NCES Blog

National Center for Education Statistics

New Data Tell the Story of Public and Private Schools and Their Leaders

Which schools would you guess, on average, spend more instructional time on English, reading, and language arts—public schools or private schools? How about on mathematics?

These questions and many others are answered in recently released reports on U.S. public and private schools and principals. The data in these reports are from the 2017–18 National Teacher and Principal Survey (NTPS), which is administered by the National Center for Education Statistics (NCES). NTPS previously collected data from public schools, principals, and teachers during the 2015–16 school year, but this is the first private school collection since the 2011–12 school year. (The latest NTPS data on public and private school teachers will be released later this year.)

The NTPS collects data about principals’ educational backgrounds and goals, as well as the climate of their schools and other general information about their schools and special programs and services provided. These data serve as a resource for researchers, policymakers, and the general public who are interested in understanding the current experiences and conditions of U.S. public and private schools.

The 2017–18 NTPS featured several new topic areas, such as the following:

  • School instruction time. Overall, schools reported that third-graders spent a weekly average of 500 minutes on instruction in English, reading, and language arts; 350 minutes on instruction in arithmetic or mathematics; and 170 minutes each on instruction in science and social studies or history. Here are some data to answer the questions from the beginning of this post:
    • Public schools reported that third-graders spent a weekly average of 540 minutes on instruction in English, reading, and language arts; 370 minutes on instruction in arithmetic or mathematics; 170 minutes on instruction in science; and 160 minutes on instruction in social studies or history.
    • Private schools reported that third-graders spent a weekly average of 400 minutes on instruction in English, reading, and language arts; 280 minutes on instruction in arithmetic or mathematics; and 170 minutes each on instruction in science and social studies or history.
       

Figure 1. Average minutes reported by public and private schools that third-grade students spend on selected subjects per week: 2017–18

NOTE: Schools that reported 0 minutes per week for a subject were excluded from the calculations of average minutes per week.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), “Public School and Private School Documentation Data Files,” 2017–18. Please see Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look, table 7.


 

  • ​Principals’ professional development. Overall, 83 percent of all principals reported participating in any professional development activities in the 2016–17 school year. Specifically, 85 percent of public school principals and 77 percent of private school principals reported doing so.
  • Evaluation of principals. Among public school principals, relatively more principals in traditional public schools were evaluated during the last school year than were principals in public charter schools (79 and 69 percent, respectively). Relatively more private school principals in Catholic and nonsectarian schools (63 and 58 percent, respectively) were evaluated during the last school year than were principals in other religious schools (41 percent).

Data files for the 2017–18 school and principal questionnaires will be released later this year. In order to protect the identities of responding schools and principals, researchers must apply for a restricted-use license to access the full restricted-use data files. Data will also be available through NCES’ online data tool, DataLab, where users can create custom tables and regressions without a restricted-use license.

 

By Maura Spiegelman

New Data Available on Crime and Safety in Public Schools

The prevalence of crime in America’s public schools continues to be a topic of much concern and discussion among parents, students, educators, and policymakers. A new report from the National Center for Education Statistics (NCES) provides the latest data to help inform conversations and debate about school safety.

The report, Crime, Violence, Discipline, and Safety in U.S. Public Schools, presents new information from the 2017–18 School Survey on Crime and Safety (SSOCS). SSOCS is a nationally representative survey of school principals that collects detailed information on both incidents of crime in U.S. public schools and the practices and programs schools have implemented to promote school safety.

This report presents selected findings on a wide range of topics, including violent and nonviolent incidents, disciplinary problems and actions, security measures, security staff, mental health services, and limitations on crime prevention. In addition to presenting updates for data that have been published in prior SSOCS reports, the new report highlights topics not covered in previous reports, including the number of incidents involving the use or possession of a firearm or explosive device at school as well as the percentage of schools that have “panic buttons” or silent alarms that directly connect to law enforcement in the event of an incident.

Data on both school crime incidents and school safety practices are available by various school characteristics, such as school type, enrollment size, and locale (i.e., whether the school is located in an urban, suburban, or rural area).  

One key finding highlighted in the report is that most schools have written plans for various emergency scenarios. In school year 2017–18, the most common types of plans reported were for responses to natural disasters (94 percent), active shooters (92 percent), and bomb threats or incidents (91 percent).

 



 

The report also presented other key findings from the 2017–18 school year:

  • Seventy-one percent of U.S. public schools reported that at least one violent incident occurred at school during the school year.
  • Three percent of schools reported that there was at least one incident involving the possession of a firearm or explosive device at their school.
  • Forty-six percent of traditional public schools had a school resource officer present at school at least once a week, compared with only 19 percent of charter schools. Conversely, a higher percentage of charter schools than of traditional public schools had a security guard or other security personnel present at least once a week (35 vs. 21 percent).
  • Restorative circles were used more frequently in schools with a higher enrollment of minority students. A restorative circle is a formal mediation process led by a facilitator who brings affected parties of a problem together to explore what happened, reflect on their roles, and find solutions that address individual and community concerns. Among schools with at least 50 percent minority enrollment, half (50 percent) reported involving students in restorative circles. However, in schools with lower minority enrollment (20 to 50 percent), a lower percentage of schools reported involving students in restorative circles (38 percent).
  • Fifty-one percent of schools provided diagnostic mental health assessments to evaluate students for mental health disorders, and 38 percent provided treatment to students for mental health disorders.

To access the full report, please visit https://nces.ed.gov/pubs2019/2019061.pdf. SSOCS:2018 data files will be released later this year. Due to the sensitive nature of SSOCS data, researchers must apply for a restricted-use license to access the full SSOCS:2018 restricted-use data file. A public-use data file—with some sensitive variables removed—will be released after the restricted-use data file.

 

By Sam Correa and Melissa Diliberti (AIR) and Rachel Hansen (NCES)