NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report December 1998

Status of Education Reform in

Public Elementary and Secondary

Schools: Teachers’ Perspectives

U.S. Department of Education

Office of Educational Research and Improvement NCES 1999-045
NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report December 1998

Status of Education Reform in

Public Elementary and Secondary

Schools: Teachers’ Perspectives

Debbie Alexander

Sheila Heaviside

Elizabeth Farris

Westat, Inc.

Shelley Burns

Project Officer

National Center for Education Statistics

U.S. Department of Education

Office of Educational Research and Improvement NCES 1999-045
U.S. Department of Education

Richard W. Riley

Secretary

Office of Educational Research and Improvement

C. Kent McGuire

Assistant Secretary

National Center for Education Statistics

Pascal D. Forgione, Jr.

Commissioner

National Center for Education Statistics

The purpose of the Center is to collect and report “statistics

and information showing the condition and progress of

education in the United States and other nations in order to

promote and accelerate the improvement of American

education.”--Section 402(b) of the National Education

Statistics Act of 1994 (20 U.S.C. 9001).

December 1998

Contact:

Shelley Burns

(202) 219-1463

The NCES World Wide Web Home Page address is: http://NCES.ed.gov

This report was prepared by Westat, Inc., under contract with the National Center for Education Statistics.

For sale by the U.S. Government Printing Office

Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328
iii

Highlights • Forty-two percent of elementary and secondary public school

teachers reported understanding the concept of new higher

standards for student achievement very well, and

35 percent said they felt very well equipped to set or apply

new higher standards for their students (figure 1).

• Two activities associated with education reform were

frequently cited by teachers as being incorporated into their

classes to a great extent: using instructional strategies aligned

with high standards (56 percent) and assisting all students to

achieve to high standards (52 percent). Only

7 percent of teachers reported incorporating innovative

technologies such as the Internet and telecommunicationssupported instruction to a great extent (table 2).

• Seventy-nine percent of teachers identified innovative

technologies as one of the three areas for which they most

needed information, and 53 percent reported needing

information on using authentic student assessments, such as

portfolios that measure performance against high standards

(table 2).

• According to teachers, authentic assessments (such as

portfolios) that measure performance against high standards

were more likely to be used in English/language arts

(64 percent) than in mathematics (51 percent), science (42

percent), and history/social studies (38 percent; table 3).

• Fifty-six percent of teachers reported having students with

limited English proficiency enrolled in their classes, and

79 percent reported having students with disabilities. Thirtythree percent of such teachers reported applying, to a great

extent, the same high standards of performance used for other

students to students with limited English proficiency, as did

28 percent for students with disabilities (table 4).

• Twenty-eight percent of all teachers reported that they

provided information or advice, to a great extent, to parents to

help them create supportive environments at home. Forty-six

percent of elementary school teachers reported engaging in

this activity, compared to 20 percent of middle and 10 percent

of high school teachers (table 5, appendix table B-5, and

figure 3).

• Ninety-four percent of teachers reported attending an average

of 42 hours of professional development activities such as

professional meetings, inservice workshops, and conferences

during the period September 1, 1994, through August 31,

1995 (table 7 and appendix table B-6).
iv

• Fifty-six percent of public school teachers participating in

professional development reported attending activities in

which information on high standards was a major focus (table

9).

• Teachers who reported that they implemented larger numbers

of reform activities in their classrooms were more likely to

report attending professional development activities with a

major focus on higher standards (table 9).

• Among teachers who used various sources of information or

resources to help them understand or use comprehensive

reform strategies,1 one-third or more reported they felt that

other teachers (39 percent), inservice training (37 percent),

and institutes or workshops (38 percent) were very effective

resources. U.S. Department of Education resources were

considered very effective sources of information on

comprehensive reform strategies by 4 percent to 11 percent of

teachers consulting these sources (table 12).

 

1

 Data were collected prior to the Obey-Porter legislation and do not report information about

the Comprehensive School Reform Demonstration Program created under that legislation and

initiated in fall 1997. “Comprehensive reform” would have been interpreted broadly for a

variety of school reform activities.
v

Table of Contents

Page

Highlights ..................................................................................................................... iii

Introduction ..................................................................................................................... 1

Teachers’ Understanding of and Ability to Apply High Standards...................................... 4

Types of Education Reform Activities Teachers Are Implementing in Their Classes........... 6

Reform Activities Teachers Are Using in Various Subject Areas........................................ 8

Implementing High Standards for Students with Special Needs .......................................... 10

Involving Parents in Student Learning Activities and Need for Information......................... 11

Professional Development Activities Among Teachers....................................................... 14

Sources of Information and Assistance in Helping Understand or Use Comprehensive

 Reform Strategies .......................................................................................................... 19

Summary .......................................................................................................................... 21

List of Appendices

Appendix

A Survey Methodology and Data Reliability .................................................................. 23

B Reference and Standard Error Tables......................................................................... 31

C Survey Form ............................................................................................................. 81
vi

List of Figures

Figure Page

1 Percent of public school teachers reporting the extent to which they understood the

concept of new higher standards and the percent reporting the extent to which they felt

equipped to set or apply new higher standards: 1996 ..................................................... 4

2 Percent of public school teachers who reported that they assisted all students to achieve

to high standards to a great extent, by instructional level of school: 1996 ....................... 7

3 Percent of public school teachers reporting that they engaged in selected parental

involvement activities to a great extent: 1996................................................................. 12

4 Percent of public school teachers reporting that various formats were their first choice

for receiving information: 1996..................................................................................... 20

List of Text Tables

Table

1 Percent of public school teachers reporting the extent to which they understood the

concept of new higher standards, and the percent reporting the extent they felt

equipped to set or apply new higher standards for student achievement, by percent

minority enrollment: 1996............................................................................................. 5

2 Percent of public school teachers reporting the extent to which various reform

activities were being implemented in their classes and areas for which information was

most needed: 1996 ........................................................................................................ 6

3 Percent of public school teachers reporting that they implemented various reform

activities in any classes, by subject areas: 1996 ............................................................. 8

4 Percent of public school teachers with special needs students in their classes indicating

the extent to which they applied the same high standards of performance used for other

students to these students, and the percent of all public school teachers indicating the

extent to which they needed information on helping special needs students achieve to

high standards: 1996..................................................................................................... 10

5 Percent of public school teachers reporting that they engaged in selected parental

involvement activities and the percent indicating that information was needed: 1996....... 11

6 Percent of public school teachers reporting that they engaged in selected parental

involvement activities to a great extent, by main subject area taught: 1996..................... 13

7 Percent of public school teachers reporting that they engaged in professional

development activities, and the mean number of hours they spent on professional

development activities during the period from September 1, 1994, through August 31,

1995: 1996................................................................................................................... 14

8 Percent of public school teachers reporting that they attended specific types of

professional development activities, and the percent reporting that information on high

standards was a focus of the activity attended: 1996...................................................... 15
vii

List of Text Tables (continued)

Table Page

9 Percent of public school teachers reporting that they implemented activities associated

with education reform into their classes to a great extent, by whether or not they

attended professional development activities with a major focus on high standards:

1996.............................................................................................................................. 16

10 Percent of public school teachers describing school-sponsored or supported professional

development activities they attended during the period September 1, 1994, through

August 31, 1995: 1996 ................................................................................................. 17

11 Percent of public school teachers indicating that school-sponsored or supported

professional development they attended during the period from September 1, 1994,

through August 31, 1995, included selected criteria to a great extent, by instructional

level of school: 1996..................................................................................................... 18

12 Percent of public school teachers reporting that specific information sources were used

and that they were somewhat or very effective in helping the respondent to understand or

use comprehensive reform strategies: 1996.................................................................... 19

13 Number and percent of responding teachers in the study sample and the estimated

number and percent of teachers the sample represents, by school characteristics: 1996... 29

List of Reference and Standard Error Tables

Table Page

B-1 Percent of public school teachers reporting the extent to which they understood

the concept of new higher standards and the extent to which they felt equipped to

set or apply new higher standards for student achievement, by school

characteristics: 1996........................................................................................... 33

B-2 Percent of public school teachers reporting the extent to which various reform

activities were being implemented in their classes and areas for which

information was most needed, by school characteristics: 1996............................. 35

B-3 Percent of public school teachers reporting that they implemented various

education reform activities in any classes, by subject areas and school

characteristics: 1996 .......................................................................................... 41

B-4 Percent of public school teachers with special needs students in their classes

indicating the extent to which they applied the same high standards of

performance used for other students to these students, and the percent of all

public school teachers indicating the extent to which they needed information on

helping special needs students achieve to high standards: 1996............................ 48

B-5 Percent of public school teachers reporting that they engaged in selected parental

involvement activities, and the percent indicating the extent to which information

was needed, by school characteristics: 1996........................................................ 52
viii

List of Reference Tables (continued)

Table Page

B-6 Percent of public school teachers reporting that they engaged in professional

development activities, and the mean number of hours they spent on professional

development activities during the period from September 1, 1994, through

August 31, 1995, by school characteristics: 1996................................................ 58

B-7 Percent of public school teachers reporting that they attended specific types of

professional development activities and the percent reporting that information on

high standards was a focus of the activity attended, by school characteristics:

1996 ................................................................................................................... 59

B-8 Percent of public school teachers describing the school-sponsored or supported

professional development activities they attended during the period from

September 1, 1994, through August 31, 1995, according to selected criteria,

by school characteristics: 1996 ........................................................................... 63

B-9 Percent of public school teachers reporting that specific information sources were

used and that they were very effective in helping the respondent to understand or

use comprehensive reform strategies, by school characteristics: 1996 .................. 71

B-10 Percent of public school teachers reporting their ranking of selected formats for

receiving information about comprehensive reform strategies or activities,

by school characteristics: 1996 ........................................................................... 75

B-11 Estimates and standard errors for the figures: 1996 ............................................. 79
1

Introduction Increasingly, national initiatives are directed toward finding ways to

improve the quality of education for all students. These initiatives

address many aspects of the educational process, including the

application of high standards for student achievement. The Public

School Teacher Survey on Education Reform was conducted to

provide nationally representative data on teachers’ understanding of

standards-based education reforms. In addition, the study gathered

nationally representative data on specific reform activities teachers

reported implementing in their classrooms. The study also attempted

to identify information and assistance needed by teachers.

Data from this report represent findings from one of two studies that

were requested jointly by the Office of Educational Research and

Improvement (OERI) and the Planning and Evaluation Service (PES)

in the U.S. Department of Education. The Public School Teacher

Survey on Education Reform provides data from a nationally

representative sample of 1,445 public elementary, middle, and high

school teachers on their individual efforts toward education reform.

The other study, Public School Survey on Education Reform,

collected data from a sample of nationally representative public school

principals that are intended to provide information about public school

education reform strategies being implemented, principals’ need for

information and assistance, and the role of Title I program resources

in supporting education reforms. Findings from the principal survey

are presented in a separate report.2

Both studies were initiated during the spring of 1996. Followup with

nonresponding principals was completed in July 1996 and with

nonresponding teachers in October 1996 (see appendix A for survey

methodology). The study was conducted through the Fast Response

Survey System (FRSS) for the National Center for Education

Statistics (NCES) by Westat, a research firm in Rockville, Maryland.

The survey asked teachers to report for the 1995-96 school year.

This report contains information about education reform efforts in

U.S. public schools as reported by school teachers through a mail

survey. The information has not been independently verified.

Because of the survey questions and collection methodology used,

results should be interpreted carefully for the following reasons:

1. Since all teachers do not share the same concept of reform, survey

questions were designed to be inclusive of a wide variety of

reform activities.

 

2

 U.S. Department of Education, National Center for Education Statistics, Fast Response Survey

System, Status of Education Reform in Public Elementary and Secondary Schools:

Principals’ Perspectives, FRSS 54, 1998.
2

2. There may be a tendency for respondents to over-report activities

in which they believe they should be engaged.

3. As a Fast Response survey, the questionnaire was brief and could

not collect information to judge the accuracy of the teachers’

reports about their reform efforts.

Teachers were given guidance for completing their surveys in the form

of a general definition of new higher standards. It was defined on the

questionnaire as “recent and current education reform activities that

seek to establish more challenging expectations for student

achievement and performance, such as the National Council of

Teachers of Mathematics standards for mathematics, state- or localinitiated standards in various subjects, and those outlined in Goals

2000.”

It is important to note that the survey did not limit standards to those

adopted by states, since schools in states that have not adopted

standards could have locally developed standards of their own.

The teacher survey included questions on the following topics:

• Teachers’ understanding of the concept of new higher standards

for student achievement;

• How well equipped teachers feel to set or apply new higher

standards of achievement for their students;

• The extent to which teachers are implementing various reform

activities and in what areas information is most needed;

• Incorporation of specific education reform activities in English/

language arts, history/social studies, mathematics, and science

classes;

• The extent to which teachers hold students with limited English

proficiency and disabilities to the same high standards as other

students;

• The extent to which teachers have engaged in activities to involve

parents in student learning;

• Sources of information or assistance in understanding and using

reform strategies and activities;

• Teachers’ preferred format for receiving information;
3

• Total number of hours teachers spent on professional

development, types of professional development activities

attended, and whether information on high standards was a major

focus of the activities attended; and

• Characteristics of professional development activities sponsored

or supported by teachers’ schools.

Survey findings are presented throughout the report in aggregate for

all schools; where significant differences were found, they are

presented by school characteristics. Appendix B contains reference

tables of the survey data broken out by the school and teacher

characteristics listed below. Findings from these tables were not

discussed in great depth in the report because many of the

comparisons between school and teacher characteristics on the extent

of their reform activities did not show relevant or statistically

significant differences. Readers can use the appendix reference tables

to make comparisons not cited in the text of the report.

• Instructional level (elementary school, middle school, high

school);

• Geographic region (Northeast, Southeast, Central, West);

• Enrollment size (less than 500, 500-999, 1,000 or more);

• Locale (city, urban fringe, town, rural);

• Percent of students eligible for free or reduced-price lunch (less

than 35 percent, 35-49 percent, 50-74 percent, 75 percent or

more);

• Minority enrollment (less than 6 percent, 6-20 percent,

21-49 percent, 50 percent or more);

• Number of years teacher has been teaching (less than 10, 10 to

20, 21 or more); and

• Main subject area teacher taught (self-contained class,

mathematics, science, social studies, and English/language arts).
4

Data have been weighted to national estimates of public school

teachers. All comparative statements made in this report have been

tested for statistical significance through chi-square tests or t-tests

adjusted for multiple comparisons using the Bonferroni adjustment

and are significant at the 0.05 level or better. However, not all

statistically significant comparisons have been presented.

Teachers’ Understanding of and

Ability to Apply

High Standards

School reform incorporates a multitude of activities. The goals of the

reform movement include setting standards for development of

curriculum instructional materials that offer a high level of challenge,

evaluating students more fully and appropriately, and incorporating

teaching methods and techniques to foster a higher level of

achievement for all students. An important part of the school reform

effort is that teachers should understand and teach to new higher

standards for student achievement. Therefore, the survey asked

sampled teachers how well they understood the concept of new higher

standards and how well equipped they felt to set or apply them. In

response, almost all teachers reported having some understanding of

the concept of new higher standards and almost all felt at least

somewhat equipped to set or apply new higher standards. Less than

half (42 percent) reported understanding the concept very well, while

35 percent felt very well equipped to set or apply new higher standards

(figure 1 and appendix table B-1).

Figure 1.—Percent of public school teachers reporting the extent to which they understood the

concept of new higher standards and the percent reporting the extent to which they felt

equipped to set or apply new higher standards: 1996

Understood concept of new 

higher standards

52%

42%

5%

Somewhat 

well

Not at all 

Very well

Felt equipped to set or apply new 

higher standards

8%

35%

57% Somewhat 

well

Not at all 

Very well

NOTE: Percents may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey
5

About one-fourth of teachers in schools with less than 6 percent

minority enrollment reported understanding the concept of new higher

standards very well compared with about half of teachers in schools

with larger minority enrollment (table 1 and appendix table B-1).

Table 1.—Percent of public school teachers reporting the extent to which they understood the

concept of new higher standards, and the percent reporting the extent to which they felt

equipped to set or apply new higher standards for student achievement, by percent

minority enrollment: 1996

Understood concept Felt equipped to set or apply standards

Minority enrollment Very well Somewhat well Very well Somewhat well

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers................................ 42 2.1 52 2.0 35 1.8 57 2.0

Percent minority enrollment

Less than 6 percent..................... 27 3.1 64 3.3 28 3.8 59 4.2

6 to 20 percent ........................... 48 4.7 47 4.5 39 4.4 55 4.4

21 to 49 percent.......................... 47 4.9 48 5.1 36 3.8 57 3.7

50 percent or more ..................... 48 2.5 48 2.7 38 2.5 56 2.9

NOTE: Percents do not add to 100 because this table does not show the third response category—not at all well—that was included on the

questionnaire. Five percent of teachers reported not at all understanding the concept of new higher standards and 8 percent reported being not at all

well prepared to set or apply new higher standards for student achievement.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
6

Types of

Education Reform

Activities Teachers

Are Implementing

in Their Classes

Teachers were also asked to report the extent to which they were

implementing specific activities associated with education reform in

their classes (table 2 and appendix table B-2). Teachers reported

incorporating instructional strategies aligned with high standards

(56 percent) and assisting all students to achieve to high standards (52

percent) in their classes to a great extent more frequently than the

other reform activities. Elementary school teachers (61 percent) were

more likely than middle school teachers (49 percent) and high school

teachers (44 percent) to report assisting all students to achieve to high

standards to a great extent (figure 2 and appendix table B-2).

