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Table 15.  Percentage of 2004–05 private school teacher leavers who would consider returning to the position of a K–12 teacher, and of those, percentage who rated various factors as very important or extremely important in influencing a decision to return to K–12 teaching, by selected teacher and school characteristics in the 2003–04 base year
 
      Among leavers who would consider returning, percent who rated various factors as being very important or extremely important in influencing a decision to return   
Teacher or school
characteristic in base year
Percent of
leavers who
would
consider
returning
to the position
of a K–12
teacher
  Ability to maintain teacher retirement benefits   State certification reciprocity   Availability
of part-time teaching assignments
  Forgiveness of student loans   Housing incentives   Salary increase   Availability of suitable childcare options  
Total1 73.6   35.2   30.4   36.7   23.2   21.6   61.5   27.8  
                                 
Teaching experience                                 
1–3 years  74.2   37.7   32.5   35.8   36.0   29.4   65.8   29.1  
4–9 years  83.0   29.6   29.9   33.5   19.7   13.9   56.2   33.8  
10–19 years  70.6   46.0   35.6   48.0   14.5 ! 18.1   66.4   26.5  
20 years or more  55.9   32.5 ! 20.3 ! 35.9 ! 6.6 ! 25.7 ! 59.1 ! 7.4  
                                 
Age                                 
Less than 30 years  77.9   40.3   33.4   27.7   36.2   27.6   62.4   41.9  
30–39 years  85.1   36.4   33.2   36.6   24.6   24.5   64.1   36.9  
40–49 years  72.7   36.2   27.2   50.7   18.4   15.8   60.4   17.8  
50 or more years  60.4   26.5 ! 26.1 ! 36.9 ! 9.0 ! 15.2 ! 58.1   7.4 !
                                 
Base salary                                 
Less than $30,000  74.0   32.8   27.1   39.8   23.0   22.5   60.9   24.7  
$30,000–$39,999  74.2   47.4   43.6   25.3   31.0   21.2   57.0   39.2  
$40,000 or more  67.7   26.1   29.6   34.6   3.4   12.2 ! 80.7   29.5  
                                 
Sex                                 
Male  71.7   33.5   26.1   17.9   29.6   29.1   62.0   16.0  
Female  74.2   35.7   31.7   42.3   21.3   19.3   61.3   31.3  
                                 
Race/ethnicity                                 
White, non-Hispanic  73.4   32.3   25.8   38.7   20.3   18.4   57.8   26.2  
Black, non-Hispanic  79.3   43.9 ! 74.1   24.6 ! 38.8   41.3   95.2   40.0 !
Hispanic, single or
  more than one race 
62.1   62.6   42.1   18.5   54.6   47.2   78.5   31.3  
Asian, Native Hawaiian,
  or Other Pacific
  Islander, non-Hispanic 
84.5   41.0   29.2   34.0   22.4   29.7   60.5   47.7  
American Indian/Alaska
  Native, non-Hispanic 
94.8   54.9   46.6 ! 46.6 ! #   #   62.2   12.6 !
More than one race,
  non-Hispanic 
100.0   59.0 ! 74.0 ! 26.0 ! 36.1 ! 36.4 ! 69.6   47.2 !
                                 
Teaching status                                 
Full time  77.4   38.2   32.2   31.8   26.3   20.8   64.4   29.9  
Part time  65.6   27.9   26.1   48.6   15.7   23.3   54.3   22.6  
                                 
Community type                                 
Central city  74.5   40.0   42.9   35.8   22.4   21.9   67.3   28.9  
Urban fringe/large town  72.6   33.8   25.6   38.4   25.0   22.9   57.8   29.5  
Rural/small town  75.7   27.7 ! 17.2 ! 31.1 ! 17.2 ! 14.4 ! 62.1 ! 16.5 !
                                 
School level                                 
Elementary  72.6   37.0   32.8   41.7   21.5   23.3   72.1   27.5  
Secondary  68.4   38.0   25.2   34.9   28.3   18.7   52.9   11.9  
Combined  76.1   32.5   29.2   31.7   23.8   20.4   52.2   32.1  
                                 
School enrollment                                 
Less than 200  74.4   32.9   31.0   36.3   22.4   24.5   61.9   24.3  
200–499  72.8   38.2   26.8   34.2   22.6   16.1   61.3   36.1  
500–749  78.1   36.1   30.6   37.3   25.0   22.9   57.5   16.4  
750 or more  63.4   40.2   48.7   57.1   35.1   21.0 ! 64.9   33.0  
                                 
Percent of K–12 students
 who were approved for
 free or reduced-price
 lunches 
                               
Less than 15  67.0   48.9   30.0   51.6   23.7   16.6   74.7   27.4  
15–49  72.9   44.6   29.3   32.4   17.7   39.6   68.6   29.4  
50 or more  83.5   84.6   83.3   12.4 ! 36.8 ! 21.7 ! 43.3 ! 63.5  
School did not parti-
 cipate in free or
 reduced-price lunch
 program 
74.1   30.1   26.1   35.9   23.4   20.9   59.5   25.0  
                                 
Percent of K–12 students
 who were minorities 
                               
Less than 10  76.6   34.3   18.7   43.7   20.2   14.6   55.8   22.9  
10–34  72.8   31.3   32.4   36.0   23.6   25.2   60.3   29.7  
35 or more  69.9   43.6   48.7   25.0   28.1   28.1   74.0   33.5  
# 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: Leavers are teachers who left the teaching profession after the base year (2003–04). Respondents were asked to rate the importance of various reasons in influencing a decision to return to the position of a K–12 teacher. 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), "Former Teacher Data File," 2004–05.


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