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Status of Education Reform in Public Elementary and Secondary Schools: Teachers' Perspective
NCES: 1999045
February 1999

List of Reference and Standard Error Tables

  • Table B-1: Percent of public school teachers reporting the extent to which they understood the concept of new higher standards and the extent to which they felt equipped to set or apply new higher standards for student achievement, by school characteristics: 1996
  • Table B-2: Percent of public school teachers reporting the extent to which various reform activities were being implemented in their classes and areas for which information was most needed, by school characteristics: 1996 Part 2 Part 3 Part 4 Part 5 Part 6
  • Table B-3: Percent of public school teachers reporting that they implemented various education reform activities in any classes, by subject areas and school characteristics: 1996 Part 2 Part 3 Part 4 Part 5
  • Table B-4: Percent of public school teachers with special needs students in their classes indicating the extent to which they applied the same high standards of performance used for other students to these students, and the percent of all public school teachers indicating the extent to which they needed information on helping special needs students achieve to high standards: 1996 Part 2 Part 3 Part 4
  • Table B-5: Percent of public school teachers reporting that they engaged in selected parental involvement activities, and the percent indicating the extent to which information was needed, by school characteristics: 1996 Part 2 Part 3 Part 4 Part 5 Part 6
  • Table B-6: Percent of public school teachers reporting that they engaged in professional development activities, and the mean number of hours they spent on professional development activities during the period from September 1, 1994, through August 31, 1995, by school characteristics: 1996
  • Table B-7: Percent of public school teachers reporting that they attended specific types of professional development activities and the percent reporting that information on high standards was a focus of the activity attended, by school characteristics: 1996 Part 2 Part 3 Part 4
  • Table B-8: Percent of public school teachers describing the school-sponsored or supported professional development activities they attended during the period from September 1, 1994, through August 31, 1995, according to selected criteria, by school characteristics: 1996 Part 2 Part 3 Part 4 Part 5 Part 6 Part 7 Part 8
  • Table B-9: Percent of public school teachers reporting that specific information sources were used and that they were very effective in helping the respondent to understand or use comprehensive reform strategies, by school characteristics: 1996 Part 2Part 3 Part 4
  • Table B-10: Percent of public school teachers reporting their ranking of selected formats for receiving information about comprehensive reform strategies or activities, by school characteristics: 1996 Part 2 Part 3 Part 4
  • Table B-11: Estimates and standard errors for the figures: 1996

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