Appendix C—Detailed Tables of Estimates and Tables of Standard Errors for the 1993-94 SASS Study

List of Tables

• Table C-1: Number and Percent of full-time public school teachers, by selected school andteacher characteristics: 1993-94

• Table C-1a: Standard errors of the number and: Percent of full-time public school teachers,by selected school and teacher characteristics: 1993-94

• Table C-2: Average number of total years as a teacher and as a teacher in the current schoolfor full-time public school teachers, by selected school and teacher characteristics: 1993-94

• Table C-2a: Standard errors of the average number of total years as a teacher and as a teacherin the current school for full-time public school teachers, by selected school andteacher characteristics: 1993-94

• Table C-3: Percent of full-time public school teachers who hold bachelor's, master's, anddoctorates, by selected school and teacher characteristics: 1993-94

• Table C-3a: Standard errors of the Percent of full-time public school teachers who holdbachelor's, master's, and doctorates, by selected school and teacher characteristics: 1993-94

• Table C-4: Percent of full-time public school teachers in general elementary classrooms withvarious types of teaching certificates in their state, by selected school and teacher characteristics: 1993-94

• Table C-4a: Standard errors of the Percent of full-time public school teachers in generalelementary classrooms with various types of teaching certificates in their state,by selected school and teacher characteristics: 1993-94

• Table C-5: Percent of full-time public school teachers in departmentalized settings withvarious types of teaching certificates in their state in their main teachingassignment field, by selected school and teacher characteristics: 1993-94

• Table C-5a: Standard errors of the Percent of full-time public school teachers indepartmentalized settings with various types of teaching certificates in their statein their main teaching assignment field, by selected school and teacher characteristics: 1993-94

• Table C-6: Percent of full-time public school teachers in departmentalized settings withvarious types of teaching certificates in their state in their secondary teachingassignment field, by selected school and teacher characteristics: 1993-94

• Table C-6a: Standard errors of the Percent of full-time public school teachers indepartmentalized settings with various types of teaching certificates in their statein their secondary teaching assignment field, by selected school and teacher characteristics: 1993-94

• Table C-7: Percent of full-time public school teachers in grades 7 through 12 who reportedhaving an undergraduate or graduate major or minor in their main teachingassignment field, by selected school and teacher characteristics: 1993-94

• Table C-7a: Standard errors of the Percent of full-time public school teachers in grades 7through 12 who reported having an undergraduate or graduate major or minor intheir main teaching assignment field, by selected school and teacher characteristics: 1993-94

• Table C-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: 1993-94

• Table C-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: 1993-94

• Table C-9: Percent of full-time public school teachers who participated in in-service or professional development activities of various lengths that focused on various topics, by selected school and teacher characteristics: 1993-94

• Table C-9a: Standard errors of the Percent of full-time public school teachers who participated in in-service or professional development activities of various lengths that focused on various topics, by selected school and teachercharacteristics: 1993-94

• Table C-10: Percent of full-time public school teachers who participated in a formal inductionprogram during their first year of teaching and Percent of full-time public schoolteachers who are currently a master or mentor teacher in a formal teacherinduction program, by selected school and teacher characteristics: 1993-94

• Table C-10a: Standard errors of the Percent of full-time public school teachers who participated in a formal induction program during their first year of teaching and Percent of full-time public school teachers who are currently a master or mentorteacher in a formal teacher induction program, by selected school and teacher characteristics: 1993-94

• Table C-11: Average class size for full-time public school teachers in general elementary classrooms and departmentalized settings, by selected school and teacher characteristics: 1993-94

• Table C-11a: Standard errors of the average class size for full-time public school teachers ingeneral elementary classrooms and departmentalized settings, by selected schooland teacher characteristics: 1993-94

• Table C-12: Percent of full-time public school teachers agreeing or disagreeing with selectedstatements about parent and school support for teachers, by selected school andteacher characteristics: 1993-94

• Table C-12a: Standard errors of the Percent of full-time public school teachers agreeing ordisagreeing with selected statements about parent and school support forteachers, by selected school and teacher characteristics: 1993-94

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