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Table 12. Percentage of 2004–05 public school teacher leavers who would consider returning to the position of a K–12 teacher, and of those, percentage who rated various factors as very important or extremely important in influencing a decision to return to K–12 teaching, by selected teacher and school characteristics in the 2003–04 base year |
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Among leavers who would consider returning, percent who rated various factors as being very important or extremely important in influencing a decision to return | |||||||||||||
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Teacher or school characteristic in base year | Percent of leavers who would consider returning to the position of a K–12 teacher |
Ability to maintain teacher retirement benefits | State certification reciprocity | Availability of part-time teaching assignments |
Forgiveness of student loans | Housing incentives | Salary increase | Availability of suitable childcare options | |||||
Total1 | 56.2 | 60.1 | 34.7 | 36.1 | 24.2 | 16.5 | 63.1 | 28.3 | |||||
Teaching experience | |||||||||||||
1–3 years | 74.9 | 53.5 | 37.8 | 29.8 | 32.9 | 26.3 | 64.6 | 38.7 | |||||
4–9 years | 73.6 | 62.1 | 30.1 | 36.2 | 34.5 | 19.9 | 67.3 | 43.2 | |||||
10–19 years | 60.6 | 39.7 | 22.2 | 36.3 | 5.3 | 10.1 | 52.0 | 20.3 | |||||
20 years or more | 35.3 | 76.8 | 46.7 | 41.3 | 15.2 | ! | 7.7 | 63.5 | 4.3 | ! | |||
Age | |||||||||||||
Less than 30 years | 75.6 | 53.9 | 20.1 | 37.1 | 31.0 | 16.2 | 68.0 | 46.2 | |||||
30–39 years | 70.3 | 56.8 | 43.5 | 45.4 | 36.3 | 27.2 | 70.7 | 59.2 | |||||
40–49 years | 77.0 | 56.0 | 45.6 | 8.7 | 25.3 | 10.6 | 60.6 | 5.8 | ! | ||||
50 or more years | 33.4 | 73.1 | 32.3 | 50.2 | 5.2 | 12.0 | 53.3 | 1.0 | ! | ||||
Base salary | |||||||||||||
Less than $30,000 | 74.2 | 43.1 | 27.5 | 39.4 | 20.9 | 13.8 | 52.3 | 31.5 | |||||
$30,000–$39,999 | 63.0 | 61.5 | 40.5 | 33.1 | 37.8 | 20.0 | 74.1 | 35.7 | |||||
$40,000 or more | 47.4 | 66.6 | 33.8 | 36.9 | 15.8 | 15.1 | 60.0 | 21.6 | |||||
Sex | |||||||||||||
Male | 43.2 | 51.2 | 29.5 | 22.3 | 15.7 | 16.3 | 55.4 | 10.2 | |||||
Female | 59.9 | 62.0 | 35.8 | 39.0 | 26.0 | 16.5 | 64.8 | 32.1 | |||||
Race/ethnicity | |||||||||||||
White, non-Hispanic | 58.2 | 58.5 | 33.8 | 35.9 | 24.4 | 13.9 | 61.8 | 28.2 | |||||
Black, non-Hispanic | 38.2 | 73.7 | 44.5 | 39.0 | 22.4 | 35.0 | 71.2 | 17.6 | |||||
Hispanic, single or more than one race |
63.1 | 66.8 | 37.9 | 34.6 | 25.9 | 31.2 | 65.0 | 40.8 | |||||
Asian, Native Hawaiian, or Other Pacific Islander, non-Hispanic |
30.3 | 72.2 | 53.2 | 65.8 | 22.1 | ! | 39.7 | ! | 76.6 | 28.9 | |||
American Indian/Alaska Native, non-Hispanic |
68.1 | 47.8 | # | 4.0 | ! | 36.9 | 23.7 | ! | 61.0 | 8.7 | ! | ||
More than one race, non-Hispanic |
92.0 | 65.7 | 26.9 | ! | 23.6 | ! | 13.4 | ! | 10.5 | ! | 95.6 | 44.8 | ! |
Teaching status | |||||||||||||
Full time | 55.4 | 59.1 | 32.4 | 36.2 | 23.5 | 18.9 | 64.0 | 30.6 | |||||
