IES Blog

Institute of Education Sciences

Celebrating National Principals Month: Highlights from the National Teacher and Principal Survey

October is National Principals Month! This celebration marks the invaluable leadership contributions of U.S. K–12 public and private school principals.

The National Center for Education Statistics (NCES) would like to thank principals and administrators from across the country whose support and guidance improve their schools and the successes of their students and staff each and every day.

The data in this blog would not be possible without the participation of principals and school staff in the National Teacher and Principal Survey (NTPS). We have recently concluded the 2023–24 NTPS; to learn more about our most recent data on teachers’ and principals’ experiences and perspectives, please stay tuned to NCES’s website for upcoming reports.

Here are some facts and figures about principals from the NTPS for the 2020–21 school year. Click the links to dig deeper into each of the topics.

 

Principals’ Educational Attainment, Salary, and Professional Experiences in the 2020–21 school year

 

Figure 1. Percentage distribution of 2020–21 public school principals, by 2021–22 status

Bar graph showing the percentage of school principals who stayed at the same school, moved schools, or left the principalship. Data is broken down between public school, private school, and an aggregate. 80-83% stayed, 3-5% moved, 10-11% left.

 

Principal Satisfaction in the 2020–21 School Year

  • The 202021 NTPS asked all K12 public and private school principals to rate the extent to which they agreed or disagreed with six different statements about their position as a principal (figure 2).
    • About 94 percent of all principals agreed that they were generally satisfied with being a principal at their school.
    • About 34 percent indicated they don’t seem to have as much enthusiasm now as they did when they began their job.
    • About 24 percent indicated they would leave their job as soon as possible if they could get a higher-paying job.
    • About 17 percent indicated the stress and disappointments involved in being a principal at their school weren’t really worth it.
    • Some 17 percent of all principals agreed that they thought about staying home from school because they were just too tired to go.
    • About 17 percent thought about transferring to another school.

 

Figure 2. Percentage of all K–12 school principals who agreed with statements about their position as a principal: 2020–21

Bar graph showing the percentage of principals who agreed with statements about job satisfaction. 94% surveyed reported being generally satisfied, 34% reported lowered enthusiasm, and 17% reported being unsatisfied with their schools or burnt out.

 

 

Demographics and Other Characteristics of Principals in the 2020–21 school year

 

Figure 3. Percentage distribution of all K–12 school principal sex by race/ethnicity: 2020–21

Bar graph showing the percentage of principals by sex, race, and ethnicity. 78% identified as white, 43% white female, 35% male. 10% identified as Black or African American (7% female, 3% male), 9% Hispanic. Multiple/ or other were approx. 1% each.

For more information about the National Teacher and Principal Survey, please visit https://nces.ed.gov/surveys/ntps/. More findings and details are available in the NTPS schoolteacher, and principal First Look reports.


[1] At least 1 year beyond the master’s level.

[2] Principals who selected “Hispanic,” which includes Latino, as their ethnicity are referred to as Hispanic regardless of race. All other race categories in this blog exclude persons of Hispanic ethnicity.

[3] Principals were asked whether they were male or female. Although this variable is labeled “sex,” the questionnaire did not use either the term “gender” or “sex.”

 

 

 

 

Celebrate LGBTQ+ Pride Month With NCES

Sexual minorities are people whose sexual orientation is something other than straight or heterosexual.

Gender minorities are people whose sex as recorded at birth is different from their gender.

June is LGBTQ+ Pride Month, and NCES is proud to share some of the work we have undertaken to collect data on the characteristics and well-being of sexual and gender minority (SGM) people. Inclusion of questions about sexual orientation and gender identity on federal surveys allows for a better understanding of SGM people relative to the general population. These questions generate data to inform the development of resources and interventions to better serve the SGM community. Giving respondents the opportunity to describe themselves and bring their “whole self” to a questionnaire also helps them to be more fully seen and heard by researchers and policymakers.

