The fall staff data presented in this publication were collected by NCES, through the IPEDS system, which collected data from postsecondary institutions, including all 2- and 4-year degree-granting education institutions. NCES collects staff data biennially in odd numbered years from institutions of postsecondary education.
The "Fall Staff" questionnaires were completed on the IPEDS data collection website between December 3, 2003 and January 28, 2004; the respondents reported the employment statistics in their institution that cover the payroll period in the fall of the survey year. The “Fall Staff, 2003” survey had an overall response rate of 99.9 percent. The Staff component of the winter 2003–04 survey had a response rate of 99.9 for degree-granting institutions, and 99.9 for the non-degree-granting institutions. Imputation methods and response bias analysis are discussed in Staff in Postsecondary Institutions, Fall 2003, and Salaries of Full-Time Instructional Faculty, 2003–04 (NCES 2005-155).
Further information on IPEDS Fall Staff surveys may be obtained from:
Sabrina Ratchford
Postsecondary Institutional Studies Program (PSD)
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
Sabrina.Ratchford@ed.gov
http://nces.ed.gov/ipeds/
The Internet Access in Public Schools and Classrooms study is part of the National Center for Education Statistics Fast Response Survey System (FRSS).
The Internet survey was designed to assess the federal government’s commitment to assist every school and classroom in connecting to the Internet by the year 2000. In 1994, NCES began surveying approximately 1,000 public schools each year about their access to the Internet, access in classrooms, and since 1996, their type of Internet connections. The 2002 survey included items on the use of technologies or procedures to prevent student access to inappropriate material on the internet, the availability of computers outside of regular school hours, and the availability of professional development on technology use in the classroom. All estimates are based on samples and are subject to sampling variability.
Further information on Internet access in public schools and classrooms may be obtained from:
Bernie Greene
Data Development Program (ECICSD)
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
Bernard.Greene@ed.gov
http://nces.ed.gov/surveys/frss/
Public library statistics are collected annually by NCES using the Public Libraries Survey and disseminated annually through the Federal-State Cooperative System for Public Library Data (FSCS). Descriptive statistics are produced for over 9,000 public libraries. The Public Libraries Survey includes information about staffing; operating income and expenditures; type of governance; type of administrative structure; size of collection; and service measures such as reference transactions, public service hours, interlibrary loans, circulation, and library visits. In FSCS, respondents supply the information electronically, and data are edited and tabulated in machine-readable form.
The respondents are 9,141 public libraries identified in the 50 states and the District of Columbia by state library agencies. At the state level, FSCS is administered by State Data Coordinators, appointed by the Chief Officer of each State Library Agency. The State Data Coordinator collects the requested data from local public libraries and submits these data to NCES. An annual training conference sponsored by NCES is provided for the State Data Coordinators. A steering committee representing State Data Coordinators and other public library constituents is active in the development of FSCS data elements and software. Technical assistance to states is provided by phone and in person by the FSCS steering committee and by NCES staff and contractors. All 50 states and the District of Columbia have submitted data for individual public libraries, which are also aggregated to state and national levels.
Since 1990, data have been collected electronically. The most recent software includes identifying information on all known public libraries and their outlets. Beginning in 1994, this resource was available for drawing samples for special surveys on such topics as literacy, access for the disabled, and library construction.
Under the Academic Libraries Survey (ALS), NCES surveyed academic libraries on a 3-year cycle between 1966 and 1988. From 1988 through 1999, ALS was a component of the Integrated Postsecondary Education Data System and was on a 2-year cycle. Beginning with FY 2000, the Academic Libraries Survey was no longer a component of IPEDS, but it remains on a 2-year cycle. ALS provides data on about 4,000 academic libraries. In aggregate, these data provide an overview of the status of academic libraries nationally and statewide. Beginning in 1996, libraries were asked about electronic services including, electronic catalogs that include the libraries’ holdings, Internet access, and electronic full-text periodicals. The survey collects data on the libraries in the entire universe of degree-granting institutions. Beginning with the collection of FY 2000 data, the ALS changed to web-based data collection. ALS produces descriptive statistics on academic libraries in postsecondary institutions in the 50 states, the District of Columbia, and the outlying areas.
