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To Teach or Not to Teach? Teaching Experience and Preparation Among 1992–93 Bachelor’s Degree Recipients 10 Years After College

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Figure A Percentage of 1992–93 bachelor’s degree recipients who were current or former teachers, by gender: 2003

Figure B Percentage of 1992–93 bachelor’s degree recipients who were current or former teachers, by college entrance examination score and normalized undergraduate GPA: 2003

Figure C Among 1992–93 bachelor’s degree recipients who were teaching in 2003, percentages who were satisfied with teaching overall and with various aspects of teaching: 2003

Figure D Among 1992–93 bachelor’s degree recipients who were teaching in 2003, percentage distribution by length of time they expected to stay in teaching, by gender and race/ethnicity: 2003

Figure E Percentage distribution of 1992–93 bachelor’s degree recipients by preparation to teach, by gender: 2003

Figure 1 Percentage of 1992–93 bachelor’s degree recipients who were current or former teachers, by gender: 2003

Figure 2 Percentage of 1992–93 bachelor’s degree recipients who were current or former teachers, by type of bachelor’s degree-granting institution: 2003

Figure 3 Percentage distribution of 1992–93 bachelor’s degree recipients’ teaching status and experience, by baccalaureate degree major category: 2003

Figure 4 Percentage of 1992–93 bachelor’s degree recipients who were current or former teachers, by college entrance examination score and normalized undergraduate GPA: 2003

Figure 5 Percentage of 1992–93 bachelor’s degree recipients who were current or former teachers in 2003, by highest degree attained by 2003

Figure 6 Among 1992–93 bachelor’s degree recipients who were current or former teachers, percentage distributions by school sector and level: 2003

Figure 7 Among 1992–93 bachelor’s degree recipients who were current or former teachers, percentage distributions by main teaching field: 2003

Figure 8 Among 1992–93 bachelor’s degree recipients who were teaching in 2003, percentages who were satisfied with teaching overall and with various aspects of teaching: 2003

Figure 9 Among 1992–93 bachelor’s degree recipients who were teaching in 2003, percentage who would choose teaching again, by gender and race/ethnicity: 2003

Figure 10 Among 1992–93 bachelor’s degree recipients who were teaching in 2003, percentage distributions by length of time they expected to stay in teaching, by gender and race/ethnicity: 2003

Figure 11 Of 1992–93 bachelor’s degree recipients who had taught but were not teaching in 2003, percentage who cited certain main reasons for not teaching, by gender: 2003

Figure 12 Percentage distributions of 1992–93 bachelor’s degree recipients by status in the teacher pipeline, by gender: 2003

Figure 13 Percentage distributions of 1992–93 bachelor’s degree recipients by preparation to teach, by gender: 2003

Figure 14 Of 1992–93 bachelor’s degree recipients who had entered the teacher pipeline but neither taught nor applied for a teaching position, percentage who cited various reasons for deciding against teaching, by gender: 2003


Report Tables

Table 1 Percentage distribution of 1992–93 bachelor’s degree recipients’ teaching status, by demographic characteristics: 2003

Table 2 Percentage distribution of 1992–93 bachelor’s degree recipients’ teaching status, by academic and teacher pipeline characteristics: 2003

Table 3 Among 1992–93 bachelor’s degree recipients who were current or former teachers, percentage distributions by characteristics of current or most recent school and teaching job: 2003

Table 4 Among 1992–93 bachelor’s degree recipients who were teaching in 2003, percentage distribution of length of time they expected to stay in teaching, and percentage who would choose teaching again, by demographic, academic, and teaching job characteristics: 2003

Table 5 Among 1992–93 bachelor’s degree recipients who had taught but were not teaching in 2003, percentage distribution of their main reason for leaving, by demographic, academic, and teaching job characteristics: 2003

Table 6 Percentage distribution of 1992–93 bachelor’s degree recipients’ status in the teacher pipeline, by demographic, academic, and teacher pipeline characteristics: 2003

Table 7 Percentage distribution of 1992–93 bachelor’s degree recipients’ preparation to teach, by demographic, academic, and teacher pipeline characteristics: 2003

Table 8 Of 1992–93 bachelor’s degree recipients who had entered the teacher pipeline but neither taught nor applied for a teaching position, percentage who cited various reasons for deciding against teaching, by demographic, academic, and teacher pipeline characteristics: 2003


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education