Sometimes, we get asked why questions like this appear on education surveys. They can be sensitive questions for some people, after all. We ask these questions so we can better understand educational equity and outcomes for SGM people, just as we do for other demographic groups, such as those defined by race, ethnicity, household income, and region of the country. Just as is the case for other demographic groups, it is possible that SGM people have unique experiences compared with students and educators from other demographic groups.

Over the past 10 years, NCES has researched how to best ask respondents about their sexual orientation and gender identity, how respondents react to these questions, and what the quality of the data is that NCES has collected in questionnaires and datasets that include sexual orientation and gender identity information.

Several NCES studies include background questions for adults about their sexual orientation and gender identity, including the High School Longitudinal Study of 2009 (HSLS:09) Second Follow-up in 2016, the Baccalaureate and Beyond Longitudinal Study (B&B) 08/18 and 16/21 collections, the National Postsecondary Student Aid Study (NPSAS) in 2020, the Beginning Postsecondary Students Longitudinal Study (BPS) 20/22 and 20/25 collections, and the 2023–24 National Teacher and Principal Survey. In addition, the School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS), conducted by the Bureau of Justice Statistics and sponsored by NCES, asks students several questions pertinent to SGM experiences. For example, the SCS asks students whether they were bullied due to their gender or sexual orientation and whether they experienced hate speech related to their gender or sexual orientation. As participants in the NCVS, students ages 16 and older who respond to the SCS also report their gender identity and sexual orientation. Collectively, these data allow NCES to describe the experiences of students who identify as sexual and gender minorities.

  • As of 2021, 2009 ninth-graders who were bisexual and questioning left postsecondary education without degrees or credentials at higher rates than other groups of students who were in ninth grade in 2009, and they earned bachelor’s or higher degrees at lower rates than other students.1
     
  • In 2020, some 9 percent of students who identified as genderqueer, gender nonconforming, or a different identity had difficulty finding safe and stable housing, which is the three times the rate of students who identified as male or female (3 percent each).2
     
  • In 2018, about 10 years after completing a 2007–08 bachelor’s degree, graduates who were gender minorities3 described their financial situations. Graduates who were gender minorities were less likely to own a home (31 percent) or hold a retirement account (74 percent) than graduates who were not gender minorities (63 percent and 87 percent, respectively).4
     
  • Among 2008 bachelor’s degree graduates with a full-time job in 2018, those who were straight people reported higher average salaries than those who were either lesbian/gay or bisexual.    
     
  • In the 2017–18 school year, 18 percent of public schools had a recognized student group that promoted the acceptance of students’ sexual orientation and gender identity, such as a Gay-Straight Alliance (GSA). This was an increase from the 2015–16 school year, in which 12 percent of schools reported having a GSA.5|
     
  • Among all students ages 12–18 in grades 6–12 who reported being bullied (19 percent), the percentage who reported being bullied due to their sexual orientation more than doubled from 2017 (4 percent) to 2022 (9 percent).6 That change was primarily driven by female students, for whom the percentage tripled from 2017 to 2022 (from 4 to 13 percent), while the percentage of bullied males who reported being bullied for their sexual orientation was not statistically significantly different across the period (3 percent in 2017 and 4 percent in 2022).

Figure 1. Among students ages 12–18 enrolled in grades 6–12 who reported being bullied, percentage who reported that they thought the bullying was related to their sexual orientation: 2017, 2019, and 2022

! Standard error for this estimate is 30 to 50 percent of the estimate’s value.

* Statistically significantly different (p < .05) from 2022. 


NCES is committed to collecting data about equity in education and describing the experiences of all students and educators, including SGM people.

To learn more about the research conducted at NCES and across the federal statistical system on the measurement of sexual orientation and gender identity, visit nces.ed.gov/FCSM/SOGI.asp.

Plus, be sure to follow NCES on XFacebookLinkedIn, and YouTube and subscribe to the NCES News Flash to stay informed when resources with SGM data are released.