The School Library Statistics Survey collected data on school libraries/media centers in 1990–91, 1993–94, and 1999–2000. This survey asked questions on libraries in public and private schools as part of the Schools and Staffing Survey (SASS). A sample survey of about 7,600 schools was conducted during school year 1993–94 and of nearly 13,600 schools in 1999–2000. The library questions on the 1990–91 SASS include: number of students served and number of professional staff and aides; at the district level, number of full-time equivalent librarians/media specialists, vacant positions, positions abolished, and approved positions; and amount of librarian input in establishing curriculum. The 1993–94 survey was much more extensive and added questions concerning media centers and collections of libraries. The 1999–2000 survey continued collecting data on media centers and collections of libraries, but did not include questions concerning librarians/media specialists and student records.
Further information on the Library Statistics Program may be obtained from:
Barbara Holton
Library Coop System and Institutional Studies (ESLSD)
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
Barbara.Holton@ed.gov
http://nces.ed.gov/surveys/libraries/
The National Adult Literacy Survey (NALS) was created in 1992 as a new measure of literacy and funded by the U.S. Department of Education and by 12 states. It is the third and largest assessment of adult literacy funded by the federal government. The aim of the survey is to profile the English literacy of adults in the United States based on their performance across a wide array of tasks that reflect the types of materials and demands they encounter in their daily lives.
To gather the information on adults' literacy skills, trained staff interviewed nearly 13,600 individuals aged 16 and older during the first 8 months of 1992. These participants had been randomly selected to represent the adult population in the country as a whole. Black and Hispanic households were oversampled to ensure reliable estimates of literacy proficiencies, and to permit analyses of the performance of these subpopulations. In addition, some 1,100 inmates from 80 federal and state prisons were interviewed to gather information on the proficiencies of the prison population. In total, over 26,000 adults were surveyed.
Each survey participant was asked to spend approximately an hour responding to a series of diverse literacy tasks, as well as questions about his or her demographic characteristics, educational background, reading practices, and other areas related to literacy. Based on their responses to the survey tasks, adults received proficiency scores along three scales that reflect varying degrees of skill in prose, document, and quantitative literacy. The results of the 1992 survey were first published in a report, Adult Literacy in America, in September 1993.
The most recent national assessment of adult literacy was administered in 2003.
Further information on NALS may be obtained from:
Sheida White
NAEP Development and Operations–Assessment Division
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
Sheida.White@ed.gov
http://nces.ed.gov/naal
The National Assessment of Educational Progress (NAEP) is a series of cross-sectional studies initially implemented in 1969 to gather information about selected levels of educational achievement across the country. At the national level, NAEP is divided into two assessments: the main NAEP and the long-term trend NAEP. NAEP has surveyed students at specific ages (9, 13 and 17) for the long-term trend NAEP, and grades (4, 8, and 11 or 12) for the main NAEP, state NAEP, and long-term writing NAEP. NAEP has also surveyed young adults (ages 25 to 35).
NAEP long-term trend assessments are designed to inform the nation of changes in the basic achievement of America’s youth. Nationally representative samples of students have been assessed in science, mathematics, and reading at ages 9, 13, and 17 since the early 1970s. Students have been assessed in writing at grades 4, 8, and 11 since 1984. To measure trends accurately, assessment items (mostly multiple choice) and procedures have remained unchanged since the first assessment in each subject. Recent trend assessments were conducted in 1994, 1996, and 1999. Nearly 33,000 students took part in the 1999 trend assessment. Results are reported as average scores for the nation, regions, and for various subgroups of the population such as race and ethnic groups. Data from the trend assessments are available in the most recent report, NAEP 1999 Trends in Academic Progress.
In the main national NAEP, a nationally representative sample of students is assessed at grades 4, 8, and 12 in various academic subjects. The assessments change periodically and are based on frameworks developed by the National Assessment Governing Board (NAGB). Items include both multiple choice and constructed-response (requiring written answers). Results are reported in two ways. Average scores are reported for the nation, participating states and jurisdictions, and for subgroups of the population. In addition, the percent of students at or above the basic, proficient, and advanced achievement levels are reported for these same groups. The achievement levels are developed by NAGB.
