Skip Navigation

Search Results: (16-25 of 25 records)

 Pub Number  Title  Date
NCES 2005335 1999-2000 Schools and Staffing Survey (SASS) and 2000-01 Teacher Follow-up Survey (TFS) CD-ROM: Public-Use Data with Electronic Codebook
This updated public-use electronic codebook contains frequency counts of responses for each data item and most respondents from the 2000-01 Teacher Follow-up Survey, in addition to the previously released 1999-2000 SASS data. Copies of the 1999-2000 SASS questionnaires are available at: http://nces.ed.gov/surveys/SASS/question9900.asp; see the Online Availability for the TFS questionnaires.
4/1/2005
NCES 2002603 Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching 1987-88 to 1999-2000 (Revised)
Interest in how well teachers' qualifications match their teaching assignments has intensified among educational policymakers and researchers. Research has called attention to the phenomenon of "out-of-field" teaching, in which teachers are assigned to teach subjects and grade levels for which they have little training. Data from the NCES Schools and Staffing Survey provide a unique opportunity to examine trends in out-of-field teaching over a 13-year period (1987-88 through 1999-2000), as well as across subjects and grade levels. The study includes four approaches to measuring out-of-field teaching and focuses on two definitions of out-of-field teaching: teachers without a major and certification in-field and teachers without an in-field major, minor or certification.
8/15/2004
NCES 2004077 The Condition of Education 2004
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2004 print edition includes 38 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels.
6/1/2004
NCES 2002025 The Condition of Education 2002
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2002 print edition includes 44 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. This edition also includes special analyses on the environment, climate, and student outcomes at private schools and on the enrollment and persistence of nontraditional undergraduates.
5/31/2002
NCES 2002131 Arts Education in Public Elementary and Secondary Schools: 1999-2000
This report provides national data on arts education in public elementary and secondary schools during 1999–2000. Five surveys were employed in order to gain a more comprehensive understanding of the state of arts education. The first two surveys captured information from elementary and secondary school principals on a wide variety of topics related to how the arts were delivered in the nation’s regular public schools, such as: the availability and characteristics of instructional programs in music, visual arts, dance, and drama/theatre; staffing; space for arts instruction; and funding sources. Other topics included supplemental programs and activities in the arts, administrative support, and the perceived status of the arts among school staff and parents. As a complement to the elementary school survey, the elementary school music specialist, visual arts specialist, and self-contained classroom teacher surveys provided data on a broad range of topics regarding how the arts were taught in the nation’s public elementary schools in 1999–2000. Topics included: the educational backgrounds (e.g., degrees, certification, years of experience) of music specialists, visual arts specialists, and classroom teachers; participation in professional development activities; teaching load; teaching practices; collaboration and integration of the arts into other areas of the curriculum; and teacher involvement in arts-related activities outside of school.
5/15/2002
NCES 2002165 Classification of Instructional Programs: 2000 Edition
The CIP is a taxonomic coding scheme that contains titles and descriptions of primarily postsecondary instructional programs. It was developed to facilitate NCES’ collection and reporting of postsecondary degree completions by major field of study using standard classifications that capture the majority of reportable program activity. The CIP: 2000 edition is the third revision of the CIP. It was originally published in 1980 and was revised in 1985 and 1990. The CIP is the accepted federal government statistical standard on instructional program classifications and the 2000 edition has been adopted as the standard field of study taxonomy by Statistics Canada.
5/8/2002
NCES 2001072 The Condition of Education, 2001
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2001 print edition includes 59 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. Also in the 2001 edition is a special focus essay on the access, persistence, and success of first-generation students in postsecondary education.
5/31/2001
NCES 96040 Out-of-Field Teaching and Educational Equality
This report presents national data on the extent to which students in the nation's public secondary schools are taught by teachers without basic qualifications in their assigned teaching fields. It seeks to address the question of whether inequalities exist in the distribution of adequately qualified teachers across and within different schools in the United States.
10/15/1996
NCES 96312 SASS by State 1993-94 Schools and Staffing Survey: Selected Results
SASS by State, 1993-94 Schools and Staffing Survey: Selected Results focuses on public schools. It highlights some state-by-state statistics for the public school system that can be produced from the SASS data. The specific survey items were selected for this publication to illustrate how SASS can provide data to inform policy, funding, and program issues faced by many state and local education decisionmakers. SASS by State: 1993-94 demonstrates the range of data collected through SASS, but it highlights only a subset of the data that are available.
9/30/1996
NCES 96839 Are High School Teachers Teaching Core Subjects Without College Majors or Minors in Those Subjects? (Issue Brief)
Reports percentages of public and private high school teachers teaching at least one core curriculum subject without a college major or minor in the subject.
5/12/1996
<< Prev    16 - 25    
Page 2  of  2