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

Schools and Staffing Survey (SASS)

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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

		Among leavers who would consider returning, percent who rated various factors as being very important or extremely important in influencing a decision to return
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
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
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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