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Schools that had staff with specialist or academic coaching assignments: Percentage of K–12 schools that had staff with specialist or academic coaching assignments and the percentage of schools that had staff with a particular specialist or academic coaching assignment, by school type and selected school characteristics: 2020–21
| Percent of schools that had | Percent of all schools that had | |||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| School type and selected school characteristic | Percent of schools that had staff with any specialist assignments | Reading specialists | Math specialists | Science specialists | Percent of schools that had staff with any coaching assignments | Reading coaches | Math coaches | Science coaches | General instructional/not subject-specific coaches | |||||||||
| All schools | 47.7 | 44.4 | 22.3 | 8.3 | 44.6 | 25.9 | 18.2 | 8.0 | 28.4 | |||||||||
| All public schools | 50.3 | 47.6 | 22.6 | 7.2 | 48.7 | 28.8 | 20.0 | 8.3 | 29.8 | |||||||||
| School classification | ||||||||||||||||||
| Traditional public | 50.7 | 48.1 | 22.0 | 6.8 | 47.9 | 28.4 | 19.1 | 7.4 | 28.8 | |||||||||
| Charter school | 47.1 | 43.5 | 27.8 | 10.4 | 56.1 | 32.6 | 28.3 | 16.3 | 39.6 | |||||||||
| Community type | ||||||||||||||||||
| City | 50.4 | 46.8 | 24.6 | 10.3 | 59.0 | 34.4 | 27.0 | 12.3 | 38.5 | |||||||||
| Suburban | 56.6 | 54.9 | 24.3 | 7.3 | 51.2 | 32.1 | 20.9 | 8.8 | 29.0 | |||||||||
| Town | 45.0 | 40.9 | 20.4 | 4.5 | 40.2 | 22.0 | 14.3 | 4.7 | 25.3 | |||||||||
| Rural | 45.2 | 43.0 | 19.4 | 5.1 | 39.0 | 22.2 | 14.3 | 5.2 | 23.9 | |||||||||
| School level1 | ||||||||||||||||||
| Elementary | 63.2 | 61.5 | 26.4 | 8.7 | 56.0 | 36.4 | 23.5 | 8.0 | 32.3 | |||||||||
| Middle | 43.7 | 39.7 | 24.3 | 5.2 | 47.0 | 25.7 | 20.3 | 11.0 | 28.8 | |||||||||
| Secondary/high | 26.6 | 22.5 | 13.3 | 5.2 | 36.4 | 14.9 | 13.0 | 7.5 | 26.7 | |||||||||
| Combined/other | 41.3 | 39.1 | 19.2 | 6.3 | 35.6 | 21.7 | 14.5 | 6.9 | 23.0 | |||||||||
| Student enrollment | ||||||||||||||||||
| Less than 100 | 22.8 | 19.2 | 12.8 | 5.4 | 30.6 | 13.6 | 7.7 | 2.0 | ! | 22.5 | ||||||||
| 100–199 | 39.2 | 35.9 | 17.1 | 7.2 | 31.7 | 16.7 | 12.2 | 4.8 | 20.4 | |||||||||
| 200–499 | 55.2 | 53.1 | 22.9 | 6.3 | 50.8 | 31.3 | 20.1 | 7.4 | 30.9 | |||||||||
| 500–749 | 56.7 | 54.2 | 26.0 | 8.4 | 52.7 | 33.0 | 23.2 | 10.2 | 30.0 | |||||||||
| 750–999 | 51.6 | 47.4 | 26.4 | 8.2 | 54.2 | 30.1 | 23.6 | 10.5 | 34.1 | |||||||||
| 1,000 or more | 42.3 | 38.9 | 21.6 | 8.6 | 51.1 | 27.4 | 23.6 | 12.9 | 33.1 | |||||||||
|
Percent of K–12 students who were approved for free or reduced–price lunches |
||||||||||||||||||
| 0–34 | 50.9 | 48.3 | 21.5 | 6.3 | 41.0 | 23.1 | 15.0 | 4.8 | 24.9 | |||||||||
| 35–49 | 54.8 | 52.8 | 24.3 | 5.2 | 44.8 | 25.3 | 16.6 | 7.1 | 28.2 | |||||||||
| 50–74 | 49.0 | 45.6 | 22.1 | 5.4 | 47.4 | 26.3 | 18.5 | 7.1 | 29.2 | |||||||||
| 75 or more | 49.1 | 46.5 | 22.9 | 9.1 | 55.4 | 34.7 | 24.9 | 11.4 | 33.7 | |||||||||
| Reported effect of COVID–19 on instruction2 | ||||||||||||||||||
| Offering only distance-learning instruction | 45.0 | 41.0 | 20.0 | 7.3 | 52.2 | 28.1 | 22.0 | 10.0 | 36.0 | |||||||||
|
Offering a hybrid of in-person and distance-learning instruction |
52.6 | 50.3 | 23.8 | 7.4 | 49.0 | 30.0 | 20.3 | 8.3 | 28.6 | |||||||||
|
Offering only in-person instruction or no effect on the instruction offered |
42.7 | 40.0 | 18.0 | 4.2 | 37.4 | 19.5 | 12.6 | 3.7 | 25.3 | |||||||||
| All private schools | 37.6 | 32.1 | 21.1 | 12.4 | 29.1 | 14.8 | 11.2 | 6.7 | 22.9 | |||||||||
| School classification | ||||||||||||||||||