Table 2.—Percent of public school teachers reporting the extent to which various reform activities

were being implemented in their classes and areas for which information was most needed:

1996

Extent to which activity was

implemented in class1

Great extent Moderate extent

Information

most needed2

Reform activity

Percent s.e. Percent s.e. Percent s.e.

Using instructional strategies aligned with high standards.......................... 56 1.8 35 1.7 34 2.0

Assisting all students to achieve to high standards...................................... 52 1.7 39 1.8 28 1.7

Using curricula aligned with high standards................................................ 38 1.9 45 1.8 31 1.8

Using textbooks or other instructional materials aligned with high

standards ................................................................................................ 36 2.0 43 1.9 30 1.8

Providing students or parents with examples of work that meets high

standards ................................................................................................ 30 1.8 42 2.3 33 1.7

Using authentic student assessments, such as portfolios that measure

performance against high standards........................................................ 20 1.6 33 1.7 53 2.1

Using innovative technologies such as the Internet and

telecommunications-supported instruction.............................................. 7 1.0 20 1.6 79 1.6

1

Percents do not add to 100 because this table does not show the third response category—small extent—that was included on the questionnaire.

2Teachers could select up to three activities for information.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
7

Figure 2.—Percent of public school teachers who reported that

they assisted all students to achieve to high standards

to a great extent, by instructional level of school: 1996

52%

61%

49%

44%

0

20

40

60

80

100

All public

schools

Elementary

schools

Middle 

schools

High 

schools

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Public School Teacher Survey on Education Reform,” FRSS 55, 1996.

About one-third of teachers reported implementing certain other

activities to a great extent, including:

• Using curricula aligned with high standards (38 percent);

• Using textbooks or other instructional materials aligned with high

standards (36 percent); and

• Providing students or parents with examples of work that are

successful in meeting high standards (30 percent).

Fewer teachers (20 percent) reported using authentic student

assessments to a great extent. The smallest percentage of teachers

reported implementing innovative technologies such as the Internet and

telecommunications-supported instructions to a great extent

(7 percent; table 2 and appendix table B-2).
8

Of the seven reform activities listed, teachers were asked to identify

the three areas for which information was most needed (table 2).

Innovative technologies was listed most frequently by teachers

(79 percent). Next most frequently mentioned was using authentic

student assessments such as portfolios that measure performance

against high standards (53 percent of teachers).

Reform Activities

Teachers Are

Using in Various

Subject Areas

The survey asked teachers to report about the use of the seven reform

activities in four core subject areas: English/language arts,

history/social studies, mathematics, and science (table 3 and appendix

table B-3). The activities most often reported in history/social studies

were incorporating instructional strategies aligned with high standards

and assisting all students to achieve to high standards (73 and 78

percent). Assisting all students to achieve to high standards was

reported by 82 percent of English/language arts teachers.

In all four subject areas, teachers reported the use of innovative

technologies least often, when compared to the use of other reform

activities (less than 30 percent).

Table 3.—Percent of public school teachers reporting that they implemented various reform activities

in any classes, by subject area: 1996

English/

language arts

History/

social studies Mathematics Science Reform activity

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

Using instructional strategies (e.g.,

hands-on activities, cooperative

learning) aligned with high standards.. 75 2.3 73 2.8 82 1.8 81 2.3

Assisting all students to achieve to high

standards............................................. 82 1.9 78 2.6 79 2.2 74 2.4

Using curricula aligned with high

standards............................................. 69 2.4 59 2.8 67 2.5 66 3.0

Using textbooks or other instructional

materials aligned with high standards . 66 2.7 57 3.0 69 2.9 59 2.4

Providing students or parents with

examples of work that meets high

standards............................................. 67 2.7 52 2.2 64 3.1 52 2.8

Using authentic student assessments

such as portfolios that measure

performance against high standards.... 64 2.6 38 2.6 51 3.2 42 3.0

Using innovative technologies such as the

Internet and telecommunicationssupported instruction........................... 29 2.8 20 2.3 22 2.4 20 2.6

NOTE: Percents are based on those respondents that teach the subject, including teachers who teach multiple subjects and who teach the subject in

self-contained classes.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
9

There were some significant differences by subject areas in teachers’

reports of the use of authentic student assessments, such as portfolios,

that measure performances against high standards. Teachers were less

likely to report using authentic student assessments in history/social

studies (38 percent), science

(42 percent), and mathematics (51 percent; table 3).

Proportionately more teachers reported using curricula aligned with

high standards in English/language arts (69 percent) than in history/

social studies (59 percent), but no significant differences were

reported between teachers of English/language arts and mathematics

and sciences classes (67 percent and 66 percent, respectively).

Teachers were more likely to report using textbooks and other

instructional materials aligned with high standards in mathematics (69

percent) than in science (59 percent) or history/social studies classes

(57 percent).
10

Implementing

High Standards

for Students with

Special Needs

For new standards to be fully applied, they must be incorporated into

the curriculum for all students. The survey asked teachers to report

on the application of high standards to two special groups of

students—those with limited English proficiency and those with

disabilities (table 4 and appendix table B-4). Seventy-nine percent of

teachers reported that students with disabilities were enrolled in their

classes, and 56 percent reported teaching students with limited English

proficiency.

Table 4.—Percent of public school teachers with special needs students in their classes indicating the

extent to which they applied the same high standards of performance used for other

students to these students, and the percent of all public school teachers indicating the

extent to which they needed information on helping special needs students achieve to high

standards: 1996

Teachers with Extent applied same standards* Need for information

special needs

students

Great

extent

Moderate

extent

Very much

needed

Somewhat needed

Type of student

Percent s.e. Percent s.e. Percent s.e. Percent s.e. Percent s.e.

Students with limited English

proficiency ........................................... 56 2.4 33 2.4 47 2.4 26 1.7 31 1.9

Students with disabilities.......................... 79 1.9 28 2.1 51 2.5 31 1.9 42 1.8

*Percents are based on teachers with special needs students enrolled in their classes.

NOTE: Percents do not add to 100 because this table does not show the two additional response categories—not at all and small extent—that were

included on the questionnaire.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on

One-third of the teachers with students with limited English

proficiency reported that they applied the same high standards of

performance to these students to a great extent. Similarly,

28 percent of teachers with students with disabilities enrolled in their

classes reported doing so. With regard to the need for information, 26

percent of all teachers reported they very much needed information to

help students with limited English proficiency, and

31 percent of all teachers very much needed information on helping

students with disabilities achieve to high standards (table 4 and

appendix table B-4).
11

Involving Parents

in Student

Learning

Activities and

Need for

Information

Various studies, including Strong Families, Strong Schools

(U.S. Department of Education, 1994), show that when parents are

involved in their children’s education, children perform better at

school. Many schools have been actively looking for ways to improve

parental involvement in student academic activities. Thus, teachers

were asked to indicate the extent to which they engaged in particular

activities with parents of students enrolled in their classes (table 5 and

appendix table B-5).

About one-fourth of all teachers reported that they provided

information or advice to parents to a great extent to help them create

supportive learning environments at home, and a similar proportion of

teachers said they shared responsibility with parents for the academic

performance of their children to a great extent (28 percent and 26

percent, respectively). Ten percent of all teachers reported involving

parents in classroom activities to a great extent (table 5 and appendix

table B-5).

At least one-fourth of all teachers (27 to 33 percent) reported that they

“very much needed” information about involving parents in student

learning for each type of activity (table 5).

Table 5.—Percent of public school teachers reporting that they engaged in selected parental

involvement activities and the percent indicating that information was needed: 1996

Extent to which engaged in activity Need for information

Great

extent

Moderate

 extent

Very much

needed

Somewhat needed

Parental involvement activity

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

Providing information or advice to parents to help them

create supportive learning environments at home............ 28 1.7 36 1.9 27 1.5 47 1.8

Involving parents in classroom activities............................... 10 1.4 26 1.8 29 1.6 45 2.3

Sharing responsibility with parents for academic

performance of their children.......................................... 26 2.0 34 2.0 33 2.0 44 1.9

NOTE: Percents do not add to 100 because this table does not show the other response categories—not at all and small extent—that were included on

the questionnaire.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on

Differences among parental involvement activities were found

primarily by school level. Elementary school teachers were more

likely than high school or middle school teachers to report engaging in

these parental involvement activities to a great extent. For example,

while 46 percent of elementary school teachers reported providing

information or advice to parents to a great extent to help create a more

supportive learning environment at home, 20 percent of middle school

teachers and 10 percent of high school teachers did so (figure 3 and

appendix table B-5). Similarly, elementary school teachers were more

likely than middle and high school teachers to report involving parents

in classroom activities to a great extent
12

Figure 3.—Percent of public school teachers reporting that they engaged in selected parental

involvement activities to a great extent: 1996

28%

46%

20%

10%

0

20

40

60

80

100

All public

schools

Elementary

schools

Middle

schools

High

schools

Providing information or advice to parents to help

create a supportive learning environment at home

3% 5%

17%

10%

0

20

40

60

80

100

All public

schools

Elementary

schools

Middle 

schools

High 

schools

Involving parents in classroom activities

26%

35%

25%

15%

0

20

40

60

80

100

All public

schools

Elementary

schools

Middle 

schools

High 

schools

Sharing responsibility with parents for

academic performance of their children

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
13

(17 percent compared to 5 and 3 percent, respectively). Elementary

school teachers were more likely than middle or high school teachers

to report sharing responsibility with parents for the academic

performance of their children to a great extent (35 percent compared

to 15 percent, respectively).

Self-contained classroom teachers, those responsible for teaching all

or most subjects to the same class, are primarily elementary school

teachers, and differences reported by subject area are correlated with

those reported by level. Self-contained classroom teachers were more

likely to report that they engaged in parental involvement activities to

a great extent than were mathematics, science, social studies, and

English/language arts teachers. About half of all self-contained

classroom teachers reported providing information or advice to

parents to help them create supportive learning environments at home

(48 percent) compared to 11 percent of science, 17 percent of

mathematics, 18 percent of social studies, and 22 percent of

English/language arts teachers (table 6 and appendix table B-5).

Similar differences by main subject area taught were reported by the

extent to which teachers involved parents in classroom activities.

Self-contained classroom teachers were more likely to report sharing

responsibility with parents for academic performance of their children

(38 percent) than those teaching mainly social studies (20 percent),

science (17 percent), and mathematics (15 percent).

Table 6.—Percent of public school teachers reporting that they engaged in selected parental

involvement activities to a great extent, by main subject area taught: 1996

Providing information or

advice to parents to help

them create supportive

learning environments

at home

Involving parents in

classroom activities

Sharing responsibility with

parents for academic

performance of their

children

Main subject area taught

Percent s.e. Percent s.e. Percent s.e.

Self-contained class1............................. 48 3.6 21 3.8 38 3.5

Mathematics......................................... 17 4.2 2 1.3 15 4.0

Science ................................................. 11 3.4 2 1.6 17 4.2

Social studies2...................................... 18 5.0 4 2.1 20 4.5

English/language arts ........................... 22 4.4 2 0.9 25 4.3

1The teacher is responsible for teaching all or most academic subjects to one class. This includes core academic subjects taught in self-contained

classrooms.

2

Including history, geography, and civics.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
14

Professional

Development

Activities Among

Teachers

An important component of educational reform involves promoting

continued professional growth among teachers. The survey asked

teachers to report the number of hours they spent on any professional

development from September 1, 1994, through August 31, 1995,

including attendance at professional meetings, workshops, and

conferences, but not including regular college courses. Ninety-four

percent of teachers reported participating in professional development.

These teachers reported that they completed an average of 42 hours of

professional development during the 1994-95 school year (table 7 and

appendix table B-6).

Table 7.—Percent of public school teachers reporting that they

engaged in professional development activities, and the

mean number of hours they spent on professional

development activities during the period from

September 1, 1994, through August 31, 1995: 1996

Characteristic Percent or mean s.e.

Percent of teachers engaged in professional

development activities................................... 94 percent 1.0

Mean number of hours spent on professional

development activities* ................................. 42.3 hours 1.8

*Mean is based only on those teachers who reported that they participated in professional

development during the period September 1, 1994, through August 31, 1995.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Public School Teacher Survey on Education Reform,” FRSS 55, 1996.
15

Teachers were asked to report on the types of professional

development activities they attended and whether the activities focused

on high standards (table 8 and appendix table B-7). The largest

percentage of teachers reported attending inservice workshops or

programs (97 percent), followed by district or school-based long-term

or ongoing comprehensive professional development (71 percent).

About half (54 percent) attended professional teacher association

meetings, while 36 percent attended summer institutes.

Between 41 and 47 percent of teachers attending inservice workshops

or programs, district or school-based long-term or ongoing

comprehensive professional development programs, and summer

institutes reported that information on higher standards was a major

focus of the professional development activities they attended (table

8). However, only 22 percent of teachers attending professional

teacher association meetings indicated that it was a major focus.

Table 8.—Percent of public school teachers reporting that they attended specific types of professional

development activities, and the percent reporting that information on high standards was a

focus of the activity attended: 1996

Information on high standards presented 2

Professional development

activity

Attended1

Major focus

Not major focus, but

information provided No information

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

Inservice workshop or program .... 97 0.5 41 1.9 46 1.9 13 1.2

District or school-based longterm or ongoing

comprehensive professional

development program............... 71 2.0 47 2.9 46 3.0 7 1.2

Professional teacher association

meeting .................................... 54 1.9 22 2.4 60 2.7 17 2.1

Summer institute .......................... 36 1.6 45 3.8 45 3.7 10 1.9

1

Percents are based on public school teachers participating in professional development activities during the period September 1994 through August

1995—94 percent of all teachers.

2

Percents are based on teachers who reported attending the type of activity.

NOTE: Percents may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
16

Attendance at professional development activities where information

on higher standards was a major focus was related to implementation

of reform activities in classes. Overall, 56 percent of teachers

reported that they attended such activities (table 9). Of those teachers

who reported that they had not implemented any reform activities to a

great extent, 61 percent reported that they had not attended such

professional activities, whereas 39 percent said they had. The reverse

pattern held for teachers who reported that they implemented three or

more reform activities to a great extent: 65 percent reported attending

professional development activities that had a major focus on higher

standards, and 35 percent reported that they had not attended such

meetings.

Table 9.—Percent of public school teachers reporting that they

implemented activities associated with education

reform into their classes to a great extent, by whether

or not they attended professional development activities

with a major focus on higher standards: 1996

Attended professional development activities

with a major focus on higher standards

Yes No

Number of reform activities

implemented

Percent s.e. Percent s.e.

Total................................................... 56 2.5 44 2.5

None................................................... 39 4.4 61 4.4

1 or 2.................................................. 53 4.0 47 4.0

3 or 4.................................................. 65 3.6 35 3.6

5 or more............................................ 65 4.4 35 4.4

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Survey System, “Public School Teacher Survey on Education Reform,” FRSS 55, 1996.
17

In the survey, teachers were also asked to describe or characterize

professional development activities sponsored or supported by their

schools. Many reported that the activities were planned, to a great

extent, according to school needs ( 41 percent; table 10 and appendix

table B-8); almost one-third (30 percent) felt that the activities

provided opportunities to share information with colleagues at their

schools to a great extent. Four of the remaining characteristics—

useful for helping students achieve to high standards, aligned with

high standards, provided strategies to apply in the classroom, and

ongoing, integrated professional development programs—were

described as being true to a great extent by 26 to 28 percent of the

teachers. Fewer, 10 to 17 percent, felt that the activities provided

followup or networking activities to a great extent.

Table 10.—Percent of public school teachers describing schoolsponsored or supported professional development

activities they attended* during the period September

1, 1994, through August 31, 1995: 1996

Professional Great extent Moderate extent

development activity Percent s.e. Percent s.e.

Planned according to school needs............ 41 2.1 41 2.0

Provided opportunities to share

information with colleagues at your

school ................................................... 30 2.3 35 2.3

Useful for helping students achieve to high

standards.............................................. 28 2.1 45 2.0

Aligned with high standards ..................... 28 1.9 44 1.8

Provided strategies to apply in the

classroom.............................................. 28 1.9 40 1.8

Ongoing, integrated professional

development program ........................... 26 1.9 40 2.0

Provided followup activities...................... 17 1.7 33 2.1

Provided networking activities .................. 10 1.3 24 1.6

*Percents are based on public school teachers who reported that they participated in professional

development during September 1994 through August 1995—94 percent of all teachers.

NOTE: Percents do not add to 100 because this table does not show the other response

categories—not at all and small extent—that were included on the questionnaire.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Public School Teacher Survey on Education Reform,” FRSS 55, 1996.
18

Elementary school teachers more frequently reported that these

characteristics were present in the school-sponsored or supported

professional development activities they attended. Forty-one percent

of elementary school teachers felt that to a great extent the

professional development sponsored or supported by their school

provided strategies to apply in the classroom, compared to

19 percent of middle and high school teachers (table 11 and appendix

table B-8). About one-third of elementary school teachers described

the professional development sponsored or supported by their school

as including ongoing, integrated professional development programs to

a great extent, compared to the 16 percent of high school teachers who

felt that way. While 25 percent of elementary school teachers

indicated that followup activities were provided to a great extent, 8

percent of high school teachers and 12 percent of middle school

teachers agreed.

Table 11.—Percent of public school teachers indicating that

school-sponsored or supported professional

development they attended during the period from

September 1, 1994, through August 31, 1995,

included selected criteria to a great extent,

by instructional level of school: 1996

Provided

strategies to apply

in the classroom

Ongoing,

integrated

professional

development

program

Provided

followup

activities

School level

Percent s.e. Percent s.e. Percent s.e.

