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|REL 2019008||Factors related to teacher mobility and attrition in Colorado, Missouri, and South Dakota
This report describes teacher and school characteristics related to teacher movement within and out of public school systems in Colorado, Missouri, and South Dakota. Stakeholders in each of these states expressed interest in better understanding teacher mobility and attrition and related factors. The authors used administrative data provided by state education agencies to examine the characteristics related to the likelihood that teachers would move to different schools or leave state public school systems from 2015/16 to 2016/17. Results suggest that the likelihood of teachers either moving or leaving was most strongly related to age, years of experience in their schools or districts, special education teaching assignments, average salaries, school demographics and performance, and school state accountability designation. Information about factors that contribute to moving and leaving may help decision-makers improve the policy and practices aimed at attracting and keeping teachers.
|NCES 2019241||Baccalaureate and Beyond (B&B:16/17): A First Look at the Employment and Educational Experiences of College Graduates, 1 Year Later
This report describes outcomes of 2015–16 bachelor’s degree recipients 1 year after graduation. Outcomes include time to degree, amount borrowed for undergraduate education, postbaccalaureate enrollment, employment status, earnings and job characteristics, and steps taken toward a career in teaching. These findings are based on data from the first follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:16/17), a nationally representative longitudinal sample survey of students who completed the requirements for a bachelor's degree during the 2015–16 academic year.
|REL 2019004||Technology use in instruction and teacher perceptions of school support for technology use in Iowa high schools
A growing national consensus shows the need for educational systems to prepare students to succeed in working environments and society of the 21st century. Recognizing this need, Iowa school districts have invested in technology to assist in addressing the expectations of the Iowa Core Standards related to 21st century skills. The rural districts served by the Central Rivers Area Education Agency (Central Rivers AEA) and three high schools formed the Iowa Learning and Technology Networked Improvement Community (Iowa NIC) to promote effective use of these technology resources. To inform these improvement efforts, the Iowa NIC requested that REL Midwest conduct a descriptive research study to describe the extent to which teachers are using technology to support the development of 21st century skills and describe teacher perceptions and school supports related to technology integration. The study team obtained teacher survey data and school data from Central Rivers AEA. The study examined proportion of teachers emphasizing each of the four 21st century skills (that is, collaboration, communication, creativity, and critical thinking). In addition, the study performed tests to determine which groups of teachers (for example, by subject area taught) differed in their responses for a given topic area. The proportions of teachers asking students to use technology to support the development of 21st century skills differed across the four skills, as well as across subject areas taught and teacher experience. Specifically, half or nearly half of the teachers emphasized the use of technology for collaboration or critical thinking at least monthly. By contrast, less than a fourth of the teachers emphasized the use of technology for communication or creativity at least monthly.
|NCES 2019132||U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7–9).
This web report provides key comparative information about teachers and principals in the United States and 48 other education systems that participated in the Teaching and Learning International Survey (TALIS) 2018. TALIS is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). TALIS 2018 data are based on teachers’ and principals’ responses to survey questions, and the highlights in the web report cover their backgrounds, work environments, professional development, and beliefs and attitudes about teaching.
|NCES 2019047||Indicators of School Crime and Safety: 2018
A joint effort by the National Center for Education Statistics and the Bureau of Justice Statistics, this annual report examines crime occurring in schools and colleges. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources—the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, the Schools and Staffing Survey, EDFacts, and the Campus Safety and Security Survey. The report covers topics such as victimization, bullying, school conditions, fights, weapons, the presence of security staff at school, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions.
|REL 2019001||Teacher retention, mobility, and attrition in Colorado, Missouri, Nebraska, and South Dakota
This report describes rural and nonrural teacher movement within and out of public school systems in Colorado, Missouri, Nebraska, and South Dakota. All four states have high proportions of rural districts and schools. The authors used administrative data provided by state education agencies to examine the percentages of teachers who stayed in the same school, moved to a different school or district, or left a teaching position. Results suggest that the proportions of stayers, movers, and leavers in these states were similar to national statistics and varied substantially across districts within states.
|NCES 2019001||Projections of Education Statistics to 2027
Projections of Education Statistics to 2027 is the 46th in a series of publications initiated in 1964. This publication provides national-level data on enrollment, teachers, high school graduates, and expenditures at the elementary and secondary level, and enrollment and degrees at the postsecondary level for the past 15 years and projections to the year 2027. For the 50 states and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2027. The methodology section describes models and assumptions used to develop national- and state-level projections.
|NCES 2018070||Digest of Education Statistics, 2017
The 53rd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|NCES 2019052||Documentation to the 2016-17 Common Core of Data (CCD) Universe Files (2019-052)
These data files provide new data for the universe of public elementary and secondary schools and agencies in the United States in school year 2016–17.
|NCES 2018138||Mobile Digest of Education Statistics. 2017
This publication is a mobile compilation of statistical information covering education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2017.
|NCES 2018019||Projections of Education Statistics to 2026
Projections of Education Statistics to 2026 is the 45th in a series of publications initiated in 1964. This publication provides national-level data on enrollment, teachers, high school graduates, and expenditures at the elementary and secondary level, and enrollment and degrees at the postsecondary level for the past 15 years and projections to the year 2026. For the 50 states and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2026. The methodology section describes models and assumptions used to develop national- and state-level projections.
|NCES 2018143||Preparation and Support for Teachers in Public Schools: Reflections on the First Year of Teaching
This Statistics in Brief investigates early-career teachers’ preparation for teaching and receipt of support by selected characteristics of the schools in which they taught during the 2011–12 school year.
|NCES 2018120||An Evaluation of Data From the Teacher Compensation Survey: School Year 2007-08 through 2009-
This Research and Development report summarizes the results of the data collected through NCES’ Teacher Compensation Survey (TCS) for the 2007-08, 2008-09 and 2009-10 school years. It provides an overview of the survey methodology; comparisons of TCS data with other data sources; a discussion of the advantages and disadvantages of TCS data; and findings and descriptive statistics from the years of data collected.
|NCEE 20184009||Promoting Educator Effectiveness: The Effects of Two Key Strategies
The Teacher Incentive Fund (TIF) and its successor, the Teacher and School Leader (TSL) Incentive program, provide grants to support performance-based compensation systems or human capital management systems for teachers and principals in high-need schools. The evaluation brief synthesizes two recently completed National Center for Education Evaluation (NCEE) impact studies. One study focused on a strategy of providing educators with feedback on their performance for two years. The other study focused on a strategy of providing educators with bonuses for four years based on their performance.
|NCES 2018103||Public School Teacher Autonomy, Satisfaction, Job Security, and Commitment: 1999–2000 and 2011–12
This Statistics in Brief highlights changes in teacher autonomy, satisfaction, job security, and commitment between 1999–2000 and 2011–12. The report focuses on patterns between perceived level of autonomy and perceptions of job security, satisfaction, and commitment. This report relies on a sample of U.S. public school teachers using data collected through the 1999–2000 and 2011–12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire.