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Table 7.  Percentage of 2004–05 public school teacher movers who rated various reasons as very important or extremely important in their decision to move from their 2003–04 base year school, by selected teacher and school characteristics in the base year

Teacher or school
characteristic in
base year
New
school
is closer
to home
  Better salary or bene-
fits
  Higher job security   Oppor-
tunity for a better teaching assign-
ment (subject area or grade level)
Dissatis-
faction with work-
place cond-
itions at previous school
  Dissatis-
faction with support from admin-
istrators at previous school
Dissatis-
faction with changes in job descrip-
tion or responsi-
bilities
  Laid off or involun-
tarily trans-
ferred
  Did not have enough auto-
nomy over classroom at previous school
  Dissatis-
faction with oppor-
tunities for pro-
fessional develop-
ment at previous school
 
Total1  26.2   16.5   19.1   38.1 32.7   37.2 18.3   18.7   10.4   12.8  
                                     
Teaching experience                                     
1–3 years  28.4   18.9   24.9   40.5 34.9   37.9 19.0   19.7   10.0   11.9  
4–9 years  28.2   16.6   16.9   36.7 30.9   36.7 14.6   20.6   7.7   11.1  
10–19 years  22.8   17.6   19.9   35.7 35.9   40.2 21.7   14.6   16.2   18.8  
20 years or more  21.7   9.7   10.3   39.0 28.1   32.4 20.6   17.6   9.8   10.6  
                                     
Age                                     
Less than 30 years  26.4   19.3   22.9   38.5 31.2   36.5 15.6   22.3   8.5   8.5  
30–39 years  27.9   14.9   17.9   33.8 38.7   39.9 21.2   16.6   13.0   17.0  
40–49 years  24.7   18.7   19.1   38.2 31.7   38.7 21.3   16.9   9.8   16.2  
50 or more years  25.1   10.5   13.4   43.5 27.9   32.1 15.3   17.3   11.1   10.1  
                                     
Base salary                                     
Less than $30,000  32.3   19.8   25.1   41.4 23.1   26.1 14.6   18.6   7.5   7.9  
$30,000–$39,999  27.8   16.0   20.6   36.1 34.7   39.8 18.1   18.0   10.6   14.1  
$40,000 or more  20.9   15.4   13.9   38.9 35.2   39.4 20.6   19.5   11.8   13.7  
                                     
Sex                                     
Male  28.8   18.7   16.1   36.9 29.7   35.9 15.6   20.5   11.5   10.7  
Female  25.3   15.8   20.1   38.4 33.8   37.6 19.2   18.1   10.1   13.5  
                                     
Race/ethnicity                                     
White, non-Hispanic  25.8   15.5   17.4   38.1 32.2   37.1 17.6   18.5   9.7   12.0  
Black, non-Hispanic  30.6   23.9   19.2   36.0 39.5   38.1 23.5   23.2   15.4   20.5  
Hispanic, single or
  more than one race 
23.5   19.2   44.2   38.6 28.3   36.9 18.2   16.7   16.5   12.0 !
Asian, Native Hawaiian,
  or Other Pacific
  Islander, non-Hispanic 
22.8   18.4   17.4   45.7 41.0   34.0 25.6   9.3   5.9 ! 17.8 !
American Indian/Alaska
  Native, non-Hispanic 
25.1 ! 22.1 ! 32.1   28.9 39.8   26.7 20.4 ! 5.4 ! 8.9 ! 9.4 !
More than one race,
  non-Hispanic 
41.1   10.2 ! 18.1 ! 47.7 23.9 ! 46.2 23.5 ! 19.7 ! #   13.0 !
                                     
Teaching status                                     
Full time  27.2   17.3   18.2   38.2 34.6   37.8 18.8   18.1   10.8   13.8  
Part time  19.4   11.3   25.2   37.1 20.2   32.6 14.8   22.4   8.0   6.0 !
                                     
Community type                                     
Central city  23.4   14.0   21.9   43.3 42.5   43.5 22.8   25.7   13.0   13.3  
Urban fringe/large town  22.9   16.5   17.9   33.9 28.3   35.3 16.0   14.8   9.8   12.8  
Rural/small town  41.0   21.2   16.9   39.7 26.3   30.1 16.3   16.0   7.1   11.8  
                                     
School level                                     
Elementary  22.8   14.1   18.4   37.4 33.0   34.6 18.2   20.8   11.1   12.7  
Secondary  33.5   21.3   19.1   40.2 30.8   42.9 18.1   13.9   7.9   11.6  
Combined  36.3   25.0   27.9   37.1 38.9   42.6 21.6   12.8   14.4   20.7  
                                     
School enrollment                                     
Less than 200  30.8   22.4   26.2   40.9 30.5   33.6 14.4   24.4   8.1   10.9  
200–499  20.1   17.4   18.0   31.8 26.8   32.9 15.1   21.9   8.2   12.0  
500–749  27.6   15.2   16.7   37.0 35.1   34.5 23.0   20.4   12.7   15.5  
750 or more  29.7   15.8   20.5   43.6 36.5   43.1 18.4   13.8   11.0   11.9  
                                     
Percent of K–12 students
   who were approved for
   free or reduced-price
   lunches 
                                   
Less than 15  28.7   14.4   20.0   31.2 23.3   34.9 15.6   19.8   7.7   12.2  
15–49  22.8   15.9   19.8   33.6 28.6   33.4 18.6   16.3   8.8   10.7  
50 or more  28.0   17.9   19.1   42.6 39.4   39.6 18.1   21.9   12.0   14.3  
School did not parti-
  cipate in free or
  reduced-price lunch
  program 
19.0   16.1 ! 15.6   44.5 27.9   30.8 8.4 ! 13.2 ! 3.7 ! 6.0 !
                                     
Percent of K–12 students
  who were minorities 
                                   
Less than 10  26.8   22.5   17.8   28.0 24.7   31.3 19.1   20.3   11.7   19.6  
10–34  19.2   14.1   21.1   37.7 27.1   35.1 13.8   17.0   8.3   6.4  
35 or more  29.0   15.4   18.6   41.8 38.1   40.1 20.0   18.8   10.9   13.2  
# Rounds to zero.
! Interpret data with caution. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
1 Free or reduced price lunch program data are collected at the school level and placed on the teacher file. In cases where the sampled school did not respond, data were imputed from the Common Core of Data (CCD). In some cases, CCD data were not available for the school's free or reduced price lunch program participation. A very small number of teachers from these schools are missing data for this variable.
NOTE: Movers are teachers who were still teaching in the current school year but had moved to a different school after the base year (2003–04). Respondents were asked to rate the importance of various reasons in their decision to move from their base year school, although some reasons may be involuntary. Response choices were based on a 5-point scale, and included the following: "Not at all important," "Slightly important," "Somewhat important," "Very important," and "Extremely important."
SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS), "Public School Teacher Data File," 2003–04; Teacher Follow-up Survey (TFS), "Current Teacher Data File," 2004–05.


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National Center for Education Statistics - http://nces.ed.gov
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