All teachers....................... 28 1.9 26 1.9 17 1.7

Instructional level*

Elementary school ................ 41 3.8 34 3.8 25 3.1

Middle school....................... 19 2.1 25 2.5 12 1.8

High school .......................... 19 3.4 16 2.6 8 2.3

*Data for combined schools are not reported as a separate institutional level because there are very

few such schools in the sample. Data for combined schools are included in the totals and in

analyses by other school characteristics.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Public School Teacher Survey on Education Reform,” FRSS 55, 1996.
19

Sources of

Information and

Assistance in

Helping Understand or Use

Comprehensive

Reform Strategies

Teachers have at their disposal a number of sources of information or

assistance in integrating and better understanding reform strategies.

Respondents were asked to report the extent to which a series of

specific information resources were effective in this regard (table 12

and appendix table B-9). Teachers appear to rely largely on state and

local sources, teacher organizations, and professional journals for

information.

Of the 21 listed sources, 5 were reported being used by at least

90 percent of the teachers: other teachers and inservice training (97

percent each); school administrators (94 percent); institutes or

workshops (92 percent); and school district (91 percent). Eleven other

resources were reported being used by more than 50 percent of the

teachers (table 12). Federal government sources and electronic

networks/discussion groups were less frequently used (27 percent to

37 percent).

Table 12.—Percent of public school teachers reporting that specific information sources were used

and that they were somewhat or very effective in helping the respondent to understand

or use comprehensive reform strategies:1 1996

In understanding and using compre-hensive

reform strategy source was:2

Used source Very

effective3

Somewhat effective3

Source of information or assistance

Percent s.e. Percent s.e. Percent s.e.

Other teachers .............................................................................. 97 0.6 39 2.1 55 2.2

Inservice training.......................................................................... 97 0.6 37 2.2 54 2.2

School administrators................................................................... 94 0.7 23 1.9 59 2.1

Institutes or workshops ................................................................ 92 0.9 38 2.0 56 2.0

School district............................................................................... 91 1.1 16 1.7 64 2.2

Professional journals .................................................................... 87 1.3 26 2.3 65 2.4

State-developed content standards................................................ 82 1.4 15 1.4 63 1.8

State- or district-sponsored education conferences ....................... 80 1.7 28 2.1 61 2.1

Media (e.g., newspapers, television)............................................. 80 1.5 12 1.5 58 2.1

Professional teacher associations.................................................. 79 1.8 20 1.8 61 2.0

Institutions of higher education .................................................... 74 1.6 26 2.0 61 2.2

State department of education ...................................................... 68 1.8 7 1.1 56 2.5

Other teacher organizations or networks ...................................... 65 2.2 19 2.3 62 2.8

Teacher unions............................................................................. 60 2.4 11 1.6 53 2.2

National model content standards................................................. 57 2.1 12 1.7 59 2.7

Intermediate or regional education agency.................................... 56 2.2 8 1.5 58 2.6

Electronic networks/discussion groups......................................... 37 2.3 15 1.8 56 3.3

National Science Foundation-funded initiatives (e.g., SSI, USI) ... 34 2.2 16 2.4 56 3.5

U.S. Department of Education’s ERIC ......................................... 33 2.1 11 2.1 50 3.3

Other U.S. Department of Education offices/ programs................ 30 1.8 7 1.4 54 2.8

U.S. Department of Education Regional Labs .............................. 27 1.8 4 1.1 36 3.4

1Data were collected prior to the Obey-Porter legislation and do not report information about the Comprehensive Reform Report created under that

legislation and initiated in 1996. The term would have been interpreted broadly for a variety of school reform activities.

2

Percents do not add to 100 because this table does not show the other response categories—not used and not at all effective—that were included on

the questionnaire.

3

Percents are based on public school teachers who used sources of information or assistance.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
20

One-third or more of teachers reported that they found other teachers

(39 percent), inservice training (37 percent), and institutes and

workshops (38 percent) to be very effective sources of information.

Ten percent or less of the teachers using them reported finding the

following sources very effective:

• State department of education (7 percent);

• Intermediate or regional education agency (8 percent);

• U.S. Department of Education Regional Labs (4 percent); and

• Other U.S. Department of Education offices or programs

(7 percent).

Teachers also reported the method in which they prefer to receive

information. Most teachers’ reported first choice for receiving

information was through workshops and summer institutes (56

percent), followed by hardcopy sources, such as journal articles and

magazines (34 percent). Only 6 percent said they preferred electronic

media (e.g., e-mail, Internet, electronic bulletin boards, micro cards;

figure 4 and appendix table B-10).

Figure 4.—Percent of public school teachers reporting that

various formats were their first choice for receiving

information: 1996

Workshops 

and summer 

institutes

Other

Hardcopy

Electronic

34% 56%

6%

3%

NOTE: Percents may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Public School Teacher Survey on Education Reform,” FRSS 55, 1996.
21

Summary The Teacher Survey on Education Reform provides information

about teachers’ perspectives on the status of education reform in U.S.

public elementary and secondary schools. In this report, most findings

are presented in the aggregate because there were few significant

differences by school/teacher characteristics.

Forty-two percent of the teachers reported understanding the concept

of new higher standards very well, and 35 percent reported feeling

very well equipped to apply them.

About half of the sampled teachers reported that certain activities

related to education reform were incorporated into the classroom to a

great extent, including assisting all students to achieve to high

standards and using instructional strategies aligned with high

standards. Teachers did not report incorporating innovative

technologies, such as the Internet and telecommunications-supported

instruction, and authentic student assessment, such as portfolios that

measure performance against high standards, into the classroom to a

great extent. Teachers were, however, likely to report a need for more

information in these areas. With the exception of innovative

technologies, a majority of teachers in core academic subjects also

generally reported use of education reform activities to some extent in

at least one class.

The survey asked teachers whether they applied the same high

standards of performance to special needs students, i.e., those with

limited English proficiency and those with disabilities. About 30

percent of the teachers reported applying the same high standards to

such students to a great extent. Future research efforts might ask

teachers whether they have made adjustments to their teaching

methods to allow these students to achieve to the same high standards.

Elementary school teachers were more likely to report engaging

parents in parental involvement activities, to a great extent, than

middle and high school teachers. Also, since almost all self-contained

classroom teachers taught at the elementary level, they too were more

likely to report involving parents than were teachers whose main

assignment was teaching a single subject.

Almost all teachers reported participating in professional development

activities. Fifty-six percent reported that they attended professional

development activities where information on high standards was a

major focus. Teachers who reported that they implemented more

reform activities were more likely to attend more professional

development activities with a major focus on higher standards.

Teachers reported receiving information on high
22

standards from inservice workshops or programs, district or schoolbased long-term ongoing comprehensive professional development

programs, and summer institutes. Elementary school teachers were

more likely than middle and high school teachers to report that the

professional development activities sponsored or supported by their

schools were ongoing, included classroom strategies, and provided

followup activities to a great extent.

Eighty percent or more of teachers reported using other teachers,

inservice training, school administrators, and institutes or workshops

to help them understand or use comprehensive reform strategies.

Eleven of the other 21 specific information sources were used by more

than 50 percent of the teachers. However, less than 50 percent of

teachers reported that any of the sources they used were very effective

in helping them understand or use comprehensive reform strategies.

Teachers reported making use of many sources of information and

assistance to help them understand or use comprehensive reform

strategies. Teachers reported that their first choice for receiving

information was workshops and summer institutes.
23

Appendix A

Survey Methodology

and

Data Reliability
24
25

Survey

Methodology and

Data Reliability

Sample Selection

A two-stage sampling process was used to select teachers for the

FRSS Public School Teacher Survey on Education Reform. At the

first stage, a stratified sample of 758 schools was drawn from the

1993-94 NCES Common Core of Data (CCD) public school universe

file and included over 77,000 public elementary, middle, and high

schools. Excluded from the frame were special education, vocational,

and alternative/other schools, schools in the territories, and schools

with the highest grade lower than grade one.

The sample was stratified by instructional level (elementary, middle,

secondary/combined), poverty status (as defined by percent of

students eligible for free or reduced-price lunch: less than 35 percent;

35 to 49 percent; 50 to 74 percent; 75 percent or greater), school size

(less than 300; 300 to 499; 500 to 999; 1,000 to 1,499; and 1,500 or

more), and locale (city, urban, fringe, town, rural). The allocation of

the sample to the major strata was made in a manner that was

expected to be reasonably efficient for national estimates, as well as

for estimates for major subclasses.

Teacher Sampling The 758 schools in the sample were contacted by telephone during

spring 1996 and asked to produce a list of eligible teachers for

sampling purposes. Eligible teachers included all persons assigned to

the school full time and teaching at least one class of children in

grades 1-12. Excluded from the list were principals, itinerant teachers

(unless at their home-based school), prekindergarten or kindergarten

teachers, substitute teachers, teachers’ aides, and unpaid volunteers.

Using a list of randomly generated line numbers, a telephone

interviewer specified the sequence numbers of the teachers on the list

who were to be included in the survey. On average, one to two

teachers were selected per school. The survey data were weighted to

reflect these sampling rates (probability of selection) and were

adjusted for nonresponse.

Response Rates At the first stage of sampling of the 758 schools, 5 schools were

found to be out of scope of the study. A response rate of

93.9 percent was obtained for the remaining 753 schools.

In April 1996, questionnaires (Appendix C) were mailed to 1,445

teachers at their schools. Telephone followup of nonresponding

teachers was initiated in early May and temporarily halted in late June

because of school closings for summer vacation. Followup for

nonresponse was resumed in September 1996. Of the sampled

teachers, 9 were found to be out of scope. Data collection was

completed on October 16, with a teacher response rate of
26

89.7 percent (1,288 of the 1,436 eligible teachers; table 12). The

overall study response rate was 84.2 percent (93.9 percent rate of

school response multiplied by the 89.7 percent response rate at the

teacher level). The weighted overall response rate was 85.9 percent

(94.9 percent weighted school response rate multiplied by the 90.5

percent weighted teacher response rate). Item nonresponse rates

ranged from 0.0 to 4.9 with nonresponse rates under 1.0 percent for

most items.

Sampling and

Nonsampling Errors

The response data were weighted to produce national estimates. The

weights used were designed to adjust for the variable probabilities of

selection and differential nonresponse. The final poststratification

adjustment was made so that the weighted teacher counts equal the

corresponding estimated teacher counts from the CCD frame within

cells defined by instructional level, poverty status, school size, and

locale. The findings in this report are estimates based on the sample

selection and, consequently, are subject to sampling variability.

The survey estimates are also subject to nonsampling errors that can

arise because of nonobservation (nonresponse or noncoverage) errors,

errors of reporting, and errors made in collection of data. These errors

can sometimes bias the data. Nonsampling errors may include such

problems as the differences in the respondents’ interpretations of the

meaning of the questions; memory effects; or misrecording of

responses; incorrect editing, coding, and data entry; differences related

to particular time the survey was conducted; or errors in data

preparation. While general sampling theory can be used in part to

determine how to estimate the sampling variability of a statistic,

nonsampling errors are not easy to measure and, for measurement

purposes, usually require that an experiment be conducted as part of

the data collection procedures or that data external to the study be

used.

To minimize the potential for nonsampling errors, the questionnaire

was pretested with teachers similar to those who completed the survey.

During the design of the survey and the survey pretest, an effort was

made to check for consistency of interpretation of questions and to

eliminate ambiguous terms. The questionnaire and instructions were

extensively reviewed by the National Center for Education Statistics,

Office of Education Research and Improvement, and the Planning and

Evaluation Service. Manual and machine editing of the questionnaire

responses were conducted to check the data for accuracy and

consistency. Cases with missing or inconsistent items were

recontacted by telephone. Imputations for item nonresponse were not

implemented, as item nonresponse rates were very low. Data were

keyed with 100 percent verification.
27

Table 13.—Number and percent of responding teachers in the study sample and the estimated

number and percent of teachers the sample represents, by school characteristics: 1996

Respondent sample National estimate School characteristic Number Percent Number Percent

All teachers..................................................... 1,288 100 2,200,000 100

Instructional level1

Elementary school........................................... 473 38 945,000 44

Middle school ................................................. 396 32 520,000 24

High school..................................................... 366 30 670,000 31

Geographic region

Northeast ........................................................ 251 20 500,000 23

Southeast ........................................................ 389 30 560,000 26

Central............................................................ 234 18 520,000 24

West ............................................................... 414 32 615,000 28

Enrollment size

Less than 500.................................................. 384 30 700,000 32

500 to 999....................................................... 554 43 925,000 42

1,000 or more.................................................. 350 27 575,000 26

Locale

City................................................................. 423 33 550,000 25

Urban fringe ................................................... 292 23 615,000 28

Town .............................................................. 322 25 590,000 27

Rural............................................................... 251 20 440,000 20

Percent of students eligible for free or reducedprice lunch

Less than 35 percent ....................................... 406 32 1,105,000 50

35 to 49 percent .............................................. 204 16 405,000 18

50 to 74 percent .............................................. 318 25 350,000 16

75 percent or more .......................................... 360 28 335,000 15

Percent minority enrollment

Less than 6 percent ......................................... 244 19 540,000 25

6 to 20 percent ................................................ 220 17 520,000 24

21 to 49 percent .............................................. 274 21 600,000 28

50 percent or more .......................................... 541 42 515,000 24

Number of years teaching

Less than 10.................................................... 460 36 705,000 32

10 to 20........................................................... 434 34 740,000 34

21 or more ...................................................... 394 31 750,000 34

Main subject area taught2

Self-contained class3....................................... 413 32 760,000 35

Mathematics ................................................... 152 12 245,000 11

Science ........................................................... 95 7 150,000 7

Social studies.................................................. 120 9 180,000 8

English/language arts...................................... 188 15 300,000 14

1Data for combined schools are not reported as a separate institutional level because there are very few in the sample. Data for combined schools are

included in the totals and in analyses by other school characteristics.

2Details do not add to totals because this table does not show the response category—other (specify)—that was included on the questionnaire.

3The teacher is responsible for teaching all or most academic subjects to one class.

NOTE: Percents may not add to 100 because of rounding and details may not add to totals because of rounding for weighted estimates. Minority

enrollment was not available for 9 schools in the sample. There were 59 schools in the sample with combined elementary and secondary grade levels.

These schools were dropped from instructional level analyses because there were so few. However, they are included in the totals and in all other

analyses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
28

Variances The standard error is a measure of the variability of estimates due to

sampling. It indicates the variability of a sample estimate that would

be obtained from all possible samples of a given design and size.

Standard errors are used as a measure of precision expected from a

particular sample. If all possible samples were surveyed under similar

conditions, intervals of 1.96 standard errors below to 1.96 standard

errors above a particular statistic would include the true population

parameter being estimated in about 95 percent of the samples. This is

what is called a 95 percent confidence interval. For example, the

estimated percentage of teachers reporting that they understand the

concept of new higher standards very well is

42 percent, and the estimated standard error is 2.1 percentage points.

The 95 percent confidence interval for the statistic extends from

[42 + (2.1 times 1.960)], or from 37.884 to 46.116 percent.

Estimates of standard errors were computed using a technique known

as known as jackknife replication. As with any replication method,

jackknife replication involves constructing a number of subsamples

(replicates) from the full sample and computing the statistics of

interest for each replicate. The mean square error of the replicate

estimates around the full sample estimates provides an estimate of the

variance of the statistic. To construct the replications, 40 subsamples

of the full sample were created and then dropped, one at a time, to

define 40 jackknife replicates. A proprietary computer program

(WESVAR), available at Westat, Inc., was used to calculated the

estimates of standard errors.

Background

Information

The survey was performed under contract with Westat, Inc., using

the NCES Fast Response Survey System (FRSS). Westat’s Project

Director was Elizabeth Farris, and the Survey Managers were Debbie

Alexander and Sheila Heaviside. Anjali Pandit was the Research

Assistant. Judi Carpenter and Shelley Burns were the NCES Project

Officers. The data were requested by Office of Education Research

and Improvement (OERI), and the Planning and Evaluation Service

(PES), U.S. Department of Education.

This report was reviewed by the following individuals:

Outside NCES

• Daphne Hardcastle, PES

• Nancy Loy, OERI

• Valena Plisko, PES
29

• Andrew Porter, University of Wisconsin—Madison

• Ramsey Selden, American Institute for Research

Inside NCES

• Michael Cohen

• Mary Frase

• Arnold Goldstein

• Elvie Germino Hausken

For more information about the Fast Response Survey System contact

Shelley Burns, Office of Educational Research and Improvement,

National Center for Education Statistics, 555 New Jersey Avenue,

NW, Washington, DC 20208-5651, telephone 202-219-1463.

Terms Defined on

the Survey

Questionnaire

Disability: An impairment that substantially limits one or more of the

major life activities of an individual.

New higher standards/high standards: Refers to recent and current

education reform activities that seek to establish more challenging

expectations for student achievement and performance, such as the

National Council of Teachers of Mathematics standards for

mathematics, state- or local-initiated standards in various subjects,

and those outlined in Goals 2000.

Parent/school compact: Voluntary written agreements between the

school and parents on what each will do to help students succeed in

school.

SSI: National Science Foundation’s Statewide Systemic Initiatives

program. For this program, NSF has cooperative agreements with

states to undertake comprehensive initiatives for education reform in

science, mathematics, and technology.

USI: National Science Foundation’s Urban Systemic Initiatives

program. For this program, NSF has cooperative agreements with

urban areas to undertake comprehensive initiatives for education

reform in science, mathematics, and technology.