 

By Elise Christopher, Maura Spiegelman, and Michael McGarrah, NCES


[1] SOURCE: Christopher, E. M. (2024). Disparities in postsecondary outcomes for LGBTQ+ individuals:
New evidence from the High School Longitudinal Study of 2009. Presented at the American Education Research Association Annual Meeting, Philadelphia, PA.

[2] SOURCE: U.S. Department of Education, National Center for Education Statistics, 2019–20 National Postsecondary Student Aid Study (NPSAS:20, preliminary data)

[3] On the NCES surveys mentioned above, gender identity categories include male; female; transgender, male-to-female; transgender, female-to-male; genderqueer or gender nonconforming; a different gender identity; and more than one gender identity.

[4] SOURCE: U.S. Department of Education, National Center for Education Statistics, 2008/18 Baccalaureate and Beyond Longitudinal Study (B&B:08/18).

[5] SOURCE: U.S. Department of Education, National Center for Education Statistics, 2015–16 and 2017–18 School Survey on Crime and Safety (SSOCS).

[6] SOURCE: U.S. Department of Education, National Center for Education Statistics, 2017, 2019, and 2022 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS)

 

Education at a Glance 2023: Putting U.S. Data in a Global Context

International comparisons provide reference points for researchers and policy analysts to understand trends and patterns in national education data and are very important as U.S. students compete in an increasingly global economy.

Education at a Glance (EAG), an annual publication produced by the Organization for Economic Cooperation and Development (OECD), provides data on the structure, finances, and progress of education systems in 38 OECD countries—including the United States—as well as a number of OECD accession and partner countries. Data presented in EAG on topics of high policy interest in the United States are also featured in NCES reports, including the Condition of Education and Digest of Education Statistics.  

The recently released 2023 edition of EAG shows that the United States is above the international average on some measures, such as funding of postsecondary education, but lags behind in others, such as participation in early childhood education and care (ECEC). The 2023 report also features a Spotlight on Vocational Education and Training as well as interactive data dashboards on ECEC systems, upper secondary education systems, and educational support for Ukrainian refugees.


Spotlight on Vocational Education and Training (VET)

Each EAG edition centers on a particular theme of high policy relevance in OECD countries. The focus of this year’s report is VET programs, which look very different in the United States compared with many other OECD countries. Unlike in many OECD countries, most high schools in the United States do not offer a separate, distinct vocational track at the upper secondary (high school) level. Instead, vocational education is available as optional career and technical education (CTE) courses throughout high school. Regardless of whether they choose to take CTE courses, all U.S. students who complete high school have the same potential to access postsecondary programs. In other OECD countries, selecting a vocational track at this level may lead to different postsecondary opportunities. Check out the 2023 EAG Spotlight for an overview of VET programs across OECD countries.


Highlights From EAG 2023

Below is a selection of topics from the EAG report highlighting how key education benchmarks in the United States compare with other OECD countries.


Postsecondary Educational Attainment

The percentage of U.S. 25- to 34-year-olds with a postsecondary degree increased by 13 percentage points between 2000 and 2022, reaching 51 percent (the OECD average in 2022 was 47 percent) (Table A1.3).1 In this age group in the United States, higher percentages of women than men attained a postsecondary degree (56 vs. 46 percent) (Table A1.2). Across OECD countries, the average postsecondary educational attainment gap between 25- to 34-year-old men and women in 2022 (13 percentage points) was wider than the gap in the United States (10 percentage points). In the United States, the postsecondary attainment rate for 25- to 34-year-old men was 5 percentage points higher than the OECD average, and the attainment rate for women was 3 percentage points higher than the OECD average.


Figure 1. Percentage of 25- to 34-year-olds with a postsecondary degree, by OECD country: 2022

[click to enlarge image]

Data include a small percentage of adults with lower levels of attainment.
Year of reference differs from 2022. Refer to the source table for more details.
SOURCE: OECD (2023), Table A1.3. See Source section for more information and Annex 3 for notes.


