The second round of SASS incorporated a new school sector. A school questionnaire was sent to each school funded by the Bureau of Indian Affairs (BIA). These are schools located on Indian reservations, funded with Federal funds and each is administered by the BIA, the local tribe, or a private contractor.
Note: The PDF files available on this page were created from scanning hard copies of the 1990–91 questionnaires. This process results in a lower resolution than other PDFs on the NCES website which are created directly from postscript files. For help viewing PDF files, go to the Technical Issues page.
The 1990-1991 TDS was mailed only to public school districts. The questionnaires were divided into two sections. The first section requested information about student enrollment, number of teachers, position vacancies and new hires. The second section requested information on teacher salaries and incentives, hiring and retirement policies, and high school graduation requirements. The data obtained from this survey permit an assessment of teacher demand and shortage, identify areas where a teacher shortage may exist, and provide an estimate of the number of teachers who hold certification in the field of assignment.
The 1990-91 SASS sent questionnaires to public and private schools, and added a version for Bureau of Indian Affairs-funded Schools. These questionnaires obtained information about student characteristics, staffing patterns, student-teacher ratios, types of programs offered, availability of library resources, length of school day and school year, graduation and college application rates, and teacher turnover rates. These data provide information about the teaching experience of staff, the sources of newly hired teachers, and the destination of teachers who left the school the previous year. The private school questionnaire also identified the religious or other affiliation of the school and collected teacher demand and shortage information.
These questionnaires obtained information about the training, experience, professional background, and job activities of school principals or school heads. Questions required both objective responses (e.g., number of years of teaching experience) and subjective responses (e.g., ranking the seriousness of school problems). The data derived from these questionnaires provide information about principals' previous occupations, which school problems administrators view as serious, and how administrators perceive their influence on school policies.
These questionnaires were sent to teachers in public and private schools. The two versions of the questionnaire were virtually identical. The survey collected data from teachers regarding their education and training, teaching assignment, teaching experience, certification, teaching workload, perceptions and attitudes about teaching, job mobility, and workplace conditions. In combination with data from the Teacher Follow-up Survey (TFS), this information permits analysis of how these factors affect movement into and out of the teaching profession.