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Teacher Quality: A Report on The Preparation and Qualifications of Public School Teachers
NCES: 1999080
January 1999

Appendix B—Detailed Tables of Estimates and Tables of Standard errors for the 1998 FRSS Survey

List of Tables

  • Table B-1: Number and Percent of full-time public school teachers, by selected school and teacher characteristics: 1998

  • Table B-1a: Standard errors of the number and Percent of full-time public school teachers, by selected school and teacher characteristics: 1998

  • Table B-2: Percent of full-time public school teachers who hold bachelor's, master's, doctorates, other degrees, and/or other certificates, by selected school and teacher characteristics: 1998

  • Table B-2a: Standard errors of the Percent of full-time public school teachers who hold bachelor's, master's, doctorates, other degrees, and/or other certificates, by selected school and teacher characteristics: 1998

  • Table B-3: Average number of total years as a teacher and as a teacher in the current school for full-time public school teachers, by selected school and teacher characteristics: 1998

  • Table B-3a: Standard errors of the average number of total years as a teacher and as a teacher in the current school for full-time public school teachers, by selected school and teacher characteristics: 1998

  • Table B-4: Percent of full-time public school teachers in general elementary classrooms with various types of teaching certificates in their state, by selected school and teacher characteristics: 1998

  • Table B-4a: Standard errors of the Percent of full-time public school teachers in general elementary classrooms with various types of teaching certificates in their state, by selected school and teacher characteristics: 1998

  • Table B-5: Percent of full-time public school teachers in departmentalized settings with various types of teaching certificates in their state in their main teaching assignment field, by selected school and teacher characteristics: 1998

    Table B-5a: Standard errors of the percent of full-time public school teachers in departmentalized settings with various types of teaching certificates in their state in their main teaching assignment field, by selected school and teacher characteristics: 1998

  • Table B-6: Percent of full-time public school teachers in departmentalized settings with various types of teaching certificates in their state in their secondary teaching assignment field, by selected school and teacher characteristics: 1998

  • Table B-6a: Standard errors of the Percent of full-time public school teachers in departmentalized settings with various types of teaching certificates in their state in their secondary teaching assignment field, by selected school and teacher characteristics: 1998

  • Table B-7: Percent of full-time public school teachers in grades 7 through 12 who reported having an undergraduate or graduate major or minor in their main teaching assignment field, by selected school and teacher characteristics: 1998

  • Table B-7a: Standard errors of the Percent of full-time public school teachers in grades 7 through 12 who reported having an undergraduate or graduate major or minor in their main teaching assignment field, by selected school and teacher characteristics: 1998

  • Table B-8: Percent of full-time public school teachers in grades 9 through 12 who reported having an undergraduate or graduate major or minor in their main teaching assignment field, by selected school and teacher characteristics: 1998

  • Table B-8a: Standard errors of the Percent of full-time public school teachers in grades 9 through 12 who reported having an undergraduate or graduate major or minor in their main teaching assignment field, by selected school and teacher characteristics: 1998

  • Table B-9: Percent of full-time public school teachers who participated in professional development activities of various lengths in the last 12 months that focused on various topics, by selected school and teacher characteristics: 1998

  • Table B-9a: Standard errors of the Percent of full-time public school teachers who participated in professional development activities of various lengths in the last 12 months that focused on various topics, by selected school and teacher characteristics: 1998

  • Table B-10: Percent of full-time public school teachers who participated in professional development activities in the last 12 months indicating the extent to which they believe the activity improved their classroom teaching, by selected school and teacher characteristics: 1998

  • Table B-10a: Standard errors of the Percent of full-time public school teachers who participated in professional development activities in the last 12 months indicating the extent to which they believe the activity improved their classroom teaching, by selected school and teacher characteristics: 1998.

  • Table B-11: Percent of full-time public school teachers who participated with various frequency in the last 12 months in various activities related to teaching, by selected school and teacher characteristics: 1998

  • Table B-11a: Standard errors of the Percent of full-time public school teachers who participated with various frequency in the last 12 months in various activities related to teaching, by selected school and teacher characteristics: 1998

  • Table B-12: Percent of full-time public school teachers who participated in various activities related to teaching in the last 12 months indicating the extent to which they believe the activity improved their classroom teaching, by selected school andteacher characteristics: 1998

  • Table B-12a: Standard errors of the Percent of full-time public school teachers who participated in various activities related to teaching in the last 12 months indicating the extent to which they believe the activity improved their classroom teaching, by selected school and teacher characteristics: 1998

  • Table B-13: Percent of full-time public school teachers who participated in a formal induction program when they first began teaching, by selected school and teacher characteristics: 1998

  • Table B-13a: Standard errors of the Percent of full-time public school teachers who participated in a formal induction program when they first began teaching, by selected school and teacher characteristics: 1998

  • Table B-14: Average class size for full-time public school teachers in general elementary classrooms and departmentalized settings, by selected school and teacher characteristics: 1998

  • Table B-14a: Standard errors of the average class size for full-time public school teachers in general elementary classrooms and departmentalized settings, by selected school and teacher characteristics: 1998

  • Table B-15: Percent of full-time public school teachers agreeing or disagreeing with selected statements about parent and school support for teachers, by selected school and teacher characteristics: 1998

  • Table B-15a: Standard errors of the Percent of full-time public school teachers agreeing or disagreeing with selected statements about parent and school support forteachers, by selected school and teacher characteristics: 1998

  • Table B-16: Percent of full-time public school teachers indicating how well prepared they feel to do various activities in the classroom, by selected school and teacher characteristics: 1998

  • Table B-16a: Standard errors of the Percent of full-time public school teachers indicating how well prepared they feel to do various activities in the classroom, by selected school and teacher characteristics: 1998

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