Classification

Variables

• Instructional level (elementary, middle, high school)

• Geographic region (Northeast, Southeast, Central, West)

• Enrollment size (less than 500, 500-999, 1,000 or more)
30

• Locale (city, urban fringe, town, rural)

• Percent of students eligible for free or reduced-price lunch (less

than 35 percent, 35-49 percent, 50-74 percent, 75 or more

percent)

• Minority enrollment (less than 6 percent, 6-20 percent, 21-49

percent, 50 or more percent)

• Number of years teaching (less than 10, 10 to 20, 21 or more)

• Main subject area taught (self-contained, mathematics, science,

social studies, and English/language arts)

Reference U.S. Department of Education. (1994). Strong Families, Strong

Schools. Washington, DC: U.S. Government Printing Office.
31

Appendix B

Reference and Standard Error Tables
32
33

Table B-1.—Percent of public school teachers reporting the extent to which they understood the

concept of new higher standards, and the extent to which they felt equipped to set or

apply new higher standards for student achievement, by school characteristics: 1996

Understood concept Felt equipped to set or apply standards

Very

well

Somewhat

well

Not at all

well

Very

well

Somewhat

well

Not at all

School characteristic well

Percent s.e.Percent s.e.Percent s.e.Percent s.e.Percent s.e.Percent s.e.

All teachers.............................. 42 2.1 52 2.0 5 0.8 35 1.8 57 2.0 8 1.0

Instructional level1

Elementary school .................... 44 3.4 52 3.4 4 1.4 38 3.4 56 3.5 5 1.7

Middle school .......................... 39 2.4 54 3.1 7 1.8 31 2.1 59 2.6 9 1.8

High school.............................. 45 3.4 50 3.4 5 1.3 35 3.0 54 3.6 11 2.3

Geographic region

Northeast ................................. 45 3.9 51 3.5 4 1.2 33 3.8 60 3.7 7 2.2

Southeast ................................. 48 3.0 47 3.5 5 1.7 40 3.7 56 3.7 4 1.0

Central..................................... 31 4.0 60 4.3 9 2.7 30 4.1 56 4.9 13 3.4

West ........................................ 46 4.0 51 4.1 3 0.8 37 3.7 55 3.8 8 2.0

Enrollment size

Less than 500 ........................... 43 3.6 50 3.5 6 1.8 34 3.8 56 3.7 10 2.1

500 to 999................................ 37 3.0 57 2.9 5 1.1 34 3.0 58 2.8 8 1.6

1,000 or more........................... 50 3.2 47 3.3 4 1.2 38 2.6 56 3.0 6 1.6

Locale

City.......................................... 46 4.3 50 4.3 5 1.4 36 3.0 58 3.3 6 2.0

Urban fringe............................. 50 4.1 47 3.9 3 1.2 41 4.2 52 3.9 7 1.7

Town........................................ 38 3.4 54 3.4 8 1.8 32 3.3 58 4.1 10 2.4

Rural........................................ 34 4.2 60 4.8 6 1.7 30 4.1 60 3.9 9 2.2

Percent of students eligible for

free or reduced-price lunch

Less than 35 percent................. 38 3.2 56 3.3 6 1.3 35 2.9 56 3.0 9 1.6

35 to 49 percent........................ 48 5.2 45 5.1 6 1.7 32 5.6 59 5.1 9 2.4

50 to 74 percent........................ 44 2.8 51 3.7 5 2.0 37 3.2 57 3.6 6 1.5

75 percent or more ................... 49 2.8 47 3.0 4 1.2 38 2.6 55 3.4 7 1.8

Percent minority enrollment

Less than 6 percent................... 27 3.1 64 3.3 8 2.0 28 3.8 59 4.2 13 2.9

6 to 20 percent ......................... 48 4.7 47 4.5 5 1.8 39 4.4 55 4.4 6 1.8

21 to 49 percent........................ 47 4.9 48 5.1 4 1.4 36 3.8 57 3.7 7 1.6

50 percent or more ................... 48 2.5 48 2.7 3 0.8 38 2.5 56 2.9 6 1.1

Number of years teaching

Less than 10............................. 40 3.3 56 3.4 4 1.4 31 3.2 59 3.5 10 1.8

10 to 20.................................... 43 3.2 50 3.2 7 1.8 34 3.0 58 3.0 8 1.9

21 or more................................ 44 3.2 51 3.0 4 1.2 41 3.5 53 3.3 6 1.6

Main subject area taught2

Self-contained class3

................. 42 3.7 52 3.8 5 1.6 38 3.5 57 3.8 5 1.4

Mathematics............................. 35 5.0 56 5.5 9 3.0 27 4.1 59 6.2 14 4.2

Science..................................... 42 6.3 52 6.7 6 3.1 34 6.3 55 6.5 11 4.1

Social studies........................... 44 6.0 50 5.9 6 2.5 38 5.5 53 5.8 9 3.2

English/language arts ............... 49 6.3 47 6.3 4 1.6 42 4.4 50 4.6 7 2.4

1Data for combined schools are not reported as a separate instructional level because there are very few in the sample. Data for combined schools are

included in the totals and in analyses by other school characteristics.

2This table does not show the additional response category—other (specify)—that was included on the questionnaire.

3The teacher is responsible for teaching all or most academic subjects to one class.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
34

Table B-2.—Percent of public school teachers reporting the extent to which various reform activities

were being implemented in their classes and areas for which information was most

needed, by school characteristics: 1996

Using instructional strategies (e.g., hands-on activities, cooperative learning)

aligned with high standards

Extent to which activity was implemented in class Information

Great extent Moderate extent Small extent Not at all most needed

School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers .................. 56 1.8 35 1.7 8 0.8 1 0.3 34 2.0

Instructional level1

Elementary school......... 62 3.5 32 3.4 5 1.1 1 0.3 31 3.8

Middle school............... 50 2.4 39 2.5 9 1.6 2 0.8 36 1.9

High school................... 52 3.6 35 3.4 11 1.9 2 0.7 36 3.7

Geographic region

Northeast...................... 53 4.0 35 4.4 10 2.0 2 0.8 28 3.5

Southeast...................... 62 4.0 29 3.3 9 1.8 1 0.4 39 3.3

Central ......................... 55 4.3 36 4.4 8 2.3 1 0.7 33 5.5

West............................. 54 3.1 39 3.0 6 1.3 1 0.4 33 3.4

Enrollment size

Less than 500................ 52 3.8 40 4.1 8 1.8 1 0.6 31 3.3

500 to 999 .................... 59 3.3 33 2.8 7 1.2 1 0.5 33 3.1

1,000 or more ............... 57 3.2 31 3.2 10 1.9 1 0.7 38 3.4

Locale

City .............................. 63 2.9 26 2.0 10 1.8 1 0.6 32 2.9

Urban fringe ................. 62 4.1 29 3.8 8 1.5 (+) 0.4 31 4.1

Town............................ 50 3.7 41 3.4 7 1.8 2 0.8 35 2.8

Rural ............................ 47 4.0 45 4.3 7 2.4 1 0.8 37 5.1

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent ..... 56 3.2 36 2.8 6 1.2 1 0.5 32 3.4

35 to 49 percent............ 57 5.5 33 5.8 10 2.4 1 0.5 35 4.4

50 to 74 percent............ 53 4.5 36 3.6 10 2.5 1 0.6 37 3.4

75 percent or more........ 56 2.3 33 3.0 9 2.3 1 0.9 34 2.9

Percent minority enrollment

Less than 6 percent ....... 44 5.1 44 4.3 10 2.3 1 0.7 30 4.3

6 to 20 percent.............. 61 3.7 31 3.3 6 1.5 2 0.8 34 5.0

21 to 49 percent............ 61 3.6 30 3.6 8 1.6 1 0.3 34 4.2

50 percent or more........ 56 2.2 34 2.4 8 1.5 2 0.7 36 2.2

Number of years teaching

Less than 10 ................. 60 2.4 32 2.1 7 1.5 1 0.3 32 2.6

10 to 20 ........................ 55 3.6 35 3.3 8 1.6 2 0.6 33 4.0

21 or more .................... 53 3.5 37 3.5 8 1.4 1 0.6 36 3.3

Main subject area taught2

Self-contained class3

..... 65 3.7 29 3.6 5 1.4 (+) 0.2 29 3.7

Mathematics................. 37 4.6 43 5.5 18 3.7 2 1.0 35 5.7

Science ......................... 49 6.2 46 6.6 5 2.0 1 0.5 35 5.9

Social studies................ 47 5.7 39 5.1 13 3.6 1 1.1 40 5.1

English/language arts.... 57 4.6 36 4.4 5 2.1 3 1.5 34 5.0
35

Table B-2.—Percent of public school teachers reporting the extent to which various reform activities

were being implemented in their classes and areas for which information was most

needed, by school characteristics: 1996 (continued)

Assisting all students to achieve to high standards

Extent to which activity was implemented in class Information

Great extent Moderate extent Small extent Not at all most needed School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers .................. 52 1.7 39 1.8 7 1.2 1 0.3 28 1.7

Instructional level1

Elementary school......... 61 3.1 32 2.9 7 1.8 (+) 0.2 30 3.3

Middle school............... 49 3.4 42 3.2 7 1.5 2 0.7 32 3.0

High school................... 44 2.9 47 3.4 7 2.5 1 0.7 24 2.6

Geographic region

Northeast...................... 48 4.0 43 3.6 7 1.7 2 0.9 29 3.6

Southeast...................... 60 3.6 36 3.1 4 1.1 (+) 0.2 25 3.1

Central ......................... 52 4.1 35 3.4 12 3.0 1 0.7 25 3.4

West............................. 50 2.6 43 3.1 7 2.1 1 0.4 33 3.3

Enrollment size

Less than 500................ 50 3.4 40 2.9 9 2.1 (+) 0.3 26 2.5

500 to 999 .................... 55 3.2 36 2.9 8 1.7 1 0.5 31 2.6

1,000 or more ............... 51 2.8 44 2.9 4 1.4 1 0.7 26 3.3

Locale

City .............................. 56 3.4 36 2.9 7 2.1 1 0.4 28 2.8

Urban fringe ................. 60 3.8 36 3.6 3 1.2 1 0.6 28 3.3

Town............................ 49 3.9 39 4.0 10 3.3 2 0.8 28 3.3

Rural ............................ 42 3.8 49 3.7 9 2.4 1 0.4 30 4.1

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent ..... 53 2.5 37 2.2 9 1.9 1 0.4 28 2.6

35 to 49 percent............ 51 5.1 42 5.1 6 2.2 1 0.9 28 3.9

50 to 74 percent............ 51 4.5 42 3.7 6 1.7 1 0.4 28 2.6

75 percent or more........ 54 3.2 40 3.0 5 1.7 1 0.7 28 2.6

Percent minority enrollment

Less than 6 percent ....... 42 4.3 41 3.8 16 3.2 1 0.7 26 3.3

6 to 20 percent.............. 59 3.6 36 3.2 4 1.5 1 0.6 27 3.1

21 to 49 percent............ 56 3.8 39 3.9 4 1.4 1 0.5 30 2.9

50 percent or more........ 52 2.6 41 2.6 6 1.4 1 0.5 30 2.3

Number of years teaching

Less than 10 ................. 47 3.6 46 3.7 7 1.7 1 0.4 26 3.2

10 to 20 ........................ 50 3.3 40 3.2 9 2.1 1 0.4 32 3.0

21 or more .................... 60 2.2 33 2.3 6 1.5 1 0.6 26 2.7

Main subject area taught2

Self-contained class3

..... 62 3.4 32 3.4 7 2.0 0 0.0 29 3.6

Mathematics................. 46 4.8 44 5.3 9 3.2 1 1.2 20 4.0

Science ......................... 38 5.2 49 5.3 11 4.8 2 1.6 32 5.3

Social studies................ 36 5.2 58 5.6 5 2.4 1 0.9 31 5.7

English/language arts.... 56 5.2 35 4.5 6 2.8 3 1.5 30 4.7
36

Table B-2.—Percent of public school teachers reporting the extent to which various reform activities

were being implemented in their classes and areas for which information was most

needed, by school characteristics: 1996 (continued)

Using curricula aligned with high standards

Extent to which activity was implemented in class Information

Great extent Moderate extent Small extent Not at all most needed School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers .................. 38 1.9 45 1.8 13 1.1 4 0.6 31 1.8

Instructional level1

Elementary school......... 42 3.4 46 3.5 9 2.5 2 0.9 33 3.5

Middle school............... 36 2.7 45 3.0 14 1.8 4 1.0 27 2.4

High school................... 35 3.4 44 3.9 16 2.4 6 1.5 31 2.8

Geographic region

Northeast...................... 33 3.8 50 3.6 13 2.4 4 1.0 33 3.2

Southeast...................... 42 4.1 43 3.6 11 1.5 4 1.4 27 3.0

Central ......................... 40 3.7 41 3.8 14 3.0 5 1.8 31 4.2

West............................. 38 3.8 46 3.7 12 2.9 3 0.9 33 3.2

Enrollment size

Less than 500................ 33 3.5 50 3.7 12 2.3 4 1.4 35 3.4

500 to 999 .................... 40 3.2 42 2.8 14 2.1 4 0.8 30 2.7

1,000 or more ............... 41 3.5 45 3.7 11 2.3 3 1.2 28 3.2

Locale

City .............................. 44 3.4 41 3.2 12 2.3 4 1.2 34 2.5

Urban fringe ................. 44 4.1 42 3.0 11 2.8 2 1.1 29 3.8

Town............................ 30 2.9 50 3.9 15 2.5 5 1.5 29 3.7

Rural ............................ 33 4.6 48 4.1 13 2.7 6 1.7 33 3.6

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent ..... 39 2.8 44 2.8 14 2.1 3 0.8 31 2.8

35 to 49 percent............ 37 4.8 47 5.2 10 2.5 6 2.3 28 3.8

50 to 74 percent............ 36 4.4 47 4.3 13 2.5 5 1.8 31 3.5

75 percent or more........ 40 4.0 44 5.4 11 2.5 5 1.4 35 3.6

Percent minority enrollment

Less than 6 percent ....... 29 4.0 48 3.8 20 2.9 4 1.3 36 4.3

6 to 20 percent.............. 47 3.9 42 3.8 8 1.7 3 1.0 30 3.9

21 to 49 percent............ 40 5.0 44 4.6 11 2.7 5 1.6 28 3.6

50 percent or more........ 37 2.8 48 3.5 11 1.6 5 0.8 31 2.6

Number of years teaching

Less than 10 ................. 31 3.5 49 3.2 15 2.6 4 1.3 33 2.6

10 to 20 ........................ 40 2.8 42 3.2 13 2.1 4 1.1 26 2.9

21 or more .................... 43 3.1 44 3.3 10 2.1 3 1.0 35 2.8

Main subject area taught2

Self-contained class3

..... 43 3.7 46 3.3 9 2.1 2 0.7 31 3.7

Mathematics................. 37 4.4 42 4.6 17 4.0 4 1.8 26 4.4

Science ......................... 31 5.6 46 5.2 20 5.1 3 1.6 35 6.0

Social studies................ 28 5.5 53 6.4 16 3.8 4 1.8 27 4.8

English/language arts.... 43 5.2 41 5.3 10 2.7 6 2.9 34 4.9
37

Table B-2.—Percent of public school teachers reporting the extent to which various reform activities

were being implemented in their classes and areas for which information was most

needed, by school characteristics: 1996 (continued)

Using textbooks or other instructional materials

aligned with high standards

Extent to which activity was implemented in class Information

Great extent Moderate extent Small extent Not at all most needed

School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers .................. 36 2.0 43 1.9 17 1.2 4 0.7 30 1.8

Instructional level1

Elementary school......... 38 3.8 42 3.0 17 2.2 3 1.1 32 3.4

Middle school............... 36 2.3 42 2.9 18 1.8 4 0.9 27 2.7

High school................... 34 3.4 45 3.5 15 2.0 6 1.6 30 2.3

Geographic region

Northeast...................... 27 2.9 50 3.2 19 2.9 3 1.0 35 4.4

Southeast...................... 48 3.7 36 3.2 13 2.3 3 0.8 32 4.0

Central ......................... 32 3.8 43 4.0 20 2.8 5 2.0 27 4.3

West............................. 37 4.0 44 3.7 15 2.7 4 1.4 27 3.5

Enrollment size

Less than 500................ 30 3.9 48 4.0 19 2.2 4 1.5 31 3.9

500 to 999 .................... 40 3.2 40 2.5 17 2.1 3 0.7 29 3.0

1,000 or more ............... 38 3.2 42 3.8 14 2.4 5 1.8 31 2.8

Locale

City .............................. 42 3.6 37 2.9 17 3.0 5 1.3 33 3.5

Urban fringe ................. 36 3.6 45 4.2 15 2.8 3 1.3 31 4.0

Town............................ 31 3.7 44 3.4 19 2.5 6 1.6 31 4.0

Rural ............................ 37 5.2 46 5.2 15 2.2 1 0.8 24 3.4

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent ..... 33 3.0 46 3.0 17 2.0 4 1.0 27 2.8