| Catholic | 39.5 | 34.9 | 21.6 | 10.3 | 26.5 | 12.0 | 7.4 | 4.8 | 19.9 | |||||||||
| Other religious | 33.8 | 28.7 | 20.1 | 11.0 | 31.3 | 16.3 | 13.1 | 7.6 | 24.9 | |||||||||
| Nonsectarian | 43.1 | 35.7 | 22.4 | 17.6 | 27.6 | 15.0 | 11.5 | 7.1 | 22.4 | |||||||||
| Community type | ||||||||||||||||||
| City | 40.5 | 34.8 | 22.6 | 13.0 | 32.5 | 16.2 | 12.3 | 7.6 | 26.8 | |||||||||
| Suburban | 44.8 | 37.4 | 26.6 | 15.9 | 36.8 | 18.4 | 14.0 | 8.5 | 28.3 | |||||||||
| Town | 24.0 | 20.9 | 10.2 | 5.5 | ! | 14.2 | 6.3 | ! | 5.5 | ! | ‡ | 10.2 | ||||||
| Rural | 28.0 | 24.6 | 14.9 | 9.2 | 18.4 | 10.7 | 7.6 | 4.1 | ! | 14.2 | ||||||||
| School level1 | ||||||||||||||||||
| Elementary/middle | 34.7 | 29.0 | 17.6 | 13.8 | 28.7 | 17.0 | 12.2 | 8.1 | 22.1 | |||||||||
| Secondary/high | 25.2 | 19.3 | 16.6 | 10.8 | 32.3 | 8.8 | 10.2 | 8.2 | 29.8 | |||||||||
| Combined/other | 40.9 | 35.5 | 23.1 | 12.3 | 28.6 | 15.3 | 11.0 | 6.0 | 21.9 | |||||||||
| Student enrollment | ||||||||||||||||||
| Less than 100 | 28.5 | 22.3 | 16.2 | 10.3 | 26.1 | 13.5 | 10.3 | 5.9 | 20.5 | |||||||||
| 100–199 | 42.8 | 36.7 | 24.7 | 13.3 | 27.4 | 16.4 | 11.6 | 7.6 | 20.6 | |||||||||
| 200–499 | 48.6 | 44.8 | 25.3 | 14.3 | 35.6 | 14.6 | 10.7 | 6.6 | 28.5 | |||||||||
| 500–749 | 53.4 | 51.8 | 28.2 | 14.6 | 33.0 | 13.9 | 8.7 | 6.0 | ! | 28.9 | ||||||||
| 750 or more | 51.3 | 44.0 | 35.4 | 25.2 | 42.7 | 28.6 | 30.7 | 16.2 | ! | 34.8 | ||||||||
| Reported effect of COVID–19 on instruction2 | ||||||||||||||||||
| Offering only distance-learning instruction | 32.7 | 25.2 | 19.8 | 14.5 | 31.4 | 12.1 | 14.0 | 7.4 | ! | 26.6 | ||||||||
|
Offering a hybrid of in-person and distance-learning instruction |
41.0 | 36.1 | 23.4 | 13.9 | 33.8 | 17.9 | 14.1 | 8.5 | 26.5 | |||||||||
|
Offering only in-person instruction or no effect on the instruction offered |
34.2 | 28.2 | 18.5 | 10.3 | 23.1 | 11.5 | 7.2 | 4.5 | 18.2 | |||||||||
! Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 percent and 50 percent (i.e., the standard error is at least 30 percent and less than 50 percent of the estimate).
‡ Reporting standards not met. Either there are too few cases for a reliable analysis, or the coefficient of variation (CV) for this estimate is 50 percent or greater (i.e., the standard error is
50 percent or more of the estimate).
50 percent or more of the estimate).
1Elementary schools offer at least one grade of K to 4, and the number of elementary grades is higher than the number of middle grades. Middle schools offer at least one of grades 5 to 8, and the number of middle grades is greater than the number of elementary or secondary grades. Secondary/high schools are defined as schools that enroll students in more of grades 9 through 12 than in lower grades. Combined/other schools include all other combinations of grades, including K–12 schools. School level categories in the 2020–21 NTPS differ from those in previous survey administrations; caution should be exercised when comparing estimates by level over time.
2Schools were asked to report the current effect of the coronavirus pandemic (COVID-19) on instruction at the school at the time they completed the survey. Thus, this was the reported effect on instruction at the time the survey was completed, not a summary of the school year.
NOTE: Data are weighted estimates of the population. A specialist works with students and a coach works with teachers. Coaching includes observing lessons, providing feedback, and demonstrating teaching strategies.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), “Public School and Private School Data Files,” 2020–21.
