Characteristics of Stayers, Movers, and Leavers: Results from the Teacher Followup Survey: 1994-95

(NCES 97-450) Ordering information

Table of Contents

Highlights

Introduction

Excel Tables

Table A. Weighted number of stayers, movers, and leavers, by sector as of: 1988-89, 1991-92, and 1994-95

Table B. Weighted number of teachers in each field, by main field of assignment: 1987-88, 1990-91, and 1993-94

Table 1. Attrition rates from the teaching profession, by main field of assignment from 1987-88 to 1988-89, from 1990-91 to 1991-92, and from 1993-94 to 1994-95

Table 2. Attrition rates from the teaching profession by selected teacher characteristics: from 1987-88 to 1988-89, from 1990-91 to 1991-92, and from 1993-94 to 1994-95

Table 3. Percentage of public school stayers, movers, and leavers, by selected teacher characteristics: from 1987-88 to 1988-89, from 1990-91 to 1991-92, and from 1993-94 to 1994-95

Table 4. Percentage of private school stayers, movers, and leavers, by selected teacher characteristics: from 1987-88 to 1988-89, from 1990-91 to 1991-92, and from 1993-94 to 1994-95

Table 5. Percentage of public school stayers, movers, and leavers, by selected school characteristics: form 1987-88 to 1988-89, from 1990-91 to 1991-92, and from 1993-94 to 1994-95

Table 6. Percentage of private school stayers, movers, and leavers, by selected school characteristics: from 1987-88 to 1988-89, from 1990-91 to 1991-92, and from 1993-94 to 1994-95

Table 7. Movement of base year teachers across sector: from 1987-88 to 1988-89,from 1990-91 to 1991-92, and from 1993-94 to 1994-95

Table 8. Current primary occupational status of base year teachers who left the teaching profession: 1988-89, 1991-92, and 1994-95

Table 9. Current primary occupational status of base year teachers who left the teaching profession and are working in an occupation outside of elementary or secondary education: 1988-89, 1991-92, and 1994-95

Table 10. Main reason why base year teachers left the teaching profession: 1988-89, 1991-92, and 1994-95

Table 11. What base year teachers expected their main activity would be during the next school year, by current teaching status: 1987-88, 1990-91, and 1993-94

Table 12. Percentage of base year teachers who reported "dissatisfaction with teaching as a career" as one of the three main reasons for leaving the profession, by main area of dissatisfaction: 1988-89, 1991-92, and 1994-95

Table 13. Percentage of base year teachers who reported "dissatisfaction with the previous school" as one of three main reasons for changing schools, by main area of dissatisfaction: 1988-89, 1991-92, and 1994-95

Table 14. Percentage of public school teachers who think that each step is the most effective step that schools might take to encourage teachers to remain in teaching: 1988-89, 1991-92, and 1994-95

Table 15. Percentage of private school teachers who think that each step is the most effective step that schools might take to encourage teachers to remain in teaching: 1988-89, 1991-92, and 1994-95

Technical Notes

I. Overview

A. Purpose of the Survey

B. Periodicity of Survey

C. Target Populations

II. Sample Design

A. SASS Sampling Frames

B. SASS Stratification

C. TFS Stratification and Sample Allocation

D. SASS Sample Selection

E. TFS Sample Selection

III. Data Collection

A. Time Frame of the Survey

B. Data Collection Procedures

IV. Edit Procedures

A. Clerical Edit

B. Preliminary ISR Classification

C. Computer Edit

D. Final Interview Status Edit

V. Response Rates

A. Survey Response Rates

B. Item Response Rates

VI. Imputation

VII. Weighting

A. SASS Teacher Weights

B. TFS Teacher Weights

VIII. Variance Estimation

IX. Reinterview Program

X. Confidentiality Protection Measures

XI. Changes to TFS Content from 1991-92 to 1994-95

XII. Caution Concerning the Measurement of Change Using 1991-92 and 1994-95 TFS

XIII. User Notes and Comments

Appendix A.Standard Error Tables

A1. Standard errors for attrition rates from the teaching profession, by main field of assignment: from 1987-88 to 1988-89, from 1990-91 to 1991-92, and from 1993-94 to 1994-95(table 1)

A2. Standard errors for attrition rates from the teaching profession, by selected teacher characteristics: from 1987-88 to 1988-89, from 1990-91 to 1991-92, and from 1993-94 to 1994-95 (table 2)

A3. Standard errors for percentage of public school stayers, movers, and leavers, by selected teacher characteristics: from 1987-88 to 1988-89, from 1990-91 to 1991-92, and from 1993-94 to 1994-95 (table 3)

A4. Standard errors for percentage of private school stayers, movers, and leavers, by selected teacher characteristics: from 1987-88 to 1988-89, from 1990-91 to 1991-92, and from 1993-94 to 1994-95 (table 4)

A5. Standard errors for percentage of public school stayers, movers, and leavers, by selected school characteristics from 1987-88 to 1988-89, from 1990-91 to 1991-92, and from 1993-94 to 1994-95 (table 5)

A6. Standard errors for percentage of private school stayers, movers, and leavers, by selected school characteristics: from 1987-88 to 1988-89, from 1990-91 to 1991-92, and from 1993-94 to 1994-95 (table 6)

A7. Standard errors for movement of base year teachers across sector: from 1987-88 to 1988-89,from 1990-91 to 1991-92, and from 1993-94 to 1994-95 (table 7)

A8. Standard errors for current primary occupational status of base year teachers who left the teaching profession: 1988-89, 1991-92,and 1994-95 (table 8)

A9. Standard errors for current primary occupational status of base year teachers who left the teaching profession and are working in an occupation outside of elementary or secondary education: 1988-89, 1991-92, and 1994-95 (table 9)

A10. Standard errors for main reason why base year teachers left the teaching profession:1988-89, 1991-92, and 1994-95 (table 10)

A11. Standard errors for what base year teachers expected their main activity would be during the next school year, by current teaching status: 1987-88, 1990-91, and 1993-94 (table 11)
A12. Standard errors for percentage of base year teachers who reported "dissatisfaction with teaching as a career" as one of three main reasons for leaving the profession,by main area of dissatisfaction: 1988-89, 1991-92, and 1994-95 (table 12)

A13. Standard errors for percentage of base year teachers who reported "dissatisfaction with previous school" as one of three main reasons for changing schools, by main area of dissatisfaction: 1988-89, 1991-92, and 1994-95 (table 13)

A14. Standard errors for percentage of public school teachers who think that each step is the most effective step that schools might take to encourage teachers to remain in teaching: 1988-89, 1991-92, and 1994-95 (table 14)

A15. Standard errors for percentage of private school teachers who think that each step is the most effective step that schools might take to encourage teachers to remain in teaching: 1988-89, 1991-92, and 1994-95 (table 15)

Appendix D. SASS and TFS Data Products

For more information about the content of this report, contact Kerry Gruber at Kerry.Gruber@ed.gov