35 to 49 percent............ 41 5.7 42 5.1 14 3.1 3 1.6 29 5.0

50 to 74 percent............ 38 3.4 40 3.4 18 2.4 4 1.3 36 5.0

75 percent or more........ 38 4.1 40 3.0 16 2.9 6 2.2 37 3.8

Percent minority enrollment

Less than 6 percent ....... 24 3.3 48 3.5 25 2.9 3 1.4 28 4.3

6 to 20 percent.............. 41 5.9 45 5.7 12 2.3 2 0.8 30 4.5

21 to 49 percent............ 43 4.4 40 3.8 13 2.8 4 1.4 29 4.2

50 percent or more........ 38 2.6 39 2.6 17 2.5 6 1.5 33 3.2

Number of years teaching

Less than 10 ................. 32 3.6 46 3.6 17 2.0 5 1.4 32 3.0

10 to 20 ........................ 36 3.1 45 3.2 17 2.5 3 0.8 29 3.0

21 or more .................... 41 3.7 39 3.5 17 2.6 4 1.3 30 3.6

Main subject area taught2

Self-contained class3

..... 42 4.0 42 3.3 15 2.5 2 0.9 29 3.5

Mathematics................. 44 4.6 43 5.2 11 3.4 2 0.8 22 4.3

Science ......................... 35 7.9 46 6.8 18 4.8 1 0.5 28 5.4

Social studies................ 31 4.6 49 5.6 17 6.3 3 1.4 33 5.3

English/language arts.... 37 4.6 42 5.0 18 4.1 2 1.4 37 5.6
38

Table B-2.—Percent of public school teachers reporting the extent to which various reform activities

were being implemented in their classes and areas for which information was most

needed, by school characteristics: 1996 (continued)

Providing students or parents with examples of

work that meets high standards

Extent to which activity was implemented in class Information

Great extent Moderate extent Small extent Not at all most needed

School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers .................. 30 1.8 42 2.3 22 1.5 5 1.0 33 1.7

Instructional level1

Elementary school......... 38 3.2 41 3.6 17 2.4 4 1.6 33 3.5

Middle school............... 27 2.3 43 2.6 26 2.4 5 1.0 31 2.7

High school................... 24 2.6 42 3.6 26 2.9 8 1.5 34 2.9

Geographic region

Northeast...................... 27 3.5 47 4.3 20 3.7 6 2.2 31 3.6

Southeast...................... 35 4.0 42 3.7 19 3.2 4 1.1 33 3.1

Central ......................... 27 4.4 42 5.9 23 4.3 8 2.2 32 4.1

West............................. 31 2.7 39 2.8 26 2.4 4 1.5 34 3.4

Enrollment size

Less than 500................ 29 3.3 43 3.7 23 2.8 5 1.5 30 3.4

500 to 999 .................... 30 3.1 41 2.9 23 2.0 6 1.5 37 2.5

1,000 or more ............... 31 3.4 43 3.5 20 2.9 6 1.6 28 3.4

Locale

City .............................. 32 3.4 45 3.8 20 2.6 3 1.0 32 3.1

Urban fringe ................. 33 3.7 41 3.4 21 3.1 5 1.5 32 3.9

Town............................ 27 2.7 43 4.4 23 3.0 7 2.0 32 3.1

Rural ............................ 29 4.5 39 3.8 25 3.9 7 2.5 36 4.0

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent ..... 28 2.9 42 3.6 22 2.6 8 1.6 35 2.7

35 to 49 percent............ 34 4.0 41 4.5 22 2.9 3 1.6 28 3.8

50 to 74 percent............ 29 4.2 43 4.1 24 4.0 4 1.0 28 3.7

75 percent or more........ 34 3.0 42 3.2 21 2.1 3 1.0 37 3.6

Percent minority enrollment

Less than 6 percent ....... 24 4.3 39 4.1 27 3.7 9 2.2 39 3.6

6 to 20 percent.............. 37 3.9 36 4.1 24 3.7 3 0.9 29 4.1

21 to 49 percent............ 30 3.5 48 3.6 16 2.2 6 1.9 27 3.6

50 percent or more........ 30 2.4 44 2.7 23 2.0 3 0.8 35 3.0

Number of years teaching

Less than 10 ................. 26 2.3 43 2.6 27 2.4 5 1.4 34 2.6

10 to 20 ........................ 32 3.4 39 4.1 23 2.8 6 2.0 32 3.1

21 or more .................... 32 3.0 44 3.6 17 2.5 6 1.4 32 2.9

Main subject area taught2

Self-contained class3

..... 38 3.6 43 4.2 17 2.6 3 1.2 34 3.8

Mathematics................. 24 4.9 37 4.6 31 4.8 8 3.9 33 4.9

Science ......................... 23 4.7 34 4.9 34 6.3 9 4.0 42 7.5

Social studies................ 20 4.7 46 5.4 28 5.0 6 2.4 35 5.8

English/language arts.... 31 4.4 44 4.9 21 4.3 4 1.9 35 5.3
39

Table B-2.—Percent of public school teachers reporting the extent to which various reform activities

were being implemented in their classes and areas for which information was most

needed, by school characteristics: 1996 (continued)

Using authentic student assessments such as portfolios

that measure performance against high standards

Extent to which activity was implemented in class Information

Great extent Moderate extent Small extent Not at all most needed

School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers .................. 20 1.6 33 1.7 31 1.4 16 1.6 53 2.1

Instructional level1

Elementary school......... 24 2.7 39 3.2 28 3.4 9 2.2 52 3.8

Middle school............... 17 2.1 30 2.6 31 2.4 22 2.7 55 3.3

High school................... 17 2.4 28 3.0 34 3.0 20 2.7 50 3.2

Geographic region

Northeast...................... 14 2.9 37 4.1 30 4.0 18 2.7 52 4.5

Southeast...................... 17 2.8 36 3.5 32 3.0 14 3.3 55 3.9

Central ......................... 26 4.4 26 4.0 30 3.9 18 3.4 52 4.8

West............................. 22 3.4 32 2.9 31 3.3 14 2.5 51 4.5

Enrollment size

Less than 500................ 22 2.9 33 3.4 27 3.2 18 2.7 52 3.8

500 to 999 .................... 20 2.3 34 2.9 31 2.8 15 2.4 54 3.3

1,000 or more ............... 17 2.3 32 3.0 36 2.7 15 2.4 51 3.2

Locale

City .............................. 21 2.9 38 3.5 29 3.3 11 1.9 53 3.9

Urban fringe ................. 21 3.8 36 3.6 30 3.6 14 3.3 54 4.5

Town............................ 18 3.2 27 3.0 34 3.7 21 3.8 54 4.3

Rural ............................ 18 3.3 32 3.5 31 3.3 18 3.2 49 5.2

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent ..... 20 2.9 30 2.9 32 2.6 17 2.4 54 3.6

35 to 49 percent............ 18 3.2 33 4.0 31 4.7 18 3.4 58 4.8

50 to 74 percent............ 12 2.5 39 4.6 30 3.3 18 3.6 48 4.5

75 percent or more........ 26 3.4 36 3.3 28 3.7 9 1.9 45 3.2

Percent minority enrollment

Less than 6 percent ....... 19 3.4 29 3.4 33 4.1 19 2.6 51 4.7

6 to 20 percent.............. 23 4.2 34 3.7 27 4.0 16 3.6 54 5.2

21 to 49 percent............ 15 2.7 32 4.3 34 3.8 18 3.3 58 3.7

50 percent or more........ 22 2.2 36 2.8 30 2.4 12 1.6 48 2.4

Number of years teaching

Less than 10 ................. 23 2.8 29 2.6 30 2.8 18 2.6 56 3.5

10 to 20 ........................ 18 2.8 33 2.4 34 2.6 15 2.5 54 3.8

21 or more .................... 19 2.8 37 3.3 29 2.9 15 2.1 47 3.5

Main subject area taught2

Self-contained class3

..... 23 3.1 37 3.6 31 3.8 8 2.2 57 3.7

Mathematics................. 8 2.3 22 3.9 46 4.8 24 4.2 67 5.0

Science ......................... 16 3.7 23 5.2 30 5.0 31 5.9 54 5.9

Social studies................ 9 2.8 31 5.6 33 5.8 28 5.5 46 5.8

English/language arts.... 29 4.3 41 4.7 22 4.2 8 3.1 42 4.9
40

Table B-2.—Percent of public school teachers reporting the extent to which various reform activities

were being implemented in their classes and areas for which information was most

needed, by school characteristics: 1996 (continued)

Using innovative technologies such as the Internet and telecommunications-supported instruction

Extent to which activity was implemented in class Information

Great extent Moderate extent Small extent Not at all most needed School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................. 7 1.0 20 1.6 31 1.9 42 1.8 79 1.6

Instructional level1

Elementary school ........ 6 1.5 23 3.5 29 3.4 43 3.4 79 2.8

Middle school............... 8 1.9 17 1.9 30 2.2 46 2.2 80 1.9

High school .................. 9 1.5 19 2.9 35 3.4 37 3.2 78 2.7

Geographic region

Northeast...................... 5 2.0 19 3.8 27 3.7 48 4.2 81 3.2

Southeast...................... 8 2.4 25 4.2 26 3.8 40 3.9 79 2.7

Central ......................... 5 1.4 15 3.0 35 3.1 45 4.3 80 3.3

West............................. 9 2.3 20 3.3 36 3.5 35 3.7 78 3.3

Enrollment size

Less than 500 ............... 8 1.9 19 2.8 31 3.2 43 3.4 84 2.6

500 to 999 .................... 6 1.2 21 2.9 29 2.5 44 3.4 78 2.5

1,000 or more ............... 9 1.8 20 3.0 34 3.6 37 3.4 77 3.4

Locale

City .............................. 6 1.8 22 3.4 28 2.6 43 3.6 76 2.2

Urban fringe ................. 8 2.2 27 4.1 31 3.4 34 4.0 84 3.1

Town............................ 8 2.2 16 2.5 29 3.1 47 4.1 77 2.8

Rural............................ 6 1.8 14 3.4 37 5.8 43 4.9 80 3.6

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent..... 8 1.6 22 2.7 33 2.7 37 2.8 82 2.7

35 to 49 percent............ 7 2.2 17 4.4 30 4.3 46 5.4 81 3.3

50 to 74 percent............ 5 2.6 19 3.4 31 4.0 44 4.7 78 3.3

75 percent or more........ 7 1.4 20 2.5 26 2.6 47 3.6 72 3.8

Percent minority enrollment

Less than 6 percent....... 6 1.7 21 3.4 25 2.7 48 3.6 81 3.1

6 to 20 percent.............. 9 2.3 20 3.6 33 4.5 38 4.4 81 3.2

21 to 49 percent............ 7 2.1 21 4.0 34 3.6 37 3.6 79 2.7

50 percent or more........ 6 1.6 19 2.2 31 2.9 45 3.4 76 2.8

Number of years teaching

Less than 10 ................. 6 1.6 20 2.5 28 2.0 45 2.7 78 2.4

10 to 20 ........................ 8 1.6 18 3.2 35 2.9 39 3.4 81 2.7

21 or more.................... 8 2.0 22 3.4 30 3.0 40 3.0 79 3.3

Main subject area taught2

Self-contained class3

..... 6 1.7 21 3.1 30 3.3 43 3.5 81 2.6

Mathematics................. 3 1.9 10 2.9 41 5.4 46 4.5 84 3.6

Science......................... 6 2.6 19 5.5 35 5.9 40 6.4 72 4.8

Social studies ............... 4 1.4 20 5.4 35 6.3 41 5.8 72 5.8

English/language arts.... 9 2.7 25 4.4 29 4.6 38 5.0 78 3.9

(+) Less than 0.5 percent.

1Data for combined schools are not reported as a separate instructional level because there are very few in the sample. Data for combined schools are

included in the totals and in analyses by other school characteristics.

2This table does not show the additional response category—other (specify)—that was included on the questionnaire.

3The teacher is responsible for teaching all or most academic subjects to one class.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
41

Table B-3.—Percent of public school teachers reporting that they implemented various education

reform activities in any classes, by subject areas and school characteristics: 1996

Using instructional strategies aligned with high standards

English/

language arts

History/

social studies

School characteristic Mathematics Science

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 75 2.3 73 2.8 82 1.8 81 2.3

Instructional level*

Elementary school .......................... 72 3.3 71 3.8 84 2.2 84 2.8

Middle school ................................ 79 3.4 76 4.6 80 3.6 78 5.6

High school.................................... 81 4.7 79 5.1 78 5.0 72 6.7

Geographic region

Northeast ....................................... 76 4.5 75 5.8 85 3.7 82 5.3

Southeast ....................................... 70 4.6 65 5.9 74 4.8 72 6.1

Central........................................... 75 5.9 77 6.4 81 5.2 80 5.4

West .............................................. 78 5.0 75 4.5 88 2.7 88 3.0

Enrollment size

Less than 500 ................................. 72 4.5 74 4.8 84 3.1 82 4.0

500 to 999...................................... 74 3.5 71 3.9 81 3.4 81 3.8

1,000 or more................................. 83 4.5 77 5.4 78 5.8 80 6.3

Locale

City................................................ 65 3.5 57 4.7 74 3.9 72 5.0

Urban fringe................................... 80 4.0 80 4.7 87 3.6 92 2.5

Town.............................................. 80 4.3 79 5.8 84 3.8 78 4.4

Rural.............................................. 71 7.7 78 5.3 83 4.0 83 5.4

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 79 3.6 75 4.4 88 2.6 89 2.5

35 to 49 percent.............................. 71 7.2 80 7.1 78 6.1 73 6.8

50 to 74 percent.............................. 71 5.4 65 5.6 76 4.7 75 5.9

75 percent or more ......................... 71 3.8 69 3.7 76 3.1 75 3.4

Percent minority enrollment

Less than 6 percent......................... 75 5.0 77 6.0 80 4.7 86 4.1

6 to 20 percent ............................... 73 6.1 70 6.4 88 3.8 84 4.7

21 to 49 percent.............................. 79 4.7 79 5.5 81 4.7 81 5.3

50 percent or more ......................... 72 3.4 66 3.5 78 3.1 74 3.6

Number of years teaching

Less than 10................................... 80 3.6 74 4.2 86 2.2 84 3.3

10 to 20.......................................... 79 4.1 73 5.9 82 3.1 83 4.5

21 or more...................................... 67 4.7 72 4.5 78 3.9 76 5.2
42

Table B-3.—Percent of public school teachers reporting that they implemented various education

reform activities in any classes, by subject areas and school characteristics: 1996

(continued)

Assisting all students to achieve to high standards

English/ language

arts

History/

social studies School characteristic Mathematics Science

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers................................ 82 1.9 78 2.6 79 2.2 74 2.4

Instructional level*

Elementary school ............................ 81 2.9 75 3.6 77 3.0 71 3.2

Middle school................................... 82 3.6 83 3.3 85 3.1 78 4.4

High school ...................................... 83 4.6 82 5.8 83 4.9 86 5.3

Geographic region

Northeast.......................................... 74 4.8 67 5.8 70 5.8 66 7.2

Southeast.......................................... 80 4.5 77 5.2 78 4.5 73 6.1

Central ............................................. 85 3.9 85 4.0 81 5.1 75 4.9

West................................................. 86 3.9 81 4.2 85 3.6 77 3.9

Enrollment size

Less than 500 ................................... 84 3.7 81 4.1 79 4.2 73 4.6

500 to 999 ........................................ 81 3.3 74 4.3 79 3.6 71 4.1

1,000 or more ................................... 78 5.5 79 5.5 78 5.1 84 5.8

Locale

City.................................................. 82 3.4 71 5.4 75 3.9 70 4.2

Urban fringe..................................... 82 4.4 83 4.7 82 4.8 76 5.7

Town................................................ 82 3.8 79 4.8 82 3.7 76 4.7

Rural................................................ 80 4.4 76 5.1 76 6.0 72 6.8

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent......................... 84 3.2 80 3.9 80 3.8 75 4.1

35 to 49 percent................................ 74 6.3 69 7.3 74 5.6 70 6.8

50 to 74 percent................................ 84 4.6 83 4.0 84 5.2 77 7.3

75 percent or more............................ 80 3.3 73 3.9 76 3.7 70 4.6

Percent minority enrollment

Less than 6 percent........................... 78 5.6 74 5.9 70 6.5 66 6.3

6 to 20 percent.................................. 84 4.1 79 5.9 81 4.6 73 4.8

21 to 49 percent................................ 84 4.8 86 5.8 84 4.6 80 5.1

50 percent or more............................ 80 3.2 70 4.4 77 3.7 72 4.5

Number of years teaching

Less than 10 ..................................... 81 3.3 78 3.6 84 2.9 78 3.2

10 to 20............................................ 85 3.8 79 4.4 81 4.2 76 4.9

21 or more........................................ 79 4.2 75 4.8 72 5.2 65 5.6
43

Table B-3.—Percent of public school teachers reporting that they implemented various education

reform activities in any classes, by subject areas and school characteristics: 1996

(continued)

Using curricula aligned with high standards

English/

language arts

History/

social studies School characteristic Mathematics Science

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 69 2.4 59 2.8 67 2.5 66 3.0

Instructional level*

Elementary school .......................... 69 3.3 53 4.0 64 4.0 66 4.0

Middle school ................................ 67 3.9 69 3.6 72 4.0 65 4.3

High school.................................... 70 5.8 73 5.6 77 5.3 68 7.8

Geographic region

Northeast ....................................... 66 5.7 62 6.1 60 4.7 56 7.1

Southeast ....................................... 59 4.5 48 4.8 61 4.5 54 5.5

Central........................................... 73 5.6 68 6.8 77 4.6 74 5.9

West .............................................. 76 4.5 58 6.7 70 7.5 74 5.8

Enrollment size

Less than 500 ................................. 72 4.2 58 4.6 68 4.7 66 5.4

500 to 999...................................... 66 3.6 55 5.0 63 4.8 64 5.0

1,000 or more................................. 69 5.5 70 5.1 75 6.0 68 6.7

Locale

City................................................ 64 4.5 52 4.8 64 3.5 61 5.0

Urban fringe................................... 71 5.0 60 7.1 64 7.6 66 7.1

Town.............................................. 69 5.9 62 5.9 73 5.5 74 5.4

Rural.............................................. 70 4.8 60 7.1 66 6.2 60 7.4

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 75 4.2 62 5.2 70 4.5 71 4.9