Part time | 59.8 | 64.6 | 44.5 | 36.0 | 27.1 | 6.5 | 59.6 | 18.7 | |||||
Community type | |||||||||||||
Central city | 54.5 | 57.5 | 27.6 | 37.3 | 28.0 | 17.2 | 73.3 | 29.6 | |||||
Urban fringe/large town | 57.3 | 65.4 | 42.3 | 37.2 | 24.9 | 17.6 | 62.3 | 31.9 | |||||
Rural/small town | 55.9 | 49.0 | 24.5 | 30.8 | 15.6 | 11.7 | 48.1 | 15.2 | |||||
School level | |||||||||||||
Elementary | 58.6 | 63.2 | 37.5 | 35.2 | 27.6 | 17.4 | 66.0 | 32.2 | |||||
Secondary | 51.5 | 52.6 | 26.5 | 38.2 | 16.1 | 13.0 | 55.8 | 19.2 | |||||
Combined | 53.0 | 61.8 | 47.5 | 36.4 | 24.7 | 26.5 | 66.9 | 27.6 | |||||
School enrollment | |||||||||||||
Less than 200 | 49.6 | 51.6 | 39.5 | 42.7 | 30.2 | 28.7 | 59.9 | 37.6 | |||||
200–499 | 56.7 | 61.5 | 33.8 | 31.2 | 27.3 | 9.3 | 59.6 | 32.2 | |||||
500–749 | 59.7 | 66.3 | 44.9 | 54.8 | 33.8 | 27.8 | 76.4 | 34.0 | |||||
750 or more | 54.6 | 56.1 | 28.7 | 28.3 | 14.5 | 14.8 | 58.6 | 19.9 | |||||
Percent of K–12 students who were approved for free or reduced-price lunches |
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Less than 15 | 53.2 | 58.4 | 30.3 | 19.9 | 10.3 | 6.4 | ! | 39.2 | 8.7 | ||||
15–49 | 58.0 | 52.9 | 33.9 | 38.7 | 20.4 | 14.3 | 64.6 | 33.9 | |||||
50 or more | 56.5 | 64.7 | 36.9 | 38.1 | 34.2 | 21.1 | 72.8 | 31.2 | |||||
School did not parti- cipate in free or reduced-price lunch program |
60.4 | 64.2 | 41.9 | 58.7 | 32.9 | 20.9 | 72.9 | 39.4 | |||||
Percent of K–12 students who were minorities |
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Less than 10 | 54.1 | 60.4 | 37.2 | 22.2 | 21.4 | 7.6 | 54.0 | 19.2 | |||||
10–34 | 50.9 | 54.5 | 31.1 | 44.4 | 14.6 | 13.7 | 52.6 | 28.7 | |||||
35 or more | 59.4 | 61.9 | 34.8 | 40.1 | 28.8 | 21.7 | 71.1 | 32.6 | |||||
# Rounds to zero. | |||||||||||||
! Interpret data with caution. The standard error for this estimate is equal to 50 percent or more of the estimate's value. | |||||||||||||
1 Free or reduced price lunch program data are collected at the school level and placed on the teacher file. In cases where the sampled school did not respond, data were imputed from the Common Core of Data (CCD). In some cases, CCD data were not available for the school's free or reduced price lunch program participation. A very small number of teachers from these schools are missing data for this variable. | |||||||||||||
NOTE: Leavers are teachers who left the teaching profession after the base year (2003–04). Respondents were asked to rate the importance of various reasons in influencing a decision to return to the position of a K–12 teacher. Response choices were based on a 5-point scale, and included the following: "Not at all important," "Slightly important," "Somewhat important," "Very important," and "Extremely important." | |||||||||||||
SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS), "Public School Teacher Data File," 2003–04; Teacher Follow-up Survey (TFS), "Former Teacher Data File," 2004–05. |
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