From 1990 until 2001, main NAEP was conducted for states and other jurisdictions that chose to participate (e.g., 47 participated in 1996). Prior to 1992, the national NAEP samples were not designed to support the reporting of accurate and representative state-level results. Separate representative samples of students were selected for each participating jurisdiction. State data are usually available at grades 4 and/or 8, and may not include all subjects assessed in the national-level assessment. In 1994, for example, NAEP assessed reading, geography, and history at the national level at grades 4, 8, and 12; however, only reading at grade 4 was assessed at the state level. In 1996, mathematics and science were assessed nationally at grades 4, 8, 12. In the states, mathematics was assessed at grades 4 and 8, and science was assessed at grade 8 only. In 1997, the arts were assessed only at the national level, at grade 8. Reading and writing were assessed in 1998 at the national level in for grades 4, 8, and 12, and at the state level for grades 4 and 8. Civics was assessed in 1998 at the national level for grades 4, 8, and 12, as well. These assessments generally involved about 130,000 students at the national and state levels.
In 2002, under the provisions of the No Child Left Behind Act of 2001, all states began to participate in main NAEP and a separate national sample was replaced with the aggregate of all state samples. In 2002, students were assessed in reading, mathematics, and writing at grades 4, 8, and 12 (reading and writing only). In 2003, reading and mathematics were assessed in grades 4 and 8.
The NAEP national sample in 2003 was obtained by aggregating the samples from each state, rather than by obtaining an independently selected national sample. As a consequence, the size of the national sample increased, and smaller differences between scores across years or types of students were found to be statistically significant than would have been detected in previous assessments.
The assessment data presented in this publication were derived from tests designed and conducted by the Education Commission of the States (1969–1983) and by the Educational Testing Service (ETS) from 1983 to the present.
Sample sizes for the reading proficiency portion of the 1999 NAEP long-term trend study were: 5,793 for the 9-year-olds, 5,933 for the 13-year-olds, and 5,288 for the 17-year-olds. Response rates were 94 percent, 92 percent, and 80 percent, respectively. Response rates for earlier years (1970–71, 1974–75, and 1979–80) were generally lower. For example, the lowest response rate for the 9-year-olds was 88 percent in 1974–75, and the lowest response rate overall was 70 percent for the 17-year-olds in 1974–75.
Sample sizes in the math and science portions of the 1999 long-term trends were: 6,032 9-year-olds, 5,941 13-year-olds, and 3,795 17-year-olds. Response rates were 94, 93, and 81 percent, respectively.
Assessments focusing on particular subject areas are conducted separately from long-term assessments. The 2000 mathematics assessment was administered to 13,511 4th-graders, 15,694 8th-graders, and 13,432 12th-graders. The response rates were: 96 percent for 4th-graders, 92 percent for 8th-graders, and 77 percent for 12th-graders. The 2003 mathematics assessment was administered to 190,147 4th-graders and 153,189 8th-graders.
In 2000, a reading assessment was administered to 77,914 4th-graders. The response rate was 96 percent. In 2002, a reading assessment was administered to 140,487 4th-graders, 115,176 8th-graders, and 14,724 12th-graders. The 2003 reading assessment was administered to 187,581 4th-graders and 155,183 8th-graders.
The 1997–98 writing assessment was administered to 19,816 4th-graders, 20,586 8th-graders, and 19,505 12th-graders. Student response rates for the 1997–98 writing assessment were 95 percent for the 4th-graders, 92 percent for the 8th-graders, and 80 percent for the 12th-graders. The 2002 writing assessment was administered to 139,200 4th-graders, 118,500 8th-graders, and 18,500 12th-graders.
In 1995–96, a science assessment was administered to 7,305 4th-graders, 7,774 8th-graders, and 7,537 12th-graders. The response rates were 94 percent for the 4th-graders, 94 percent for the 8th-graders, and 93 percent for the 12th-graders. In 2000, a science assessment was administered to 16,749 4th-graders, 16,837 8th-graders, and 15,879 12th-graders. The response rates were 96 percent for the 4th-graders, 92 percent for the 8th-graders, and 76 percent for the 12th-graders.
The 1993–94 geography assessment was administered to 5,507 4th-graders, 6,878 8th-graders, and 6,234 12th-graders. The response rates for the assessment were 93 percent for the 4th-graders, 93 percent for the 8th-graders, and 90 percent for the 12th-graders. The 2000–01 geography assessment was administered to 7,779 4th-graders, 10,037 8th-graders, and 9,660 12th-graders. The response rates were 95 percent for the 4th-graders, 93 percent for the 8th-graders, and 77 percent for the 12th-graders.