35 to 49 percent.............................. 64 7.2 58 7.1 61 8.7 68 8.5

50 to 74 percent.............................. 66 5.8 55 5.1 68 5.1 61 6.4

75 percent or more ......................... 59 3.9 54 4.5 62 4.5 55 4.3

Percent minority enrollment

Less than 6 percent......................... 68 6.0 64 6.9 68 6.1 60 7.7

6 to 20 percent ............................... 75 6.1 56 6.4 68 6.7 78 6.2

21 to 49 percent.............................. 69 4.6 58 5.3 66 5.8 66 5.6

50 percent or more ......................... 62 3.5 57 3.8 63 4.0 56 3.9

Number of years teaching

Less than 10................................... 70 3.5 55 4.8 70 4.9 67 4.8

10 to 20.......................................... 69 3.8 60 4.7 70 4.0 65 4.7

21 or more...................................... 67 5.2 60 5.2 60 5.0 64 6.0
44

Table B-3.—Percent of public school teachers reporting that they implemented various education

reform activities in any classes, by subject areas and school characteristics: 1996

(continued)

Using textbooks or other instructional materials

aligned with high standards

English/

language arts

History/

social studies Mathematics Science School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 66 2.7 57 3.0 69 2.9 59 2.4

Instructional level*

Elementary school .......................... 65 3.8 52 4.2 66 4.0 58 3.5

Middle school ................................ 67 4.2 66 4.1 72 4.3 60 4.4

High school.................................... 72 5.4 74 6.9 85 4.1 68 8.5

Geographic region

Northeast ....................................... 58 6.1 51 5.4 62 6.6 46 6.4

Southeast ....................................... 64 4.4 58 4.4 62 5.2 56 4.8

Central........................................... 72 5.2 61 7.6 82 4.2 65 4.2

West .............................................. 69 5.4 60 6.6 72 5.3 66 5.6

Enrollment size

Less than 500 ................................. 62 5.0 57 4.4 66 4.3 54 3.8

500 to 999...................................... 68 4.0 55 5.3 71 4.7 61 4.4

1,000 or more................................. 70 5.2 64 5.7 74 6.5 68 6.8

Locale

City................................................ 65 4.6 61 4.9 69 4.4 58 3.4

Urban fringe................................... 68 4.9 51 6.8 68 6.2 61 6.6

Town.............................................. 63 5.9 56 6.0 72 5.8 64 4.9

Rural.............................................. 68 6.9 63 7.4 68 6.7 51 6.3

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 74 4.0 60 5.6 76 3.8 63 3.9

35 to 49 percent.............................. 59 7.5 54 5.8 66 8.6 51 6.2

50 to 74 percent.............................. 61 3.7 51 4.7 64 5.1 54 4.9

75 percent or more ......................... 56 4.8 60 4.2 62 3.6 62 3.3

Percent minority enrollment

Less than 6 percent......................... 63 6.2 62 6.9 70 5.6 56 5.9

6 to 20 percent ............................... 72 5.5 63 6.6 75 6.2 67 4.7

21 to 49 percent.............................. 69 6.3 48 6.9 68 6.4 52 5.5

50 percent or more ......................... 58 4.2 57 3.8 63 3.6 62 3.9

Number of years teaching

Less than 10................................... 62 5.1 56 5.8 73 4.1 64 4.1

10 to 20.......................................... 69 4.8 60 5.5 68 5.4 57 5.1

21 or more...................................... 66 5.2 56 5.3 68 5.4 56 5.0
45

Table B-3.—Percent of public school teachers reporting that they implemented various education

reform activities in any classes, by subject areas and school characteristics: 1996

(continued)

Providing students or parents with examples of work

that is successful in meeting high standards

English/

language arts

History/

social studies Mathematics Science School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 67 2.7 52 2.2 64 3.1 52 2.8

Instructional level*

Elementary school .......................... 68 3.8 47 3.1 63 4.2 48 3.5

Middle school ................................ 68 3.7 61 5.0 66 4.2 64 6.0

High school.................................... 67 6.4 67 6.1 70 4.9 59 8.0

Geographic region

Northeast ....................................... 58 6.8 50 6.8 53 6.3 48 6.9

Southeast ....................................... 63 5.2 53 4.7 63 5.0 42 3.6

Central........................................... 70 5.4 57 6.9 69 6.9 56 5.4

West .............................................. 76 4.2 48 5.0 70 6.8 58 6.9

Enrollment size

Less than 500 ................................. 69 4.6 48 4.4 67 4.9 47 4.5

500 to 999...................................... 64 4.3 52 4.0 60 5.3 54 5.2

1,000 or more................................. 71 6.5 61 5.0 71 6.6 56 6.3

Locale

City................................................ 65 5.1 48 4.7 60 4.2 48 4.3

Urban fringe................................... 77 4.9 52 5.6 65 7.7 48 7.0

Town.............................................. 64 5.5 56 5.4 69 6.1 59 5.3

Rural.............................................. 60 6.7 53 6.5 62 7.7 51 6.4

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 72 4.2 52 4.5 64 5.8 52 5.2

35 to 49 percent.............................. 62 7.6 60 7.8 61 7.2 53 7.4

50 to 74 percent.............................. 68 6.3 55 5.0 69 5.9 53 5.0

75 percent or more ......................... 60 3.3 44 3.6 62 4.2 50 4.4

Percent minority enrollment

Less than 6 percent......................... 64 6.5 57 8.0 60 7.5 47 6.8

6 to 20 percent ............................... 73 5.9 54 5.0 67 7.3 55 5.1

21 to 49 percent.............................. 72 6.4 53 5.3 65 7.2 53 7.0

50 percent or more ......................... 59 2.9 44 3.2 63 4.4 50 4.5

Number of years teaching

Less than 10................................... 68 3.4 46 4.8 67 4.1 54 4.8

10 to 20.......................................... 69 4.8 53 5.1 62 5.8 50 5.2

21 or more...................................... 65 4.9 55 4.7 64 4.5 50 6.0
46

Table B-3.—Percent of public school teachers reporting that they implemented various education

reform activities in any classes, by subject areas and school characteristics: 1996

(continued)

Using authentic student assessments such as portfolios

that measure performance against high standards

English/

language arts

History/

social studies Mathematics Science School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 64 2.6 38 2.6 51 3.2 42 3.0

Instructional level*

Elementary school .......................... 64 4.0 38 3.7 55 4.5 44 4.2

Middle school ................................ 62 4.7 38 5.2 49 5.5 42 5.6

High school.................................... 62 6.3 39 5.7 39 5.5 34 6.7

Geographic region

Northeast ....................................... 65 5.3 43 6.5 49 7.6 44 7.5

Southeast ....................................... 53 5.1 26 4.3 45 5.1 34 4.3

Central........................................... 66 7.0 48 8.0 59 7.8 48 6.3

West .............................................. 69 5.0 37 5.9 53 6.5 44 6.5

Enrollment size

Less than 500 ................................. 61 5.0 40 5.1 52 5.2 44 6.0

500 to 999...................................... 66 4.2 39 4.5 56 5.2 42 4.8

1,000 or more................................. 60 6.8 31 7.0 36 7.0 37 7.9

Locale

City................................................ 62 4.9 35 4.0 51 4.6 40 4.8

Urban fringe................................... 76 4.5 42 7.4 56 8.6 48 8.8

Town.............................................. 56 6.4 30 5.7 46 6.8 40 6.6

Rural.............................................. 57 6.4 47 6.2 51 6.8 41 8.7

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 70 4.0 38 5.1 52 5.7 44 5.0

35 to 49 percent.............................. 55 7.3 39 7.8 47 7.2 34 10.6

50 to 74 percent.............................. 57 5.6 36 8.8 50 7.0 44 7.8

75 percent or more ......................... 61 5.3 40 3.5 54 3.3 45 4.8

Percent minority enrollment

Less than 6 percent......................... 61 5.9 47 7.5 50 5.6 39 6.7

6 to 20 percent ............................... 68 6.1 41 7.0 55 7.3 48 5.8

21 to 49 percent.............................. 64 4.7 31 5.2 47 7.1 39 7.5

50 percent or more ......................... 60 4.3 35 3.4 53 2.7 43 4.4

Number of years teaching

Less than 10................................... 66 4.2 43 5.1 54 4.9 44 5.6

10 to 20.......................................... 62 4.2 43 4.3 51 5.2 43 4.8

21 or more...................................... 62 5.0 30 3.7 49 5.4 39 5.7
47

Table B-3.—Percent of public school teachers reporting that they implemented various education

reform activities in any classes, by subject areas and school characteristics: 1996

(continued)

Using innovative technologies such as the Internet and

telecommunications-supported instruction

English/

language arts

History/

social studies Mathematics Science School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 29 2.8 20 2.3 22 2.4 20 2.6

Instructional level*

Elementary school .......................... 25 3.7 17 3.3 20 3.2 16 3.3

Middle school ................................ 33 3.6 27 4.4 27 4.7 29 5.1

High school.................................... 39 6.6 28 6.4 28 5.4 32 7.8

Geographic region

Northeast ....................................... 23 6.0 17 4.6 14 4.5 17 4.7

Southeast ....................................... 35 6.5 23 5.9 26 6.2 28 6.9

Central........................................... 20 4.3 20 4.6 18 5.3 13 3.4

West .............................................. 34 5.1 21 4.0 28 5.2 23 4.6

Enrollment size

Less than 500 ................................. 27 4.6 21 4.1 18 3.6 21 4.4

500 to 999...................................... 26 4.2 20 4.0 24 4.2 19 4.0

1,000 or more................................. 40 7.6 21 4.9 28 4.5 25 5.8

Locale

City................................................ 28 5.4 15 3.2 22 3.5 19 4.0

Urban fringe................................... 30 6.0 21 5.6 20 5.0 21 6.0

Town.............................................. 29 5.1 24 4.9 26 5.8 22 5.5

Rural.............................................. 28 4.0 21 6.9 18 5.1 19 5.6

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 28 4.4 22 4.3 22 4.1 22 4.5

35 to 49 percent.............................. 22 5.6 22 6.4 17 5.7 19 6.7

50 to 74 percent.............................. 37 7.2 18 5.4 27 5.8 25 6.0

75 percent or more ......................... 28 3.6 16 2.6 21 4.0 15 2.2

Percent minority enrollment

Less than 6 percent......................... 24 4.5 19 4.6 19 5.3 16 4.6

6 to 20 percent ............................... 28 6.3 13 4.0 17 5.4 22 5.8

21 to 49 percent.............................. 33 5.5 31 6.8 28 5.2 24 6.2

50 percent or more ......................... 28 3.2 16 2.7 21 3.1 16 2.4

Number of years teaching

Less than 10................................... 33 3.8 18 4.1 25 4.4 22 4.1

10 to 20.......................................... 24 4.6 18 3.9 19 3.5 18 4.4

21 or more...................................... 29 4.9 24 4.3 22 4.9 21 5.3

*Data for combined schools are not reported as a separate instructional level because there are very few in the sample. Data for combined schools are

included in the totals and in analyses by other school characteristics.

NOTE: Percents are based on those that teach the subject.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
48

Table B-4.—Percent of public school teachers with special needs students in the classes indicating the

extent to which they applied the same high standards of performance used for other

students to these students, and the percent of all public school teachers indicating the

extent to which they needed information on helping special needs students achieve to

high standards, by school characteristics: 1996

Students with limited English proficiency

Extent held to same high standards as other students

Great extent Moderate extent Small extent Not at all School characteristic

Percent s.e Percent s.e Percent s.e. Percent s.e.

All teachers................. 33 2.4 47 2.4 17 2.1 3 1.0

Instructional level1

Elementary school ....... 33 4.9 48 5.0 16 3.8 3 2.1

Middle school.............. 29 3.3 51 3.5 17 2.6 3 1.2

High school ................. 37 4.0 42 3.5 18 3.3 3 1.2

Geographic region

Northeast..................... 34 4.1 46 4.7 16 3.8 5 1.7

Southeast..................... 34 6.0 48 6.4 17 5.2 1 0.8

Central ........................ 32 6.8 43 7.3 22 4.9 3 1.7

West............................ 34 3.5 48 3.6 14 2.9 3 1.6

Enrollment size

Less than 500 .............. 24 4.3 50 5.6 22 4.1 4 1.7

500 to 999 ................... 34 3.6 48 3.9 15 2.5 4 1.6

1,000 or more .............. 41 3.7 42 3.5 15 3.3 1 0.5

Locale

City ............................. 35 4.8 49 3.8 14 3.8 2 0.7

Urban fringe ................ 36 4.1 47 4.6 13 3.0 4 2.4

Town........................... 27 4.1 43 5.5 27 3.4 4 1.6

Rural........................... 35 7.2 49 7.5 13 4.6 3 2.2

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent.... 33 3.7 44 3.6 20 3.1 3 1.4

35 to 49 percent........... 38 7.3 44 5.6 18 5.1 (+) 0.4

50 to 74 percent........... 27 3.6 59 4.6 8 3.3 6 2.3

75 percent or more....... 37 4.4 45 4.4 15 2.6 3 1.3

Percent minority enrollment

Less than 6 percent...... 27 5.8 41 6.2 28 6.9 4 2.2

6 to 20 percent............. 27 6.3 50 6.3 21 3.9 2 1.1

21 to 49 percent........... 36 4.8 46 5.2 13 4.3 5 2.4

50 percent or more....... 40 3.0 46 3.2 12 2.3 2 0.7

Number of years teaching

Less than 10 ................ 30 3.7 48 3.8 18 2.6 4 1.9

10 to 20 ....................... 33 4.8 49 5.0 14 3.2 3 1.4

21 or more................... 37 4.0 43 4.6 18 3.7 2 1.0

Main subject area taught2

Self-contained class3

.... 39 4.7 43 4.7 16 3.8 2 0.9

Mathematics................ 42 7.8 38 7.8 12 4.9 8 5.9

Science........................ 23 6.8 60 7.0 12 5.1 4 3.6

Social studies .............. 26 5.7 42 6.9 30 6.4 3 1.8

English/language arts... 31 5.4 57 5.7 10 2.9 2 1.7
49

Table B-4.—Percent of public school teachers with special needs students in the classes indicating the

extent to which they applied the same high standards of performance used for other

students to these students, and the percent of all public school teachers indicating the

extent to which they needed information on helping special needs students achieve to

high standards, by school characteristics: 1996 (continued)

Students with limited English proficiency

Need for information

Very much needed Somewhat needed Not needed School characteristic

Percent s.e. Percent s.e. Percent s.e.

All teachers................. 26 1.7 31 1.9 42 2.0

Instructional level1

Elementary school ....... 25 3.6 31 3.7 43 4.0

Middle school.............. 32 2.8 28 2.6 41 2.8

High school ................. 24 2.9 35 2.8 41 3.2

Geographic region

Northeast..................... 21 2.9 39 4.1 40 4.5

Southeast..................... 22 3.3 23 3.5 55 4.0

Central ........................ 22 3.3 28 3.2 50 4.3

West............................ 39 4.4 35 3.5 26 3.4

Enrollment size

Less than 500 .............. 25 3.4 27 3.5 48 3.9

500 to 999 ................... 29 3.4 32 3.6 39 3.4

1,000 or more .............. 25 2.8 34 3.1 40 4.1

Locale

City ............................. 29 4.0 34 4.1 37 3.4

Urban fringe ................ 31 4.3 38 3.5 31 4.6

Town........................... 24 3.4 32 3.0 44 3.6

Rural........................... 20 3.4 19 4.4 62 4.2

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent.... 25 2.6 33 3.0 42 3.4

35 to 49 percent........... 18 3.0 32 4.7 50 5.0

50 to 74 percent........... 36 4.6 22 3.3 42 4.7

75 percent or more....... 29 4.2 35 2.2 35 4.3

Percent minority enrollment

Less than 6 percent...... 18 2.6 28 3.9 54 3.8

6 to 20 percent............. 27 4.0 32 4.3 41 4.9

21 to 49 percent........... 26 3.6 31 4.2 43 4.5

50 percent or more....... 35 3.1 35 2.6 30 2.6

Number of years teaching

Less than 10 ................ 28 3.1 34 3.5 37 3.5

10 to 20 ....................... 25 2.9 29 3.4 46 3.6

21 or more................... 26 2.6 30 3.4 43 3.9

Main subject area taught2

Self-contained class3

.... 25 3.7 29 3.1 45 3.7

Mathematics................ 24 5.0 32 4.6 44 3.9

Science........................ 31 5.4 28 4.1 40 5.6

Social studies .............. 32 6.4 37 6.4 32 4.4

English/language arts... 30 4.0 28 4.7 42 5.5
50

Table B-4.—Percent of public school teachers with special needs students in the classes indicating the

extent to which they applied the same high standards of performance used for other

students to these students, and the percent of all public school teachers indicating the

extent to which they needed information on helping special needs students achieve to

high standards, by school characteristics: 1996 (continued)

Students with disabilities

Extent held to same high standards as other students

Great extent Moderate extent Small extent Not at all School characteristic

Percent s.e Percent s.e Percent s.e. Percent s.e.

