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

Appendix D—Standard Error Tables for Text Tables and Figures

List of Tables

  • Table D-1a: Standard errors of the percent of public school teachers who majored in various fields of study for a bachelor's or graduate degree, by selected school and teacher characteristics: 1998

  • Table D-2a: Standard errors of the percent of full-time public school teachers who majored in various fields of study for a bachelor's or graduate degree, by selected school and teacher characteristics: 1993-94

  • Table D-3a: Standard errors of the percent of full-time public school teachers in general elementary classrooms and departmentalized settings with various types of teaching certificates in their state: 1998

  • Table D-4a: Standard errors of the percent of full-time public school teachers in general elementary classrooms and departmentalized settings with various types of teaching certificates in their state: 1993-94

  • Table D-5a: 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 characteristics: 1998

  • Table D-6a: 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 characteristics: 1993-94

  • Table D-7a: 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 characteristics: 1998

  • Table D-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 characteristics: 1993-94

  • Table D-9a: Standard errors of the percent of full-time public school teachers who participated in professional development activities in the last 12 months in various content areas, by teaching experience: 1998

  • Table D-10a: Standard errors of the percent of full-time public school teachers who participated in professional development activities since the end of the school year in various content areas, by teaching experience: 1993-94

  • Table D-11a: Standard errors of the percent of full-time public school teachers indicating the number of hours spent in professional development activities in the last 12 months in various content areas: 1998

  • Table D-12a: Standard errors of the percent of full-time public school teachers indicating the number of hours spent in professional development activities since the end of the last school year in various content areas: 1993-94

  • Table D-13a: 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 teaching: 1998

  • Table D-14a: Standard errors of the percent of full-time public school teachers who participated in professional development activities in the last 12 months indicating that the activity improved their teaching a lot, by teaching experience: 1998

  • Table D-15a: Standard errors of the percent of full-time public school teachers indicating the extent to which participation in professional development activities in various content areas improved their classroom teaching, by the number of hours spent inprofessional development in that content area in the last 12 months: 1998

  • Table D-16a: Standard errors of the percent of full-time public school teachers who participated in activities related to teaching in the last 12 months, by frequency of participation: 1998

  • Table D-17a: 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 teaching: 1998

  • Table D-18a: Standard errors of the percent of full-time public school teachers indicating the extent to which participation in activities related to teaching improved their classroom teaching, by the frequency with which they participated in that activity inthe last 12 months: 1998

  • Table D-19a: Standard errors of the average class size for full-time public school teachers in general elementary classrooms and departmentalized settings, by selected school characteristics: 1998

  • Table D-20a: Standard errors of the average class size for full-time public school teachers in general elementary classrooms and departmentalized settings, by selected school characteristics: 1993-94

  • Table D-21a: Standard errors of the percent of full-time public school teachers indicating how well prepared they feel to do various activities in the classroom: 1998

  • Table D-22a: Standard errors of the percent of full-time public school teachers indicating they feel very well prepared to do various activities in the classroom, by teaching experience: 1998

  • Table D-23a: Standard errors of the comparison of recent teacher participation in professional development in various content areas and perceived teacher preparedness for classroom requirements in those content areas: 1998

  • Table D-24a: 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 the number of hours spent in professional development in the content area of the activity in thelast 12 months: 1998

  • Table D-25a: Standard errors of the percent of full-time public school teachers indicating they feel very well prepared to do various classroom activities, by whether they participated in various teaching-related activities in the last 12 months: 1998

  • Table D-26 Standard errors for the figures and for data not shown in tables: FRSS 1998 and SASS 1993-94

  • Table D-A-2a: Standard errors of the percent of full-time public school teachers with any undergraduate or graduate major in various fields of study, by selected school and teacher characteristics: 1998

  • Table D-A-3a: Standard errors of the percent of full-time public school teachers with any undergraduate or graduate major in various fields of study, by selected school and teacher characteristics: 1993-94

Top