Information from NAEP is subject to both nonsampling and sampling errors. Two possible sources of nonsampling error are nonparticipation and instrumentation. Certain populations have been oversampled to assure samples of sufficient size for analysis. Instrumentation nonsampling error could result from failure of the test instruments to measure what is being taught and, in turn, what the students are learning.
Further information on NAEP may be obtained from:
Suzanne Triplett
NAEP Development and Operations–AD
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
Suzanne.Triplett@ed.gov
http://nces.ed.gov/nationsreportcard
The National Education Longitudinal Study of 1988 (NELS:88) is the third major secondary school student longitudinal study conducted by the National Center for Education Statistics. The two studies that preceded NELS:88, the National Longitudinal Study of the High School Class of 1972 (NLS:72) and High School and Beyond (HS&B) in 1980, surveyed high school seniors (and sophomores in HS&B) through high school, postsecondary education, and work and family formation experiences. Unlike its predecessors, NELS:88 begins with a cohort of 8th-grade students. In 1988, some 25,000 8th-graders, their parents, their teachers, and their school principals were surveyed. Follow-ups were conducted in 1990, 1992, and 1994, when a majority of these students were in 10th and 12th grades, and then 2 years after their scheduled high school graduation. A fourth follow-up was conducted in 2000.
NELS:88 was designed to provide trend data about critical transitions experienced by young people as they develop, attend school, and embark on their careers. It complements and strengthens state and local efforts by furnishing new information on how school policies, teacher practices, and family involvement affect student educational outcomes (i.e., academic achievement, persistence in school, and participation in postsecondary education). For the base year, NELS:88 included a multifaceted student questionnaire, four cognitive tests, a parent questionnaire, a teacher questionnaire, and a school questionnaire.
In 1990, when the students were in 10th grade, the students, school dropouts, their teachers, and their school principals were surveyed. The 1988 survey of parents was not a part of the 1990 follow-up. In 1992, when most of the students were in 12th grade, the second follow-up conducted surveys of students, dropouts, parents, teachers, and school principals. Also, information from the students' transcripts was collected. The 1994 survey data were collected when sample members had completed high school. The primary goals of the 1994 survey were: 1) to provide data for trend comparisons with NLS-72 and HS&B; 2) to address issues of employment and postsecondary access and choice; and 3) to ascertain how many dropouts have returned to school and by what route. The 2000 survey data were collected at a key stage of life transitions for the 8th grade class of 1988—most had been out of high school for nearly 8 years. Many had already completed postsecondary education, started or even changed careers, and started to form families. The 2000 follow-up examined the educational and labor market outcomes of the initial 8th grade cohort of 1988 in the year 2000, when the majority of the cohort was 26 years old.
Further information on NELS:88 may be obtained from:
Jeffrey Owings
Elementary/Secondary and Library Studies Division
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
Jeffrey.Owings@ed.gov
http://nces.ed.gov/surveys/nels88/
The National Household Education Surveys Program (NHES) is a data collection system that is designed to address a wide range of education-related issues. Surveys were conducted in 1991, 1993, 1995, 1996, 1999, 2001, and 2003.
NHES targets specific populations for detailed data collection. It is intended to provide more detailed data on the topics and populations of interest than are collected through supplements to other household surveys.
The topics addressed by NHES:1991 were early childhood education and adult education. About 60,000 households were screened for NHES:1991. In the Early Childhood Education survey, about 14,000 parents/guardians of 3- to 8-year-olds completed interviews about their children's early educational experiences. Included in this component were participation in nonparental care/education, care arrangements and school, and family, household, and child characteristics. In the NHES:1991 Adult Education survey, about 9,800 persons 16 years of age and older, identified as having participated in an adult education activity in the previous 12 months, were questioned about their activities. Data were collected on programs and up to four courses, including the subject matter duration, sponsorship, purpose, and cost. Information on the household and the adult's background and current employment also was collected.
