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Table 8.  Percentage of 200405 private school teacher movers who rated various reasons as very important or extremely important in their decision to move from their 200304 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  22.8   46.4   33.4   33.1   21.4   27.0   17.5   19.2   7.6   19.7  
                                         
Teaching experience                                         
1–3 years  27.3   52.6   31.9   34.1   26.6   31.3   20.0   15.8   10.8   21.6  
4–9 years  27.0   57.1   40.8   35.6   20.0   27.2   19.1   15.3   7.8   24.3  
10–19 years  18.8   32.4   35.6   36.4   19.1   27.6   15.5   29.0   3.9 ! 16.1  
20 years or more  6.5 ! 26.1   20.1 ! 20.8 ! 12.0   12.9   9.7   22.9   3.0 ! 9.9 !
                                         
Age                                         
Less than 30 years  32.6   54.6   32.5   29.8   23.6   24.9   15.1   12.0   7.1   18.5  
30–39 years  21.0   52.3   38.1   32.1   20.1   30.3   22.2   16.7   11.3   24.4  
40–49 years  20.0   40.3   38.1   41.8   28.0   40.2   20.1   26.6   6.4   19.4  
50 or more years  9.6 ! 32.1   26.1   31.7   12.3   15.0   15.0   27.0   6.2 ! 17.8  
                                         
Base salary                                         
Less than $30,000  23.7   51.6   31.1   32.6   21.3   22.9   16.3   16.4   6.9   21.6  
$30,000–$39,999  22.5   37.4   46.3   38.2   25.7   36.3   18.5   27.9   8.8 ! 16.6  
$40,000 or more  16.0 ! 28.2   17.9 ! 24.4   11.1   35.8   24.9   18.9 ! 10.6 ! 12.2  
                                         
Sex                                         
Male  14.6   56.3   42.2   43.4   16.8   28.3   18.7   23.0   6.9 ! 18.4  
Female  24.8   43.9   31.2   30.6   22.5   26.7   17.2   18.2   7.8   20.0  
                                         
Race/ethnicity                                         
White, non-Hispanic  22.2   47.0   34.7   35.3   21.0   27.1   17.0   17.8   7.2   18.4  
Black, non-Hispanic  36.2   67.1   36.9   29.9   35.3   31.7   31.7   29.8   14.3 ! 29.2 !
Hispanic, single or
  more than one race 
11.9 ! 25.9   14.7 ! 5.8 ! 26.1 ! 31.9   18.8 ! 25.1 ! 9.2 ! 31.3  
Asian, Native Hawaiian,
  or Other Pacific
  Islander, non-Hispanic 
16.0 ! 20.7 ! 20.7 ! 39.7   15.8 ! 35.2   15.8 ! 21.3 ! 17.8 ! 24.2 !
American Indian/Alaska
  Native, non-Hispanic 
20.6 ! 15.3 ! 8.1 ! 8.1 ! 2.1 ! 2.1 ! 2.1 ! #   #   #  
More than one race,
  non-Hispanic 
65.4 ! 65.4 ! 65.4 ! 34.6 ! #   #   #   100.0   #   65.4 !
                                         
Teaching status                                         
Full time  23.5   47.4   34.3   31.7   22.3   29.8   18.8   18.8   8.2   19.8  
Part time  19.1   41.2   28.9   40.7   16.9   12.6   11.1 ! 21.2   4.4   19.3  
                                         
Community type                                         
Central city  22.4   43.5   33.1   31.9   21.6   26.2   19.4   23.3   8.4   16.7  
Urban fringe/large town  24.9   50.4   37.5   33.4   24.1   28.5   16.9   19.5   6.9   23.4  
Rural/small town  17.1 ! 41.3   21.1   35.6   12.0 ! 24.3   14.3 ! 7.0 ! 7.6 ! 16.2 !
                                         
School level                                         
Elementary  19.6   45.8   35.7   34.6   21.8   26.4   16.1   20.6   9.1   18.3  
Secondary  38.6   58.0   39.3   39.0   27.4   33.8   23.1   10.7   1.3 ! 30.3  
Combined  24.2   44.2   27.2   28.7   18.8   26.3   18.5   18.9   6.5 ! 19.3  
                                         
School enrollment                                         
Less than 200  18.2   47.6   37.2   32.7   28.1   30.4   21.6   21.7   10.1   24.0  
200–499  27.5   43.6   32.3   36.6   17.1   26.9   12.7   17.1   4.8   17.0  
500–749  35.9 ! 63.2   21.3 ! 29.0   7.9 ! 11.8 ! 13.7 ! 4.9 ! 4.7 ! 10.2 !
750 or more  18.4 ! 34.8   24.5 ! 22.7   9.2 ! 18.4 ! 16.7 ! 26.3   7.3 ! 11.8 !
                                         
Percent of K–12 students
    who were approved for
    free or reduced-price
    lunches 
                                       
Less than 15  16.9   50.0   29.4   35.1   15.5   23.5   14.1   14.2   6.1 ! 12.2  
15–49  18.6 ! 47.4   34.9   28.1   25.4   20.4   13.9   13.2   4.4 ! 14.3 !
50 or more  25.4 ! 51.1   41.6   41.6   24.0   33.8   37.3   6.2 ! 1.6 ! 24.1  
School did not parti-
 cipate in free or
 reduced-price lunch
 program 
23.7   44.4   32.4   33.1   20.7   26.6   15.1   21.6   8.8   20.3  
                                         
Percent of K–12 students
    who were minorities 
                                       
Less than 10  22.8   43.2   26.7   31.6   15.6   21.3   15.0   18.0   4.4   13.5  
10–34  21.4   44.9   39.7   32.3   21.0   29.8   18.1   21.6   9.6   21.0  
35 or more  24.6   53.6   35.0   36.8   31.2   32.0   20.6   17.5   9.9   27.7  
# 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), "Private School Teacher Data File," 2003–04; Teacher Follow-up Survey (TFS), "Current Teacher Data File," 2004–05.


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