International Student Enrollment

The United States is the top OECD destination country for international students enrolling in postsecondary education. In 2021, some 833,204 foreign students were enrolled in postsecondary programs in the United States, representing 13 percent of the international education market share (Table B6.1).2 In comparison, the United Kingdom had the second highest number of international students enrolled in postsecondary education in 2021, representing 9 percent of the international education market share. Interestingly, when examining enrollment trends over the past 3 years (2019 to 2021), foreign student enrollment decreased by 143,649 students (15 percent) in the United States but increased by 111,570 students (23 percent) in the United Kingdom. International student enrollment during these years was likely affected by the coronavirus pandemic, which had large impacts on global travel in 2020 and 2021.


Education Spending

U.S. spending on education is relatively high across all levels of education compared with the OECD average. The largest difference is in postsecondary spending, where the United States spent $36,172 per full-time postsecondary student in 2020, the second highest amount after Luxembourg ($53,421) and nearly double the OECD average ($18,105) (Table C1.1).3 This spending on postsecondary education amounts to 2.5 percent of the U.S. GDP, higher than the OECD average (1.5 percent) (Table C2.1). These total expenditures include amounts received from governments, students, and all other sources.


Figure 2. Expenditures per full-time equivalent student, by education level and OECD country: 2020

[click to enlarge image]

1 Year of reference differs from 2020. Refer to the source table for more details.
SOURCE: OECD (2023), Table C1.1. See Source section for more information and Annex 3 for notes.


High School Completion Rate

The United States has a higher upper secondary (high school) completion rate than most other OECD countries. In 2021, some 87 percent of U.S. students completed their high school program in the expected timeframe, compared with the OECD average of 72 percent (Table B3.1).


Early Childhood Education

The level of participation in early childhood education programs in the United States is below the OECD average. In 2021, average enrollment rates across OECD countries were 72 percent for 3-year-olds, 87 percent for 4-year-olds, and 84 percent for 5-year-olds (Table B2.1). In contrast, enrollment rates for students of these ages in the United States were 30 percent for 3-year-olds, 50 percent for 4-years-olds, and 81 percent for 5-year-olds.  

 

Browse the full EAG 2023 report to see how the United States compares with other countries on these and other important education-related topics.

 

By RaeAnne Friesenhahn, AIR, and Cris De Brey, NCES


[1] EAG data for the year 2000 can be accessed via the online OECD Stat database.

[2] Unrounded data in Excel format can be accessed via the StatLink located below each table.

[3] Expenditure in national currencies was converted into equivalent USD by dividing the national currency figure by the purchasing power parity (PPP) index for GDP. For more details on methodology see Annex 2 and Annex 3.

Using Federal Education Data to Inform Policymaking: Part 2–Challenges and Opportunities

In part 1 of this blog series, we highlight the benefits and advantages of using federal education data for policymaking at the federal, state, and district levels. In part 2, we will explore the challenges of and opportunities afforded by using these data.

States, districts, and schools are inundated with requests for data. To manage the volume of requests and avoid overwhelming educators, many districts have established processes to vet and limit the number of surveys allowed in their schools and administrative offices. District clearance processes are also understandably meant to make sure everyone is in compliance with data privacy laws. NCES data collections are sometimes not cleared by district offices, which then means NCES is not allowed to contact schools or educators to learn from their perspectives or experiences.

Since many state or district policymakers prioritize local survey collections, federal surveys are occasionally rejected by district offices that are striving to keep from overburdening their educators with too many survey requests. Without district permission, NCES surveys won’t include the educators in those schools, meaning that those districts’ voices will be missing from the table when decisions are made. This is problematic for the entire education system for a few reasons.