In NHES:1993, nearly 64,000 households were screened. Approximately 11,000 parents of 3- to 7-year-olds completed interviews for the School Readiness survey. Topics included were the developmental characteristics of preschoolers, school adjustment and teacher feedback to parents for kindergartners and primary students, center-based program participation, early school experiences, home activities with family members, and health status. In the School Safety and Discipline survey, about 12,700 parents of children in grades 3 through 12, and about 6,500 youth in grades 6 through 12, were interviewed about their school experiences. Topics included the school learning environment, discipline policy, safety at school, victimization, the availability and use of alcohol/drugs, and alcohol/drug education. Peer norms for behavior in school and substance use were also included in this topical component. Extensive family and household background information was collected, as well as characteristics of the school attended by the child.
In the NHES:1995 survey, the Early Childhood Program Participation survey and the Adult Education survey were similar to those in 1991. In the Early Childhood survey, about 14,000 parents of children from birth to third grade were interviewed. In the NHES:1995 collection, 23,969 adults were sampled for the adult education survey and 80 percent (19,722) completed the interview.
The spring survey of 1996 (NHES:1996) covered parent and family involvement in education and civic involvement. For the Parent and Family Involvement survey, nearly 21,000 parents of children in grades 3 to 12 were interviewed. For the Civic Involvement survey, about 8,000 youth in grades 6 to 12, about 9,000 parents, and about 2,000 adults were interviewed. The 1996 survey also addressed public library use. Adults in almost 55,000 households were interviewed to support state-level estimates of household public library use.
NHES:1999 collected end-of-decade estimates of key indicators from the surveys conducted throughout the 1990s. Approximately 60,000 households were screened for a total of about 31,000 interviews with parents of children from birth through 12th grade, and adults aged 16 or older not enrolled in grade 12 or below. Key indicators included participation of children in nonparental care and early childhood programs, school experiences, parent/family involvement in education at home and at school, youth community service activities, plans for future education, and adult participation in educational activities and community service.
NHES:2001 included two surveys that were largely repeats of similar surveys included in earlier NHES collections. The Early Childhood Program Participation Survey was similar in content to the Early Childhood Program Participation Survey fielded as part of NHES:1995, and the Adult Education and Lifelong Learning Survey was similar in content to the Adult Education Survey of NHES:1995. The Before- and After-School Programs and Activities Survey, while containing items fielded in earlier NHES collections, had a number of new items that collected information about what children were doing during the time spent in child care or in other activities, what parents were looking for in care arrangements and activities, and parent evaluations of care arrangements and activities. Parents of approximately 6,700 preschool children completed Early Childhood Program Participation Survey interviews. Nearly 10,900 adults completed Adult Education and Lifelong Learning Survey interviews, and parents of nearly 9,600 children in kindergarten though grade 8 completed Before- and After-School Programs and Activities Survey interviews.
NHES:2003 included two surveys: Adult Education for Work-Related Reasons and Parent and Family Involvement in Education. The adult education survey will allow for the analysis of change over time. The adult education survey will provide in-depth information on the participation of adults in training and education that prepares adults for work or careers and maintains or improves their skills.
Further information on NHES may be obtained from:
Chris Chapman
Early Childhood and Household Studies Program (ECICSD)
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
Chris.Chapman@ed.gov
http://nces.ed.gov/nhes/
The National Longitudinal Study of the High School Class of 1972 (NLS:72) began with the collection of base-year survey data from a sample of about 19,000 high school seniors in the spring of 1972. Five more follow-up surveys of these students were conducted in 1973, 1974, 1976, 1979, and 1986. NLS:72 was designed to provide the education community with information on the transitions of young adults from high school through postsecondary education and the workplace.
In addition to the follow-ups, a number of supplemental data collection efforts were undertaken. For example, a Postsecondary Education Transcript Study (PETS) was undertaken in 1984, and the fifth follow-up survey in 1986 included a supplement for those who became teachers.
The sample design for the NLS:72 was a stratified, two-stage probability sample of 12th-grade students from all schools, public and private, in the 50 states and the District of Columbia during the 1971–72 school year. During the first stage of sampling, about 1,070 schools were selected for participation in the base-year survey. As many as 18 students were selected at random from each of the sample schools. The sizes of both the school and student samples were increased during the first follow-up survey. Beginning with the first follow-up and continuing through the fourth follow-up, about 1,300 schools participated in the survey and slightly under 23,500 students were sampled. The response rates for each of the different rounds of data collection have been 80 percent or higher.
