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SASS by State

1993-94 Schools and Staffing Survey: Selected State Results

November 1996

(NCES 96-312) Ordering information


NCES officials recognize a need to better inform the states about the uses of the survey results at the state level. Some of the data collected through the SASS questionnaires are reported by NCES, and the data files are further analyzed by education researchers. However, many policymakers and educators are not aware of the potential of SASS for informing education issues at the state level. In an effort to bridge this gap, NCES initiated the SASS by State reports starting with the 1990-91 SASS.

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. The tables and graphs illustrate a state's current status relative to other states. These examples of analyses with SASS may suggest further analyses with other combinations of SASS items.

For states, one of the strengths of SASS is the capacity to report and analyze cross-tabulations of multiple variables, such as the percentage of math teachers who are women, and to compare a state's percentage with other states and the nation. The graphs and tables included in SASS by State display a variety of crosstabulations of SASS items from the teacher, school, administrator, and district questionnaires.

This report comprises five sections. Section 1 contains information about the schools and student population. Section 2 focuses on the characteristics of teachers and school principals. Section 3 emphasizes the qualification of teachers. Section 4 describes conditions for teaching. And Section 5 introduces representative information on libraries/media centers across states. The introduction to each of the five sections summarizes data available from SASS and highlights specific data displayed in SASS by State. The bar graphs and maps following each table can be copied as overhead transparencies or hand-outs for presentations comparing a state's data with other states or the nation.

The appendices provide state estimates from SASS used to produce the statistics in the tables; standard errors for tables; and background information on the SASS sample, data collection, and definitions of the terms used in this report.

Because all of the statistics in the tables and figures are based on responses from a sample of teachers or administrators, the standard error tables should be consulted to determine the degree of confidence that can be placed on any given statistic.

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For more information about this survey, contact Stephen Broughman at