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 Pub Number  Title  Date
REL 2017197 Strategies for estimating teacher supply and demand using student and teacher data
The Minnesota Department of Education partnered with Regional Educational Laboratory Midwest to redesign the state's teacher supply and demand study in order to increase its utility for stakeholders. This report summarizes the four-step process that was followed in redesigning the study, focusing on the state data sources and analytic methods that can address stakeholders' research questions. Because many data elements used in the study are common across states, the process described may help stakeholders in other states improve their studies of teacher supply and demand.
12/1/2016
NCES 2016876 Sources of Newly Hired Teachers in the United States: Results from the Schools and Staffing Survey, 1987–88 to 2011–12
This Statistical Analysis Report examines changes in the sources of newly hired teachers at public and private schools between 1987-88 and 2011-12. The study is based on data from four administrations of the Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States.
10/12/2016
NCES 2015065 Teaching Vacancies and Difficult-to-Staff Teaching Positions in Public Schools
This Statistics in Brief describes the percentages of public schools that reported that they had teaching vacancies and subject areas with difficult-to-staff teaching positions in the 1999–2000, 2003–04, 2007–08, and 2011–12 school years.
11/19/2015
NCES 2014077 Teacher Attrition and Mobility: Results From the 2012-13 Teacher Follow-up Survey
This First Look report provides some selected findings from the 2012-13 Teacher Follow-up Survey (TFS) along with data tables and methodological information. The TFS is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year’s Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach either in the same school as last year or in a different school. The purpose of the Teacher Follow-up Survey is to determine how many teachers remained at the same school, moved to another school or left the profession in the year following the SASS administration.
9/4/2014
NCEE 20134018 Addressing Teacher Shortages in Disadvantaged Schools: Lessons From Two Institute of Education Sciences Studies
Two IES studies evaluated teachers from two highly selective alternative routes--Teach For America and the Teaching Fellows programs--and less selective alternative routes that accept nearly all applicants. An evaluation brief discusses the following lessons learned from these two studies:
  • Teachers who enter teaching through alternative routes to certification can help fill teacher shortages in hard-to-staff schools and subjects without reducing student achievement.
  • Coursework taken while teaching appears to decrease teachers' effectiveness.
  • Predicting teacher effectiveness at the time of hiring appears to be difficult.
9/12/2013
NCES 2012306 2011-12 Beginning Teacher Longitudinal Brochure
The Beginning Teacher Longitudinal Study (BTLS) is a study of a group of public school teachers who began teaching in 2007 or 2008. The study has followed this cohort for four 4 years. The 2011-12 year is the fifth and final year.

The information gathered will permit a better understanding of how beginning teachers respond to different transitions. These transitions might include life transitions (i.e., changes in marital status, moving, having children) or career transitions (i.e., moving to a different school, teaching a different grade or subject, becoming a mentor, exiting teaching to pursue a nonteaching career).

BTLS is the only study that follows beginning teachers from all around the United States. The unique value of this study comes from having information about the same people collected over time, those who provided data about their first year of teaching in Schools and Staffing Survey in 2007-08. The sample for this study was selected to be representative of the entire population of public school teachers who began teaching in 2007 or 2008.
2/23/2012
NCES 2010363 2007-08 Schools and Staffing Survey (SASS) and 2008-09 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2007-2008 and the 2008-2009 TFS. The TFS data and User's manual are the added features to this re-release of the 2007-2008 SASS restricted-use ECB.
9/7/2010
NCES 2010353 Teacher Attrition and Mobility: Results from the 2008-09 Teacher Follow-up Survey
This First Look report provides some selected findings from the 2008-09 Teacher Follow-up Survey (TFS) along with data tables and methodological information. The TFS is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year’s Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach either in the same school as last year or in a different school. The purpose of the Teacher Follow-up Survey is to determine how many teachers remained at the same school, moved to another school or left the profession in the year following the SASS administration.
8/11/2010
REL 2009080 Methodologies Used by Midwest Region States for Studying Teacher Supply and Demand
This report describes how state education agencies in the Midwest Region monitor teacher supply, demand, and shortage; details why they monitor these data; and offers estimates of the monetary costs incurred in performing such studies.
9/28/2009
REL 2008057 Trends in California Teacher Demand: a County and Regional Perspective
The report highlights the differences among California's counties and regions in their use of underprepared teachers and their needs for new teachers in the coming decade as driven by projected student enrollment changes and teacher retirements. The findings show county and regional variations in key factors that influence teacher labor markets.