Sample retention rates across the survey years were quite high. For example, of the individuals responding to the base-year questionnaire, the percentages who responded to the first, second, third, and fourth follow-up questionnaires were about 94, 93, 89, and 83 percent, respectively.
Further information on NLS:72 may be obtained from:
Aurora M. D'Amico
Postsecondary Coop System, Analysis, and Dissemination (PSD)
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
Aurora.D'Amico@ed.gov
http://nces.ed.gov/surveys/nls72/
The National Postsecondary Student Aid Study (NPSAS) is a comprehensive nationwide study of how students and their families pay for postsecondary education. It covers nationally representative samples of undergraduates, graduates, and first-professional students, including students attending less-than-2-year institutions, 2- to 3-year schools, 4-year colleges, and major universities. Participants included students who do not receive aid and their parents, as well as students who do receive financial aid and their parents. Study results are used to help determine future federal policy regarding student financial aid. The study was conducted every 3 years. Beginning with the 1999–2000 survey, the survey is conducted every 4 years.
The first NPSAS was conducted during the 1986–87 school year. Data were gathered from about 1,074 colleges, universities, and other postsecondary institutions; 60,000 students; and 14,000 parents. These data provided information on the cost of postsecondary education, the distribution of financial aid, and the characteristics of both aided and nonaided students and their families.
As a part of NPSAS:93, information on 77,000 undergraduates and graduate students enrolled during the school year was collected at 1,000 postsecondary institutions. The sample included students enrolled at any time between July 1, 1992 and June 30, 1993. About 66,000 students and a subsample of their parents were interviewed by telephone. NPSAS:96 contains information on more than 48,000 undergraduate and graduate students from 973 postsecondary institutions. Students were enrolled at any time during the 1995–96 school year. Finally, NPSAS:2000 included nearly 62,000 students (49,930 undergraduates, 10,640 graduates, and 1,200 first-professional students) from 999 postsecondary institutions.
Further information on NPSAS may be obtained from:
James Griffith
Postsecondary Longitudinal and Sample Survey Studies (PSD)
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
James.Griffith@ed.gov
http://nces.ed.gov/surveys/npsas/
The first cycle of NSOPF (NSOPF:88) was conducted by the National Center for Education Statistics (NCES) with support from the National Endowment for the Humanities (NEH) in 1987–88 with a sample of 480 colleges and universities, over 3,000 department chairpersons, and over 11,000 instructional faculty. The second cycle of NSOPF (NSOPF:93) was conducted by NCES with support from NEH and the National Science Foundation (NSF) in 1992–93. NSOPF:93 was limited to surveys of institutions and faculty, but with a substantially expanded sample of 974 colleges and universities, and 31,354 faculty and instructional staff. In the third cycle, NSPOF:99 included 960 degree-granting postsecondary institutions and approximately 18,000 faculty and instructional staff questionnaires were completed. The fourth cycle of NSOPF was in 2003–04.
Further information on NSOPF may be obtained from:
Linda J. Zimbler
Postsecondary Longitudinal and Sample Survey Studies (PSD)
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
Linda.Zimbler@ed.gov
http://nces.ed.gov/surveys/nsopf/
The purposes of Private School Survey (PSS) data collection activities are (1) to build an accurate and complete list of private schools to serve as a sampling frame for NCES sample surveys of private schools; and (2) to report data on the total number of private schools, teachers, and students in the survey universe. The PSS is conducted every 2 years with collections in 1989–90, 1991–92, 1993–94, 1995–96, 1997–98, 1999–2000, and 2001–02 school years. The survey data for the 2003-04 school year is currently being edited.
The PSS produces data similar to that of the CCD for the public schools, and can be used for public-private comparisons. The data are useful for a variety of policy and research-relevant issues, such as the growth of religiously affiliated schools, the number of private high school graduates, the length of the school year for various private schools, and the number of private school students and teachers.
The target population for the universe survey consists of all private schools in the United States that meet NCES criteria of a school (e.g., private school is an institution which provides instruction for any of grades K through 12, has one or more teachers to give instruction, is not administered by a public agency, and is not operated in a private home). The survey universe is composed of schools identified from a variety of sources. The main source is a list frame, initially developed for the 1989–90 PSS. The list is updated regularly by matching it with lists provided by nationwide private school associations, state departments of education, and other national guides and sources that list private schools. The other source is an area frame search in approximately 120 geographic areas, conducted by the Census Bureau.