  1. Local data rarely reach federal policymakers. We know state and district decisionmakers derive a lot of value from state and/or district survey collections—since they’re designed to provide detailed local data—and do not always see value in federal data collection and reporting efforts. More localized data are critical to their day-to-day decisions. However, the presence of numerous state-run surveys—in addition to the myriad individualized district surveys that can exist within a single state—has begun to create a data silo where information remains frozen within a state or district system. Since NCES (and therefore the Department of Education and Congress) rarely receives data from state or local collections, these data sources cannot readily be used to generate national policies, which greatly limits opportunities for state and district systems to learn from each other. These data silos can, for example, impact the focus or breadth of federal grants or funding available for schools.

    Federal, state, and district education agencies serve different roles in the education sector but have mutually beneficial responsibilities that should complement and support one another. The solution isn’t to supplant federal data collections with local ones, or vice versa, but instead to supplement local collections with federal collections like the National Teacher and Principal Survey (NTPS) so education decisionmakers at all levels have access to necessary information to make good decisions for our schools.
     
  2. Benchmarking and comparability are limited. Without federal data collections, it can be difficult or impossible for states, districts, and local policymakers to compare their schools and educators with those in other areas because of the lack of common focus and definitions across data collections. Even if the topics being collected are similar, individualized district or state surveys can differ widely in both content and wording.

    National data collections—like the NTPS—are excellent tools local policymakers should use when setting priorities on behalf of the students and staff in their state or district. Since the data from the NTPS are collected from educators in the same way across the entire country, they can be used to establish benchmarks against which local collections can measure themselves.
     
  3. Lack of participation decreases the representativeness of storytelling. If districts do not approve NCES’s survey research applications, we are unable to reach educators in certain schools, which can limit the kinds of perspectives that are included in the data. To paint a true picture of the education landscape, our survey teams select districts, schools, and/or educators that are as representative of the education field as possible.

    Teachers and principals who participate in NCES studies are grouped in different ways—such as by age, race/ethnicity, or the type of school at which they work—and their information is studied to identify patterns of experiences that people in these different groups may have had. This is what makes our datasets representative, or similar enough to the demographics of the population to able to accurately reflect the characteristics of everyone (even those who aren’t sampled to participate).

    For example, the NTPS is designed to support analysis of a variety of subgroups, such as those by
  • school level (i.e., elementary, middle, high, and combined);
     
  • school community type (i.e., urban, suburban, town, and rural);
     
  • teachers’ and principals’ years of experience in the profession; and
     
  • race/ethnicity of teachers and principals (figure 1).

These diverse subgroups are critically important for both federal and local policymakers who want to make decisions using information that truly represents everyone in the field.


Figure 1. Percentage of K–12 public and private school teachers who reported that they have any control over various areas of planning and teaching in their classrooms, by school type and selected school characteristic: 2020–21 

 

NOTE: Data are weighted estimates of the population. Response options included “no control,” “minor control,” “moderate control,” and “a great deal of control.” Teachers who reported “minor control,” “moderate control,” or “a great deal of control” were considered to have reported having “any control.”
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), “Public and Private School Teacher Data File,” 2020–21.


Larger datasets allow for more nuanced comparisons by school, principal, or teacher characteristics that aren’t possible in smaller datasets, allowing for more equity in national and local estimates and more distinct answers to key policy questions. But we need district-level support to provide these nuanced data.

Although the NTPS has a fairly large sample to support state representation, it still only includes a small percentage of all schools and educators in the country. Sampling is used to avoid collecting data from all systems, staff, and students, thus helping to limit overall respondent burden on our education system. For this reason, it’s important that all sampled schools and educators participate if selected. Since some districts also have formal review processes—through which a survey must be approved before any schools or educators can be contacted—it is also important that districts with sampled schools grant NCES surveys permission to collect data from their schools.

Both levels of participation will help us collect data that accurately describe a state or population. Otherwise, the story we are telling in the data is only augmenting some voices—and these are the experiences that will be reflected in federal policy and funding.

 

As the education sector strives to understand the needs of students and staff on the tails of the coronavirus pandemic, trustworthy data are only becoming more critical to the decisionmaking process. NCES datasets like the NTPS are critical resources that federal, state, and district policymakers can and have used for benchmarking strategic goals or conducting analyses on how a topic has (or hasn’t) changed over time.