8/5/2008
NCES 2008153 Teacher Career Choices: Timing of Teacher Careers Among 1992-93 Bachelor's Degree Recipients
This report uses longitudinal data from the 1992-93 Baccalaureate and Beyond Study (B&B:93/03) to analyze the teaching career choices of 1992-93 bachelor's degree recipients. As of 2003, some 87 percent of graduates reported not teaching in 1994, 1997, and 2003 (nonteachers). Of the 13 percent of graduates who were teaching at one or more of the three follow-up interviews, 31 percent taught consistently, 41 percent were late starters, 16 percent were leavers, and 12 percent were other teachers. The report also provides an in-depth look at the teacher career choices of those graduates with various demographic characteristics, academic backgrounds, teaching assignments, and salaries. Among those who taught, graduates with dependents in each year (1993, 1997, and 2003) taught consistently at higher rates than graduates without dependents. Most graduates who taught consistently had majored in education for their bachelor's degree (77 percent). On the other hand, 40 percent of education majors were not teaching at the elementary/secondary level in 1994, 1997, or 2003. Many of the 1992-93 graduates who became teachers had earned a master's degree or higher by 2003 and had done so at higher rates than graduates who did not teach: 39 percent of graduates who taught had attained a master's degree or higher by 2003, compared with about one-quarter of those who did not teach. The results in this report may inform research on teacher supply and demand, teacher attrition, and teacher retention.
4/29/2008
NCES 2008309 2003-04 Schools and Staffing Survey (SASS) and 2004-05 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Electronic Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2003-2004 and the 2004-2005 TFS. The TFS data and User's manual are the added features to this re-release of the 2003-2004 SASS restricted-use ECB.
10/31/2007
NCES 2007040 Status of Education in Rural America
This report presents a series of indicators on the status of education in rural America, using the new NCES locale classification system. The new system classifies the locale of school districts and schools based on their actual geographic coordinates into one of 12 locale categories and distinguishes between rural areas that are on the fringe of an urban area, rural areas that are at some distance, and rural areas that are remote. The findings of this report indicate that in 2003-04 over half of all operating school districts and one-third of all public schools in the United States were in rural areas; yet only one-fifth of all public school students were enrolled in rural areas. A larger percentage of public school students in rural areas than those in any other locale attended very small schools. A larger percentage of rural public school students in the 4th- and 8th-grades scored at or above the Proficient level on the National Assessment of Educational Progress (NAEP) reading, mathematics, and science assessments in 2005 than did public school students in cities at these grade levels. However, smaller percentages of rural public school students than suburban public school students scored at or above the Proficient level in reading and mathematics. In 2004, the high school status dropout rate (i.e., the percentage of persons not enrolled in school and not having completed high school) among 16- to 24-year-olds in rural areas was higher than in suburban areas, but lower than in cities. Current public school expenditures per student were higher in rural areas in 2003-04 than in any other locale after adjusting for geographic cost differences. Racial/ethnic minorities account for a smaller percentage of public school teachers in rural schools than in schools in all other locales in 2003-04. In general, smaller percentages of public school teachers in rural areas than across the nation as a whole reported problems as “serious” and behavioral problems as frequent in their schools in 2003-04. Likewise, a larger percentage of public school teachers in rural areas than in other locales reported being satisfied with the teaching conditions in their school in 2003-04, though a smaller percentage of rural public school teachers than suburban public school teachers reported being satisfied with their salary. Public school teachers in rural areas earned less, on average, in 2003-04 than their peers in other locales, even after adjusting for geographic cost differences.
7/25/2007
NCES 2007349 Documentation for the 2004-05 Teacher Follow-up Survey
Technical documentation for the 2004-05 Teacher Follow-Up Survey, done one year after the 2003-04 Schools and Staffing Survey. The documentation covers the entire survey cycle--from sample design, questionnaire revisions, and field data collection through all stages of processing. There are descriptions and explanations of the survey cycle in the main text, supplemented by more detailed information in appendices.
3/19/2007
NCES 2007307 Teacher Attrition and Mobility: Results from the 2004-05 Teacher Follow-up Survey
This First Look report provides some selected findings from the 2004-05 Teacher Follow-up Survey (TFS) along with data tables and methodological information. The TFS is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year’s Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach either in the same school as last year or in a different school. The purpose of the Teacher Follow-up Survey is to determine how many teachers remained at the same school, moved to another school or left the profession in the year following the SASS administration.
2/6/2007
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