Further information on PSS may be obtained from:
Steve Broughman
Elementary/Secondary Sample Survey Studies Program (ESLSD)
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
Stephen.Broughman@ed.gov
http://nces.ed.gov/surveys/pss/
Since 1964, NCES has published projections of key statistics for elementary and secondary schools and institutions of higher education. The latest report is titled Projections of Education Statistics to 2014. These projections include statistics such as enrollments, instructional staff, graduates, earned degrees, and expenditures. These reports include several alternative projection series and a methodology section describing the techniques and assumptions used to prepare them. Data in this edition of the Digest reflect the middle alternative projection series.
Differences between the reported and projected values are, of course, almost inevitable. An evaluation of past projections revealed that, at the elementary and secondary level, projections of enrollments have been quite accurate: mean absolute percentage differences for enrollment were less than 1 percent for projections from 1 to 5 years in the future, while those for teachers were less than 4 percent. At the higher education level, projections of enrollment have been fairly accurate: mean absolute percentage differences were 5 percent or less for projections from 1 to 5 years into the future.
Further information on Projections of Education Statistics may be obtained from:
William Hussar
Annual Reports Program (ECICSD)
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
William.Hussar@ed.gov
http://nces.ed.gov/edstats/
Since 1976, NCES has conducted periodic surveys of baccalaureate and master's degree recipients 1 year after graduation. This survey system has been replaced by a new data collection entitled Baccalaureate and Beyond Longitudinal Study (see listing above). The Recent College Graduates (RCG) surveys concentrated on those graduates entering the teaching profession. The surveys link major field of study with outcomes such as whether the respondent entered the labor force or was seeking additional education. Data on the labor force include employment status (unemployed, part-time or full-time employed), occupation, salary, career potential, relation to major field of study, and need for a college degree. To obtain accurate results on teachers, graduates with a major in education were oversampled. The last two surveys over-sampled education majors, and increased the sampling of graduates with majors in other fields.
For each of the selected institutions, a list of their graduates by major field of study was obtained and a sample of graduates was drawn by major field of study. Graduates in certain major fields of study (e.g., education, mathematics, physical sciences) were sampled at higher rates than graduates in other fields. Roughly one year after graduation, the sample of graduates was located, contacted by mail or telephone, and asked to respond to the questionnaire.
The locating process was more detailed than in most surveys. Nonresponse rates were directly related to the time, effort, and resources used in locating graduates, rather than to graduates' refusals to participate. Despite the difficulties in locating graduates, response rates for recent studies are comparable to studies without locating problems.
The 1976 survey of 1974–75 college graduates was the first, and smallest of the series. The sample consisted of 211 schools, of which 200 (96 percent) responded. Of the 5,854 graduates in the sample, 4,350 responded, for a response rate of 79 percent.
The 1981 survey was somewhat larger, covering 297 institutions and 15,852 graduates. Responses were obtained from 283 institutions, for an institutional response rate of 95 percent, and from 9,312 graduates (716 others were determined to be out of scope), for a response rate of 74 percent.
The 1985 survey sampled 404 colleges and 18,738 graduates of whom 17,853 were found to be in scope. Responses were obtained from 13,200 students, for a response rate of 78 percent. The response rate for the colleges was 98 percent. The 1987 survey form was sent to 21,957 graduates. Responses were received from 16,878, for a response rate of 79.7 percent.
The 1991 survey (RCG:91) sampled 18,135 graduates of 400 bachelor's and master's degree-granting institutions, including 16,172 bachelor's degrees recipients and 1,963 master's degree recipients receiving diplomas between July 1, 1989 and June 30, 1990. Random samples of graduates were selected from lists stratified by field of study. Graduates in education, mathematics, and the physical sciences were sampled at a higher rate, as were minority graduates to provide a sufficient number of these graduates for analysis purposes. The graduates included in the sample were selected in proportion to the institution's number of graduates. The institutional response rate was 95 percent and the graduate response rate was 83 percent.
Appendix table A-3 contains sample sizes for number of graduates, by field, for the 1976, 1981, 1985, 1987, and 1991 surveys.