The catch being, of course, that all data on the NTPS—and many other NCES surveys—come directly from schools, principals, and teachers themselves. These analyses and reports are not possible without district and educator participation. While it may seem counterintuitive that any one person could make such a large difference in federal education policy, the concept doesn’t differ from civic duties such as voting in federal or local elections.

Below is a visual summary of this blog post that can be used in your own professional discussions about the importance of participating in federal education surveys.



NCES would like to thank every district, school, administrator, teacher, parent, and student who has previously approved or participated in an NCES survey. We wouldn’t be able to produce our reports and data products without your participation.

We are currently conducting the 2023–24 NTPS to learn more about school and educator experiences following the pandemic. Find more information about the NTPS, including findings and details from prior collections.

 

By Maura Spiegelman and Julia Merlin, NCES

Using Federal Education Data to Inform Policymaking: Part 1–Benefits and Advantages

While federal, state, and district policymakers have used education data as the backbone of their policy and funding decisions for years, there’s nothing quite like a global pandemic to highlight the criticality of reliable data and illuminate the gaps in our collective knowledge. 

But where can policymakers find education datasets that are large enough for comparative or trend analyses while still specific enough to measure timely issues in local contexts? How can policymakers extract and interpret information from these education datasets? The National Center for Education Statistics (NCES) is a perfect resource for these data and information needs.  

In this two-part blog series, we’ll discuss the role of NCES as the primary federal entity for collecting and analyzing essential education data in the United States and highlight a specific NCES survey—the National Teacher and Principal Survey (NTPS)—which is designed to support state and district policymakers.

Federal, state, and district decisionmakers need reliable, trustworthy data to inform education funding and policy regulations. In order to enact good laws that best serve all of our students and school staff, they need data that are as diverse and representative as our schools. As a federal statistical agency, NCES fulfills a Congressional mandate to collect, analyze, and report statistics on the condition of U.S. education and is the primary source that policymakers and other decisionmakers rely on for education data. These efforts include administrative data collections and cross-sectional, longitudinal, and assessment surveys that gather information to help the education sector better understand early childhood, K–12, and postsecondary education nationally and internationally.

The NTPS exemplifies the utility of NCES data. NTPS data are available both nationally and by state (via the NTPS State Dashboard and DataLab) and are used by policymakers and researchers to make funding and other policy decisions. NCES also helps decisionmakers, researchers, and the public use and make sense of the data by providing access to NTPS datasets and publishing reports, such as numerous NTPS reports, the Condition of Education, and the Digest of Education Statistics.

The NTPS collects data about school conditions and the demographics of public and private K–12 teachers and principals directly from school staff themselves, providing critical data on educators’ perspectives and experiences in schools every day.

The NTPS has been collected in one form or another since 1987–88—when it was known as the Schools and Staffing Survey (SASS)—and was last conducted during the 2020–21 school year amid the coronavirus pandemic. The 2023–24 NTPS is currently being conducted.

Let’s use the NTPS to answer a few common questions about the role of federal education data.

1. Why do federal data matter to district policymakers if states and districts have their own local collections?

In a postpandemic world cleaved into “before” and “after,” policymakers at all levels need information on the condition of education across the country to craft policies that are truly reflective of the needs, challenges, and strengths of students and staff.

Since education in the United States is primarily a state and local responsibility, it can be difficult to make comparisons between states if we don’t have a federal agency collecting the data in a systematic and comparable way across the country. The NTPS, for example, publishes both public school data at the national and state levels and representative public and private school, principal, and teacher data for several characteristics (e.g., type of community in which a school is located; percentage enrollment of students of color; staff characteristics like race/ethnicity and years of experience).  