All teachers................. 28 2.1 51 2.5 19 1.8 2 0.6

Instructional level1

Elementary school ....... 24 3.9 55 4.5 18 3.2 2 1.0

Middle school.............. 32 2.6 44 3.0 21 2.2 3 0.9

High school ................. 33 3.6 48 3.2 18 3.1 2 0.9

Geographic region

Northeast..................... 25 3.4 50 4.8 23 4.9 2 0.9

Southeast..................... 30 3.7 48 3.4 19 3.1 4 1.7

Central ........................ 29 5.3 54 5.6 16 3.9 1 0.6

West............................ 30 4.2 51 4.6 18 2.5 2 0.9

Enrollment size

Less than 500 .............. 20 3.7 58 4.1 21 3.8 1 0.4

500 to 999 ................... 28 3.6 52 3.8 18 2.5 2 0.7

1,000 or more .............. 41 3.8 39 4.1 16 3.1 4 1.8

Locale

City ............................. 34 3.7 44 3.7 20 2.5 3 1.0

Urban fringe ................ 33 4.9 51 5.4 14 2.5 3 1.5

Town........................... 24 3.9 48 4.2 25 3.1 3 1.0

Rural........................... 21 4.4 61 5.9 17 4.3 (+) 0.3

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent.... 29 2.9 52 3.6 17 2.5 1 0.6

35 to 49 percent........... 29 5.2 50 5.0 21 4.7 1 0.6

50 to 74 percent........... 26 4.4 52 5.4 17 3.1 6 2.8

75 percent or more....... 28 5.4 46 4.3 23 2.4 3 1.3

Percent minority enrollment

Less than 6 percent...... 27 4.7 49 5.4 24 4.2 1 0.4

6 to 20 percent............. 29 3.9 54 4.6 15 3.1 2 0.8

21 to 49 percent........... 24 4.6 55 5.3 17 4.0 4 1.7

50 percent or more....... 34 3.9 43 3.1 20 2.2 3 0.8

Number of years teaching

Less than 10 ................ 27 3.1 51 3.4 20 2.4 2 0.8

10 to 20 ....................... 31 3.7 48 4.5 17 3.2 3 1.4

21 or more................... 27 3.3 52 3.9 20 3.6 1 0.5

Main subject area taught2

Self-contained class3

.... 28 3.8 52 5.0 18 3.7 3 1.3

Mathematics................ 28 5.3 51 5.9 21 4.1 0 0.0

Science........................ 30 5.7 52 5.6 18 4.4 (+) 0.3

Social studies .............. 29 5.0 39 6.2 30 5.4 2 1.2

English/language arts... 34 6.2 51 6.1 14 3.4 1 0.9
51

Table B-4.— Percent of public school teachers with special needs students in the classes indicating the

extent to which they applied the same high standards of performance used for other

students to these students, and the percent of all public school teachers indicating the

extent to which they needed information on helping special needs students achieve to

high standards, by school characteristics: 1996 (continued)

Students with disabilities

Need for information

Very much needed Somewhat needed Not needed School characteristic

Percent s.e. Percent s.e. Percent s.e.

All teachers................. 31 1.9 42 1.8 27 1.7

Instructional level1

Elementary school ....... 33 3.5 43 3.3 24 2.7

Middle school.............. 32 2.7 42 3.8 26 2.6

High school ................. 25 2.9 42 3.5 32 3.6

Geographic region

Northeast..................... 36 4.6 39 3.7 25 3.3

Southeast..................... 30 3.7 43 4.2 27 3.0

Central ........................ 22 3.3 43 4.0 35 4.2

West............................ 35 4.3 44 3.6 22 3.5

Enrollment size

Less than 500 .............. 28 3.9 47 3.4 25 2.9

500 to 999 ................... 34 3.5 40 3.3 26 2.6

1,000 or more .............. 28 3.0 41 4.5 31 4.1

Locale

City ............................. 36 3.3 34 3.9 29 2.7

Urban fringe ................ 32 4.5 45 4.2 23 3.5

Town........................... 28 3.8 47 3.7 25 3.4

Rural........................... 26 5.5 42 4.8 33 4.7

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent.... 28 2.9 44 2.7 28 2.7

35 to 49 percent........... 28 5.6 47 5.7 25 3.3

50 to 74 percent........... 33 5.2 39 4.3 28 3.8

75 percent or more....... 39 3.3 36 2.4 26 3.1

Percent minority enrollment

Less than 6 percent...... 26 4.0 46 3.3 28 4.2

6 to 20 percent............. 25 4.1 47 3.7 28 3.8

21 to 49 percent........... 32 4.2 40 4.5 28 3.4

50 percent or more....... 39 3.1 37 3.0 23 2.4

Number of years teaching

Less than 10 ................ 32 3.4 44 3.5 25 2.9

10 to 20 ....................... 31 2.8 43 2.9 26 2.9

21 or more................... 29 3.2 41 3.1 30 2.8

Main subject area taught2

Self-contained class3

.... 33 4.0 41 3.8 26 3.0

Mathematics................ 30 5.0 36 5.4 34 5.2

Science........................ 33 5.8 45 5.6 22 5.5

Social studies .............. 32 6.0 45 6.1 23 3.9

English/language arts... 21 3.7 44 4.7 34 5.0

(+) Less than 0.5 percent.

1Data for combined schools are not reported as a separate instructional level because there are very few in the sample. Data for combined schools are

included in the totals and in analyses by other school characteristics.

2This table does not show the additional response category—other (specify)—that was included on the questionnaire.

3The teacher is responsible for teaching all or most academic subjects to one class.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
52

Table B-5.—Percent of public school teachers reporting that they engaged in selected parental

involvement activities, and the percent indicating the extent to which information was

needed, by school characteristics: 1996

Providing information or advice to parents to help them create

supportive learning environments at home

Extent held to same high standards as other students

Great extent Moderate extent Small extent Not at all

School characteristic

Percent s.e Percent s.e Percent s.e. Percent s.e.

All teachers................. 28 1.7 36 1.9 28 1.6 8 1.0

Instructional level1

Elementary school ....... 46 3.5 32 2.6 20 2.6 1 0.4

Middle school.............. 20 3.0 41 3.8 30 2.9 8 1.8

High school ................. 10 2.3 36 3.3 36 3.2 18 2.9

Geographic region

Northeast..................... 31 4.3 36 3.8 24 3.6 9 2.0

Southeast..................... 28 4.1 41 4.4 25 3.4 6 1.6

Central ........................ 29 4.6 31 3.3 30 3.6 10 1.9

West............................ 25 3.2 34 3.6 32 3.6 9 2.1

Enrollment size

Less than 500 .............. 33 3.6 34 3.0 27 3.1 7 1.7

500 to 999 ................... 30 3.2 38 2.8 25 2.6 7 1.4

1,000 or more .............. 19 3.3 35 3.4 33 3.1 13 2.7

Locale

City ............................. 31 3.4 34 3.1 29 2.5 6 1.3

Urban fringe ................ 35 3.8 36 3.6 22 3.5 7 2.1

Town........................... 22 3.9 36 3.8 30 3.2 12 2.0

Rural........................... 23 4.6 38 3.5 32 4.2 7 2.0

Percent of students

eligible for free or

reduced-price lunch

Less than 35 percent.... 28 2.5 34 2.8 28 2.7 11 1.8

35 to 49 percent........... 32 5.2 34 4.5 28 3.9 5 1.3

50 to 74 percent........... 27 4.1 40 4.6 25 4.0 8 1.6

75 percent or more....... 26 3.3 39 2.8 29 3.4 5 1.6

Percent minority

enrollment

Less than 6 percent...... 23 3.7 34 3.0 30 3.6 13 2.5

6 to 20 percent............. 27 3.8 35 4.6 30 4.5 8 2.1

21 to 49 percent........... 36 5.3 35 4.0 22 3.6 6 1.6

50 percent or more....... 25 2.3 39 2.8 30 2.3 6 1.3

Number of years teaching

Less than 10 ................ 19 2.2 36 3.2 36 2.6 9 1.9

10 to 20 ....................... 35 4.0 32 3.2 24 2.7 8 1.9

21 or more................... 30 3.4 39 3.4 23 3.0 7 1.5

Main subject area taught2

Self-contained class3

.... 48 3.6 32 3.0 20 2.4 (+) 0.1

Mathematics................ 17 4.2 33 5.6 39 5.5 11 3.0

Science........................ 11 3.4 36 5.8 27 6.9 26 5.7

Social studies .............. 18 5.0 46 6.7 30 4.9 6 3.0

English/language arts... 22 4.4 42 5.9 27 4.4 9 2.6
53

Table B-5.—Percent of public school teachers reporting that they engaged in selected parental

involvement activities, and the percent indicating the extent to which information was

needed, by school characteristics: 1996 (continued)

Providing information or advice to parents to help them create

supportive learning environments at home

Need for information

Very much needed Somewhat needed Not needed

School characteristic

Percent s.e. Percent s.e. Percent s.e.

All teachers................. 27 1.5 47 1.8 26 1.6

Instructional level1

Elementary school ....... 20 3.1 48 3.6 31 3.6

Middle school.............. 30 2.6 45 3.0 25 2.3

High school ................. 31 2.6 48 3.0 21 3.1

Geographic region

Northeast..................... 26 3.1 42 3.9 32 3.7

Southeast..................... 26 3.2 51 3.1 23 3.4

Central ........................ 25 3.8 46 4.2 29 3.6

West............................ 29 3.9 50 3.9 21 3.2

Enrollment size

Less than 500 .............. 25 3.6 48 3.4 27 3.3

500 to 999 ................... 26 2.1 48 3.0 26 3.0

1,000 or more .............. 30 3.0 46 2.8 25 3.3

Locale

City ............................. 29 3.2 44 2.8 27 3.4

Urban fringe ................ 20 2.5 49 3.6 31 4.5

Town........................... 33 4.1 42 4.1 25 3.6

Rural........................... 24 3.6 55 4.3 20 4.4

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent.... 22 2.4 48 2.8 30 3.0

35 to 49 percent........... 26 3.9 49 4.4 25 4.5

50 to 74 percent........... 31 3.6 49 3.9 20 4.3

75 percent or more....... 36 5.4 41 4.0 23 3.6

Percent minority enrollment

Less than 6 percent...... 24 3.0 50 3.1 25 2.8

6 to 20 percent............. 24 3.4 48 4.2 27 4.0

21 to 49 percent........... 20 2.7 47 4.0 32 4.7

50 percent or more....... 37 3.9 44 3.5 18 2.3

Number of years teaching

Less than 10 ................ 35 2.4 44 2.7 21 2.5

10 to 20 ....................... 21 2.1 53 3.3 26 2.6

21 or more................... 23 3.3 45 3.0 31 2.8

Main subject area taught2

Self-contained class3

.... 22 2.4 46 3.9 32 3.6

Mathematics................ 32 4.8 51 5.6 17 3.6

Science........................ 29 4.2 49 6.0 22 6.1

Social studies .............. 32 5.8 42 5.6 26 5.4

English/language arts... 30 3.6 48 5.4 22 4.8
54

Table B-5.—Percent of public school teachers reporting that they engaged in selected parental

involvement activities, and the percent indicating the extent to which information was

needed, by school characteristics: 1996 (continued)

Involving parents in classroom activities

Extent held to same high standards as other students

Great extent Moderate extent Small extent Not at all School characteristic

Percent s.e Percent s.e Percent s.e. Percent s.e.

All teachers................. 10 1.4 26 1.8 36 2.1 28 1.6

Instructional level1

Elementary school ....... 17 3.3 38 3.9 34 3.9 11 2.1

Middle school.............. 5 1.0 18 2.1 43 2.4 35 3.0

High school ................. 3 1.4 14 2.3 35 3.2 48 3.5

Geographic region

Northeast..................... 8 3.2 22 2.7 35 3.5 35 3.8

Southeast..................... 9 2.2 28 4.5 35 3.6 28 3.5

Central ........................ 9 2.9 28 4.3 38 4.0 26 3.7

West............................ 12 3.3 25 3.2 38 4.4 25 3.1

Enrollment size

Less than 500 .............. 12 2.7 33 3.2 34 3.1 21 2.7

500 to 999 ................... 11 2.8 25 3.1 40 3.2 23 2.2

1,000 or more .............. 4 1.6 18 2.5 32 3.8 45 3.2

Locale

City ............................. 11 2.4 27 3.2 36 3.4 26 2.4

Urban fringe ................ 11 3.5 29 3.9 31 4.4 29 3.7

Town........................... 10 2.1 26 3.9 37 3.6 27 3.7

Rural........................... 6 2.8 19 3.3 43 4.4 32 4.5

Percent of students

eligible for free or

reduced-price lunch

Less than 35 percent.... 10 2.4 23 2.6 36 3.1 31 2.5

35 to 49 percent........... 13 3.8 27 5.0 33 4.5 27 3.9

50 to 74 percent........... 5 1.4 29 5.5 37 4.3 29 4.1

75 percent or more....... 10 1.8 28 2.7 41 3.5 21 3.4

Percent minority

enrollment

Less than 6 percent...... 8 3.0 20 3.2 40 3.5 32 3.4

6 to 20 percent............. 12 3.9 29 4.4 29 4.1 29 3.8

21 to 49 percent........... 10 3.0 28 4.3 38 4.9 24 3.5

50 percent or more....... 8 1.5 26 2.3 38 2.7 28 3.3

Number of years teaching

Less than 10 ................ 6 1.3 20 2.4 44 3.1 31 2.8

10 to 20 ....................... 10 2.6 30 3.6 29 3.4 31 3.6

21 or more................... 13 2.5 27 3.0 36 2.9 24 2.3

Main subject area taught2

Self-contained class3

.... 21 3.8 39 3.7 32 4.0 8 1.8

Mathematics................ 2 1.3 13 3.3 38 4.8 47 4.3

Science........................ 3 1.6 9 3.5 45 5.9 43 5.9

Social studies .............. 4 2.1 20 4.7 39 6.4 37 6.2

English/language arts... 2 0.9 21 4.0 41 4.6 35 4.2
55

Table B-5.—Percent of public school teachers reporting that they engaged in selected parental

involvement activities, and the percent indicating the extent to which information was

needed, by school characteristics: 1996 (continued)

Involving parents in classroom activities

Need for information

Very much needed Somewhat needed Not needed School characteristic

Percent s.e. Percent s.e. Percent s.e.

All teachers................. 29 1.6 45 2.3 26 2.0

Instructional level1

Elementary school ....... 22 2.9 51 3.4 26 3.2

Middle school.............. 36 3.0 42 2.7 22 2.0

High school ................. 33 2.4 38 3.4 29 3.7

Geographic region

Northeast..................... 27 4.0 47 5.1 26 3.4

Southeast..................... 37 3.7 38 3.9 25 4.0

Central ........................ 20 3.0 54 4.7 26 4.2

West............................ 32 3.1 42 3.1 26 3.2

Enrollment size

Less than 500 .............. 24 2.7 50 3.6 26 3.8

500 to 999 ................... 32 2.9 44 3.6 24 3.1

1,000 or more .............. 32 2.8 41 3.7 27 3.6

Locale

City ............................. 32 2.9 41 3.9 27 3.5

Urban fringe ................ 24 3.5 45 3.6 30 3.4

Town........................... 31 3.7 42 3.6 27 3.8

Rural........................... 30 2.8 54 3.4 16 3.8

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent.... 23 2.6 48 3.3 29 3.0

35 to 49 percent........... 31 3.7 45 4.5 24 5.1

50 to 74 percent........... 40 5.3 39 5.2 22 4.7

75 percent or more....... 38 3.3 39 3.2 22 3.2

Percent minority enrollment

Less than 6 percent...... 22 3.5 51 4.4 27 3.3

6 to 20 percent............. 25 3.6 47 3.5 28 4.2

21 to 49 percent........... 28 3.7 46 4.6 26 4.7

50 percent or more....... 43 2.7 36 3.1 21 2.6

Number of years teaching

Less than 10 ................ 39 3.2 41 2.9 20 3.0

10 to 20 ....................... 24 2.6 51 3.6 25 3.1

21 or more................... 26 2.7 43 4.0 31 3.5

Main subject area taught2

Self-contained class3

.... 23 2.9 48 3.7 29 3.4

Mathematics................ 38 5.1 42 5.8 21 5.2

Science........................ 33 6.2 50 6.1 17 4.6

Social studies .............. 38 5.1 39 5.5 23 4.3

English/language arts... 34 4.2 43 5.2 22 4.5
56

Table B-5.—Percent of public school teachers reporting that they engaged in selected parental

involvement activities, and the percent indicating the extent to which information was

needed, by school characteristics: 1996 (continued)

Sharing responsibility with parents for academic performance of their children

Extent held to same high standards as other students

Great extent Moderate extent Small extent Not at all School characteristic

Percent s.e Percent s.e Percent s.e. Percent s.e.