Further information on the RCG survey may be obtained from:
Aurora M. D'Amico
Postsecondary Studies Division
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
Aurora.D'Amico@ed.gov
The Schools and Staffing Survey (SASS) is a set of linked questionnaires that collects data on the nation’s public and private elementary and secondary teaching force, characteristics of schools and school principals, demand for teachers, and school/school district policies. SASS data are collected through a mail questionnaire with telephone follow-up. SASS was first conducted for the National Center for Education Statistics by the Census Bureau during the 1987–88 school year. SASS subsequently was conducted in 1990–91, 1993–94, 1999–2000 and 2003-04. The 1990–91, 1993–94, and 1999–2000 SASS also obtained data on Bureau of Indian Affairs (BIA) or tribally run schools. For the first time in 1999–2000 SASS included the entire universe of charter schools known to be in operation during 1998–99.
Both the 1993–94 and 1999–2000 SASS estimates are based upon a sample consisting of approximately 9,900 public schools, 3,600 private schools, and 5,500 public school districts associated with the public schools in the sample. From these schools, about 56,000 public school teachers and 10,700 private school teachers were selected for the 1993–94 and 1999–2000 SASS teacher surveys. The 1999–2000 SASS included 1,100 charter schools, and a sample of 4,400 charter school teachers.
The public school sample for the 1999–2000 SASS was based on the 1997–98 school year Common Core of Data (CCD), the compilation of all the nation’s public school districts and public schools. CCD is collected annually from state education agencies. The frame includes regular public schools, Department of Defense-operated military base schools in the United States, and other schools, such as special education, vocational, and alternative schools. SASS is designed to provide national estimates for public and private school characteristics and state estimates for school districts, public schools, principals, and teachers. The teacher survey is designed as well to allow comparisons between new and experienced teachers, and between bilingual/ESL teachers and other teachers.
The private school sample for 1999–2000 SASS was selected from the 1997–98 Private School Universe Survey (PSS), supplemented with list updates from states and some associations available in time for sample selection. Private school estimates are available at the national level and by private school affiliation.
In 1993–94 the weighted response rate for the Teacher Demand and Shortage Questionnaire was 93.9 percent. Weighted response rates for the Public School Principal Questionnaire and the Private School Questionnaire were 96.6 percent and 87.6 percent, respectively.
The public, private, and BIA teacher questionnaires were sent out in several batches, between mid-December 1993 and early February 1994. Weighted response rates for the Public School Questionnaire and the Private School Questionnaire were 92.3 percent and 83.2 percent, respectively. Five percent of public schools and 9 percent of private schools did not provide a list of teachers in their schools and were thus ineligible for sampling. Weighted response rates were 88.2 percent for public school teachers and 80.2 percent for private school teachers.
In 1999–2000, the weighted response rate for the School District Questionnaire was 88.6 percent. Weighted response rates for the Public School Principal Questionnaire, the Private School Principal Questionnaire, and the Charter School Principal Questionnaire were 90.0 percent, 84.8 percent, and 90.2 percent, respectively.
Weighted response rates for the Public School Questionnaire, the Private School Questionnaire, and the Charter School Questionnaire were 88.5 percent, 79.8 percent, and 86.1 percent, respectively. Seven percent of public schools, 14 percent of private schools, and 9 percent of charter schools did not provide a list of teachers in their schools and were thus ineligible for sampling. The weighted overall response rates were 76.7 percent for public school teachers, 67.3 percent for private school teachers, and 71.8 percent for charter school teachers.
Public-use data files are available on CD-ROM. Summary data from the 1999–2000 SASS can be found in Schools and Staffing Survey, 1999–2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools (NCES 2002-313). Further information about the sample design may be obtained from the 1999–2000 Schools and Staffing Survey: Sample Design and Estimation (forthcoming). There also is a methodology report on SASS, A Quality Profile for SASS, Rounds 1–3: 1987 to 1995 (NCES 2000-308).
The most recent administration of SASS occurred during the 2003–04 school year.
Further information on SASS may be obtained from:
Kerry Gruber
Elementary/Secondary Sample Survey Studies Program (ESLSD)
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006
Kerry.Gruber@ed.gov
http://nces.ed.gov/surveys/sass/