Figure 1 shows an NTPS-based example of how using common questions across all school systems supports important cross-state comparisons. This is just one of hundreds of similar comparisons that have been made using NTPS data on topics such as teachers’ classroom experiences and principals’ challenges filling needed teacher vacancies. Comparisons can also focus on different school, principal, and teacher characteristics (e.g., type of community in which a school is located; level of training for staff; race/ethnicity of staff).


Figure 1. Percentage of public schools that provide instruction beyond the school day for students who need academic assistance: 2020–21

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), “Public School Data File,” 2020–21.


The primary responsibility of state or district education decisionmakers is to use trustworthy data to support the needs of their local schools and families Thankfully, state, district, and school leadership don’t need to assume the full financial and logistical responsibility on their own when there are federal data available that can help with state and local data needs. The same federal education data underpinning congressional funding decisions, policy choices, and guidance can be used for numerous state, district, and school policy and practice decisions as well—if education leaders know where to look.

Federal, state, and district education agencies and schools all serve different roles in the education sector but have similar and mutually beneficial responsibilities and goals on behalf of students and school staff (figure 2).


Figure 2. Mutually beneficial relationships


NCES and its predecessors have been congressionally mandated since 1867 to collect, analyze, and report data on the condition and progress of U.S. education for policymakers to use as a tool when making decisions to support our students and our school staff. National and state-level estimates from NCES surveys support state and district data efforts and strategic goals. For example, the California State Senate used state-level NTPS school start time data1 to inform SB:328 (a bill to require California school districts to shift middle and high school start times to no earlier than 8:30 a.m.), which was passed in 2017 and amended in 2021.  

2. How do federal data benefit everyone in the education sector?

NCES produces unique data and information products that rely on statistics produced from data collected through state or district records and a suite of surveys, the majority of which come directly from responses given by educators, students, and families. For example, NCES produces an annual report to Congress called the Condition of Education. The Condition of Education summarizes and makes sense of data from more than 25 data collections administered by NCES and other government agencies. Federal policymakers also rely on other NCES reports, such as the annual Digest of Education Statistics, Projections of Education Statistics, and Report on Indicators of School Crime and Safety. For an example of the indicators available in the Condition of Education, see the figure below, which is from Characteristics of Traditional Public, Public Charter, and Private School Teachers.


Figure 3. Percentage distribution of teachers in traditional public, public charter, and private elementary and secondary schools, by highest degree earned: School year 2020–21

 

1 Education specialist degrees or certificates are generally awarded for 1 year’s work beyond the master’s level. Includes certificate of advanced graduate studies.
NOTE: Excludes teachers who teach only prekindergarten. Data are based on a head count of full-time and part-time teachers rather than on the number of full-time-equivalent teachers. Detail may not sum to totals because of rounding. Although rounded numbers are displayed, the figures are based on unrounded data.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), “Public School Teacher Data File” and “Private School Teacher Data File,” 2020–21. See Digest of Education Statistics 2022, tables 209.10 and 209.21.


The Condition of Education and other NCES reports and data products provide information on key topics in education to the U.S. Senate and House of Representatives, the White House Domestic Policy Council, and senior staff within many federal agencies including the Department of Education, Department of Health and Human Services (HHS), National Institutes of Health (NIH), Department of Justice (DOJ), and Department of Agriculture (USDA). Some of the recent policy initiatives and research initiatives supported by NTPS data include the following:

 

In part 2 of this blog series, we will present the challenges and opportunities created by using federal education data to inform policymaking at the federal, state, and district levels. 


NCES would like to thank every district, school, administrator, teacher, parent, and student who has previously approved or participated in an NCES survey. We wouldn’t be able to produce our reports and data products without your participation.

We are currently conducting the 2023–24 NTPS to learn more about school and educator experiences following the pandemic. Find more information about the NTPS, including findings and details from prior collections.

 

By Maura Spiegelman and Julia Merlin, NCES


[1] The California State Senate Bill 328 referenced data from the Schools and Staffing Survey (SASS), which was the direct predecessor to the NTPS.