modelers, data base managers, and others interested in identifying sources of national data about variables relevant to analyses of teacher supply and demand issues.
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These are derived variables. For example, combinations of questionnaire items included in the teacher questionnaires of SASS provide a basis for computing the percentage of teachers who transfer from primary teaching assignments in special education to general education from one year to the next even though there is no particular questionnaire item about such cross-field transfer.
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National Assessment of Educational Progress: Teacher Questionnaires for Math Teachers and For Science Teachers, both for Grade 8 (1990) (Sponsor: National Center for Education Statistics)
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19. Status of the American Public School Teacher ~ 1991 ~ (Sponsor: National Education Association)
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Total teachers hired from the reserve pool C Total entering teachers hired into positions disaggregated by 1.
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Subject matter specialty d. Total teachers migrating and reassigned School transfer supply within public education: Numbers of teachers transferring to a different school (school migration)
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Any prior teaching experience Number of years taught a. In public sector b.
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Instructional materials 2. Instructional equipment 3.
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Total funded FTE positions for current year: Numbers of total FTE positions disaggregated by 1. Grade level 2.
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Total teachers required (i.e., needed)
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Total teacher education enrollments III. Teacher education enrollments as a proportion of total higher education enrollments at the baccalaureate level IV.
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