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 Pub Number  Title  Date
NCES 2018137 Teachers' jobs outside their school system
This report describes the percentage of teachers who earned income from working outside their school system, whether the job was related to teaching or not, and earnings from those jobs by region.
6/19/2018
NCES 2018116 Teacher Satisfaction With Salary and Current Job
This report describes the percentage of teachers who are satisfied with their salary for teaching and compares the job satisfaction of teachers who are satisfied and dissatisfied with their teaching salary.
5/29/2018
NCES 2018097 Public School Teacher Spending on Classroom Supplies
This report describes the percentage of public school teachers who spend their own money on classroom supplies without reimbursement, and the amount of money spent by these teachers.
5/15/2018
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.
3/27/2018
NCES 2017094 Digest of Education Statistics, 2016
The 52nd 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.
2/20/2018
NCES 2017156 2015-16 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2015-16 National Teacher and Principal Survey (NTPS) restricted-use data files. The 3 files (Public School Principal, Public School, and Public School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual, which includes a codebook for each file.
11/16/2017
NCES 2017072 Characteristics of Public Elementary and Secondary School Teachers in the United States: Results From the 2015–16 National Teacher and Principal Survey
This First Look report provides descriptive statistics and basic information from the 2015–16 National Teacher and Principal Survey Public School Teacher Data File.
8/15/2017
NCES 2016014 Digest of Education Statistics, 2015
The 51st 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.
12/8/2016
NCEE 20164004 Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance After Three Years
The Teacher Incentive Fund (TIF), now named the Teacher and School Leader Incentive Program, provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception—the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. The report provides implementation and impact information after three years. Implementation was similar across the three years, with most districts (88 percent) implementing at least 3 of the 4 required components for teachers. In a subset of 10 districts participating in the random assignment study, educators' understanding of performance measures continued to improve during the third year, but many teachers still did not understand that they were eligible for a bonus. They also underestimated the maximum amount they could earn. The pay-for-performance bonus policy had small, positive impacts on students' reading and math achievement.
8/24/2016
NCES 2016006 Digest of Education Statistics, 2014
The 50th 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.
4/28/2016
NCES 2015011 Digest of Education Statistics, 2013
The 49th 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.
5/7/2015
NCEE 20144019 Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance After One Year
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system that included four required components. The control schools were to implement the same performance-based compensation system with one exception—the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This first of four planned reports provides implementation information prior to educators receiving annual performance measure information or payouts. Fewer than half of all 2010 TIF districts reported implementing all four required program components, although 85 percent reported implementing at least three of the four. In a subset of 10 districts who participated in the random assignment study, educators' reporting of the program indicated most misunderstood the performance measures and the amount of pay-for-performance bonus that they were eligible for. Most educators were satisfied with their professional opportunities, school environment, and the TIF program. Educators in those schools that offered the pay-for-performance aspect of TIF tended to be less satisfied than those in schools that did not offer such bonuses. However, educators in schools offering pay-for-performance bonuses were more satisfied with the opportunity to earn additional pay, and a greater percentage indicated feeling increased pressure to perform due to the TIF program.
9/16/2014
NCEE 20144011 State Implementation of Reforms Promoted Under the Recovery Act
This report, based on surveys completed by all 50 SEAs and the District of Columbia (DC) during spring 2011, examines which states were implementing the key education reform strategies promoted by the Recovery Act in 2010-11, the extent to which implementation reflected progress since Recovery Act funds were first available, and states' challenges with implementation. Findings showed variation across the strategies assessed. Almost all SEAs provided guidance for choosing and implementing one of the four school intervention models ED recommended to improve low performing schools, while only two reported supporting teacher evaluation models that included the complete set of criteria (e.g., use of student achievement gains) that the Recovery Act promoted. Difficulty in measuring student growth for teachers of nontested subjects was the challenge reported by the largest number of SEAs.
1/28/2014
NCES 2014015 Digest of Education Statistics, 2012
The 48th 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.
12/31/2013
NCES 2014041 2008/09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09) - Full-scale Methodology Report
The 2008/09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09), conducted for the U.S. Department of Education’s National Center for Education Statistics (NCES), collected information primarily about students’ education and employment in the first year following receipt of their bachelor’s degree.

This report describes the methodology and findings of the B&B:08/09 data collection, which included a student interview, a transcript data collection, and an administrative data records match.
11/22/2013
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