All teachers................. 26 2.0 34 2.0 24 1.7 16 1.5

Instructional level1

Elementary school ....... 35 3.5 31 3.3 22 2.8 11 2.3

Middle school.............. 25 2.6 38 2.7 23 2.7 15 1.9

High school ................. 15 2.3 36 3.5 27 3.0 22 2.9

Geographic region

Northeast..................... 26 4.2 33 4.9 26 3.2 16 3.2

Southeast..................... 22 3.7 39 3.3 26 3.6 13 2.6

Central ........................ 27 4.2 30 3.6 24 3.0 18 2.9

West............................ 28 3.7 33 3.2 22 3.0 17 3.0

Enrollment size

Less than 500 .............. 25 3.6 36 4.0 25 2.8 15 2.2

500 to 999 ................... 30 3.8 30 2.3 25 2.9 15 2.2

1,000 or more .............. 20 2.4 38 3.8 23 3.4 18 3.5

Locale

City ............................. 33 4.0 33 3.4 22 2.8 11 2.5

Urban fringe ................ 28 3.5 34 4.0 22 4.0 15 3.2

Town........................... 21 3.4 34 3.4 23 2.1 22 3.1

Rural........................... 20 5.5 35 3.9 32 3.6 14 3.0

Percent of students

eligible for free or

reduced-price lunch

Less than 35 percent.... 26 3.3 31 3.0 25 2.6 18 2.2

35 to 49 percent........... 24 4.6 40 5.1 25 3.0 11 2.8

50 to 74 percent........... 26 4.2 36 3.0 23 3.3 15 3.2

75 percent or more....... 28 2.9 36 2.8 22 2.1 14 2.2

Percent minority

enrollment

Less than 6 percent...... 19 3.8 36 4.1 27 2.4 17 2.8

6 to 20 percent............. 24 4.6 35 4.1 25 4.8 15 3.6

21 to 49 percent........... 32 4.9 29 3.3 23 3.2 16 3.6

50 percent or more....... 28 2.2 3.6 2.2 21 2.0 15 2.0

Number of years teaching

Less than 10 ................ 21 2.2 35 3.4 29 2.9 14 2.2

10 to 20 ....................... 29 2.9 34 3.4 21 2.6 16 3.0

21 or more................... 28 3.4 32 4.0 23 3.0 17 2.6

Main subject area taught2

Self-contained class3

.... 38 3.5 31 3.1 22 3.3 8 1.9

Mathematics................ 15 4.0 36 4.7 31 5.0 17 4.1

Science........................ 17 4.2 34 5.4 27 5.7 22 5.9

Social studies .............. 20 4.5 37 6.8 16 3.7 27 6.4

English/language arts... 25 4.3 31 4.2 26 4.7 17 3.5
57

Table B-5.—Percent of public school teachers reporting that they engaged in selected parental

involvement activities, and the percent indicating the extent to which information was

needed, by school characteristics: 1996 (continued)

Sharing responsibility with parents for academic performance of their children

Need for information

Very much needed Somewhat needed Not needed School characteristic

Percent s.e. Percent s.e. Percent s.e.

All teachers................. 33 2.0 44 1.9 23 1.7

Instructional level1

Elementary school ....... 29 3.0 46 3.5 25 3.2

Middle school.............. 36 2.6 41 3.0 24 2.5

High school ................. 35 2.9 44 3.1 21 2.9

Geographic region

Northeast..................... 27 3.0 51 3.6 22 3.0

Southeast..................... 39 4.0 41 4.2 20 3.1

Central ........................ 27 4.1 45 3.8 27 3.0

West............................ 38 3.7 38 3.5 24 3.4

Enrollment size

Less than 500 .............. 28 3.0 44 3.9 28 3.9

500 to 999 ................... 35 2.8 44 2.9 21 2.4

1,000 or more .............. 37 3.6 42 4.2 21 3.5

Locale

City ............................. 36 3.6 39 3.8 24 2.4

Urban fringe ................ 28 3.3 47 4.0 25 2.3

Town........................... 36 3.6 38 2.7 26 3.8

Rural........................... 32 4.6 52 4.5 16 3.4

Percent of students eligible

for free or reduced-price

lunch

Less than 35 percent.... 27 2.3 46 2.6 27 2.4

35 to 49 percent........... 38 4.6 41 4.2 20 4.3

50 to 74 percent........... 43 5.7 42 5.6 15 2.8

75 percent or more....... 36 3.1 41 2.6 22 2.8

Percent minority enrollment

Less than 6 percent...... 27 3.7 49 3.7 24 3.0

6 to 20 percent............. 33 4.8 42 3.9 25 4.7

21 to 49 percent........... 33 3.8 42 5.2 25 3.8

50 percent or more....... 40 3.1 43 2.4 17 1.9

Number of years teaching

Less than 10 ................ 40 4.2 42 3.5 17 2.9

10 to 20 ....................... 28 2.9 48 3.8 24 3.1

21 or more................... 32 3.2 40 3.4 28 3.1

Main subject area taught2

Self-contained class3

.... 30 3.0 45 3.6 26 3.6

Mathematics................ 40 5.0 40 5.2 19 5.0

Science........................ 38 7.1 50 6.6 12 4.1

Social studies .............. 38 6.0 39 6.0 23 6.0

English/language arts... 39 4.0 40 5.1 21 3.8

1Data for combined schools are not reported as a separate instructional level because there are very few in the sample. Data for combined schools are

included in the totals and in analyses by other school characteristics.

2This table does not show the additional response category—other (specify)—that was included on the questionnaire.

3The teacher is responsible for teaching all or most academic subjects to one class.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
58

Table B-6.—Percent of public school teachers reporting that they engaged in professional

development activities, and the mean number of hours they spent on professional

development activities during the period from September 1, 1994, through August 31,

1995, by school characteristics: 1996

Percent attending activities Mean number of hours1

School characteristic Percent s.e. Number s.e.

All teachers............................................. 94 1.0 42.3 1.8

Instructional level2

Elementary school ................................... 95 1.8 46.2 3.0

Middle school ......................................... 94 2.0 42.5 2.9

High school............................................. 93 1.6 37.8 2.7

Geographic region

Northeast ................................................ 95 2.0 41.8 4.5

Southeast ................................................ 94 2.0 48.2 3.6

Central.................................................... 94 1.6 37.2 3.1

West ....................................................... 93 2.1 41.8 2.5

Enrollment size

Less than 500 .......................................... 95 1.6 42.5 3.0

500 to 999............................................... 94 1.7 42.0 2.4

1,000 or more.......................................... 92 2.2 42.6 3.1

Locale

City......................................................... 92 2.3 44.0 3.1

Urban fringe............................................ 95 1.6 49.8 3.8

Town....................................................... 92 2.0 36.7 2.4

Rural....................................................... 97 1.2 37.2 3.9

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent................................ 94 1.2 40.1 2.4

35 to 49 percent....................................... 89 3.4 38.4 3.8

50 to 74 percent....................................... 95 1.2 50.0 5.6

75 percent or more .................................. 97 0.9 46.4 3.5

Percent minority enrollment

Less than 6 percent.................................. 94 1.6 34.7 2.2

6 to 20 percent ........................................ 97 1.6 48.0 4.6

21 to 49 percent....................................... 91 2.6 42.4 3.6

50 percent or more .................................. 94 1.6 44.2 2.6

Number of years teaching

Less than 10............................................ 89 2.5 38.2 2.4

10 to 20................................................... 96 1.6 41.8 2.6

21 or more............................................... 97 1.0 46.8 3.7

Main subject area taught3

Self-contained class4

................................ 97 1.4 47.6 3.2

Mathematics............................................ 93 3.0 35.9 2.9

Science.................................................... 91 3.8 46.5 6.1

Social studies.......................................... 94 3.2 30.9 2.9

English/language arts .............................. 92 3.2 37.6 3.4

1Mean is based only on those teachers who reported that they participated in professional development during the period September 1, 1994, through

August 31, 1995.

2Data for combined schools are not reported as a separate instructional level because there are very few in the sample. Data for combined schools are

included in the totals and in analyses by other school characteristics.

3This table does not show the additional response category—other (specify)—that was included on the questionnaire.

4The teacher is responsible for teaching all or most academic subjects to one class.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
59

Table B-7.—Percent of public school teachers reporting that they attended specific types of

professional development activities, and the percent reporting that information on high

standards was a focus of the activity attended, by school characteristics: 1996

Inservice workshop or program

Information on high standards presented2

Attended1

Major focus

Not major focus,

but information

provided

No information

provided

School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 97 0.5 41 1.9 46 1.9 13 1.2

Instructional level3

Elementary school .......................... 98 0.5 45 3.4 46 3.3 9 1.9

Middle school ................................ 96 1.1 34 3.2 49 2.8 18 2.3

High school.................................... 95 1.3 42 3.3 44 3.7 14 2.6

Geographic region

Northeast ....................................... 95 1.1 41 4.7 47 4.0 12 2.3

Southeast ....................................... 97 1.2 40 3.4 47 3.5 13 2.5

Central........................................... 97 1.2 43 3.7 46 4.5 11 2.5

West .............................................. 98 0.7 39 4.4 46 3.2 14 2.4

Enrollment size

Less than 500 ................................. 98 0.6 46 3.7 46 3.7 8 1.8

500 to 999...................................... 97 0.8 39 3.5 48 2.7 14 1.7

1,000 or more................................. 95 1.4 38 4.0 46 3.7 16 3.3

Locale

City................................................ 96 1.1 44 3.3 48 3.2 8 2.1

Urban fringe................................... 98 0.9 42 4.3 46 3.7 12 2.1

Town.............................................. 97 0.9 36 3.2 47 3.4 17 2.6

Rural.............................................. 95 1.8 41 5.0 46 5.5 13 3.2

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 96 0.9 37 2.9 48 2.7 14 2.0

35 to 49 percent.............................. 97 1.2 42 5.2 46 5.0 11 2.7

50 to 74 percent.............................. 98 0.7 41 5.3 45 4.1 13 2.6

75 percent or more ......................... 97 1.2 49 3.6 42 4.0 8 1.5

Percent minority enrollment

Less than 6 percent......................... 96 1.2 34 4.1 52 4.6 14 2.7

6 to 20 percent ............................... 98 0.7 44 4.5 40 4.2 16 3.1

21 to 49 percent.............................. 97 1.3 40 5.0 49 4.4 11 2.2

50 percent or more ......................... 96 1.2 46 2.9 44 2.9 10 1.7

Number of years teaching

Less than 10................................... 96 1.1 42 2.9 44 2.9 13 2.1

10 to 20.......................................... 97 0.9 33 3.0 52 3.7 14 2.3

21 or more...................................... 97 0.9 47 3.1 42 2.6 11 2.1

Main subject area taught4

Self-contained class5

....................... 98 0.6 45 3.7 44 3.7 12 2.3

Mathematics................................... 97 1.7 43 5.2 46 5.0 10 3.5

Science........................................... 94 3.1 40 6.0 49 6.9 11 4.1

Social studies................................. 96 1.6 34 5.5 59 5.6 7 2.8

English/language arts ..................... 96 1.9 32 4.6 48 5.4 20 4.7
60

Table B-7.—Percent of public school teachers reporting that they attended specific types of

professional development activities and the percent reporting that information on high

standards was a focus of the activity attended, by school characteristics: 1996

(continued)

District or school-based long-term or ongoing comprehensive

professional development program

Information on high standards presented2

Attended1

Major focus

Not major focus,

but information

provided

No information

provided

School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 71 2.0 47 2.9 46 3.0 7 1.2

Instructional level3

Elementary school .......................... 75 2.7 50 4.6 44 4.5 6 1.9

Middle school ................................ 68 2.7 44 3.1 47 3.3 10 1.9

High school.................................... 68 3.0 47 3.8 46 4.1 7 2.3

Geographic region

Northeast ....................................... 68 3.5 43 4.7 50 5.8 7 2.5

Southeast ....................................... 70 3.6 48 4.7 47 4.6 5 1.7

Central........................................... 70 4.6 49 5.9 46 5.7 5 1.8

West .............................................. 75 3.8 48 6.3 42 5.1 11 2.7

Enrollment size

Less than 500 ................................. 71 3.2 52 5.1 43 5.1 5 1.8

500 to 999...................................... 72 2.7 43 4.5 49 4.1 8 2.0

1,000 or more................................. 69 3.4 48 4.9 45 5.0 8 2.3

Locale

City................................................ 69 4.0 54 3.9 42 3.8 4 1.3

Urban fringe................................... 73 3.9 46 6.4 42 5.8 12 2.8

Town.............................................. 70 4.2 46 4.8 46 4.2 8 2.0

Rural.............................................. 71 3.8 42 5.7 55 5.9 4 2.0

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 70 3.0 42 4.8 48 4.6 9 2.1

35 to 49 percent.............................. 79 3.9 48 5.2 45 5.1 8 2.6

50 to 74 percent.............................. 65 4.2 49 7.2 48 7.0 2 1.1

75 percent or more ......................... 72 3.1 59 5.3 36 5.2 4 1.2

Percent minority enrollment

Less than 6 percent......................... 65 3.5 43 6.5 50 6.4 7 2.6

6 to 20 percent ............................... 73 4.1 47 6.6 44 6.3 9 3.0

21 to 49 percent.............................. 76 4.3 42 4.9 51 5.2 6 2.2

50 percent or more ......................... 70 2.5 58 4.1 36 4.0 5 1.2

Number of years teaching

Less than 10................................... 65 3.1 48 4.3 47 4.2 5 1.9

10 to 20.......................................... 69 3.2 42 4.4 51 5.0 7 2.1

21 or more...................................... 78 2.5 51 4.9 41 4.7 8 2.4

Main subject area taught4

Self-contained class5

....................... 75 3.4 51 5.3 43 5.3 6 2.3

Mathematics................................... 67 5.5 44 6.8 45 6.6 11 4.0

Science........................................... 65 7.1 50 8.3 44 9.0 6 4.0

Social studies................................. 72 4.2 46 7.1 49 7.1 5 3.2

English/language arts ..................... 70 5.5 42 5.7 46 6.1 11 3.0
61

Table B-7.—Percent of public school teachers reporting that they attended specific types of

professional development activities and the percent reporting that information on high

standards was a focus of the activity attended, by school characteristics: 1996

(continued)

Professional teacher association meeting

Information on high standards presented2

Attended1

Major focus

Not major focus,

but information

provided

No information

provided

School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 54 1.9 22 2.4 60 2.7 17 2.1

Instructional level3

Elementary school .......................... 56 3.6 21 4.2 62 4.7 16 3.8

Middle school ................................ 51 3.3 24 3.2 56 4.4 20 3.3

High school.................................... 55 3.8 23 3.7 61 4.4 15 3.7

Geographic region

Northeast ....................................... 62 4.1 22 5.2 61 5.6 16 3.4

Southeast ....................................... 51 4.4 28 3.5 60 3.9 12 3.0

Central........................................... 55 4.2 27 5.7 56 6.8 18 4.5

West .............................................. 49 3.8 13 3.1 64 5.7 23 5.3

Enrollment size

Less than 500 ................................. 53 3.5 21 5.0 59 6.0 19 4.6

500 to 999...................................... 54 2.9 20 3.3 62 3.4 18 2.8

1,000 or more................................. 55 4.2 28 4.2 59 4.7 13 3.6

Locale

City................................................ 52 3.8 28 3.9 63 4.4 9 2.3

Urban fringe................................... 58 2.9 24 5.4 57 5.9 18 4.0

Town.............................................. 54 3.2 16 3.9 58 6.4 26 6.8

Rural.............................................. 50 5.2 23 6.0 64 6.4 13 4.0

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 56 3.3 21 3.6 59 4.0 19 3.2

35 to 49 percent.............................. 52 5.5 22 5.3 61 8.4 16 8.3

50 to 74 percent.............................. 54 5.2 19 3.6 66 5.8 15 3.6

75 percent or more ......................... 50 3.7 31 5.4 57 6.9 12 3.6

Percent minority enrollment

Less than 6 percent......................... 58 4.1 25 5.6 52 4.8 24 4.0

6 to 20 percent ............................... 50 4.5 17 3.9 72 6.0 11 3.8

21 to 49 percent.............................. 55 4.6 19 4.9 61 7.4 20 6.2

50 percent or more ......................... 51 2.7 30 4.2 58 4.7 11 2.1

Number of years teaching

Less than 10................................... 39 3.6 22 4.4 60 5.4 18 4.4

10 to 20.......................................... 60 3.5 22 3.7 64 4.6 14 2.8

21 or more...................................... 61 3.6 23 3.4 56 4.2 20 3.8

Main subject area taught4

Self-contained class5

....................... 56 3.6 18 4.6 64 6.0 19 5.3

Mathematics................................... 44 5.7 28 8.2 55 9.1 17 6.2

Science........................................... 56 6.7 31 7.6 64 8.1 5 2.6

Social studies................................. 47 6.6 24 7.1 59 8.7 18 6.8

English/language arts ..................... 46 5.8 18 4.4 60 6.9 23 5.7
62

Table B-7.—Percent of public school teachers reporting that they attended specific types of

professional development activities and the percent reporting that information on high

standards was a focus of the activity attended, by school characteristics: 1996

(continued)

Summer institute (which may have included followup activities)

Information on high standards presented2

Attended1

Major focus

Not major focus,

but information

provided

No information

provided

School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 36 1.6 45 3.8 45 3.7 10 1.9

Instructional level3

Elementary school .......................... 39 3.2 50 6.3 42 6.3 8 2.6

Middle school ................................ 33 2.8 36 5.4 48 5.5 16 3.6

High school.................................... 36 3.4 46 6.4 46 6.0 8 3.1

Geographic region

Northeast ....................................... 32 4.5 43 7.8 48 7.4 9 3.4

Southeast ....................................... 42 3.9 56 6.1 36 5.4 8 2.8

Central........................................... 37 4.0 36 8.5 55 9.5 9 3.8

West .............................................. 34 3.7 42 7.9 45 7.7 12 4.0

Enrollment size

Less than 500 ................................. 35 2.8 47 5.6 44 5.6 9 2.4

500 to 999...................................... 39 2.7 41 5.4 49 5.6 10 2.8

1,000 or more................................. 33 3.7 50 7.5 39 5.6 11 3.5

Locale

City................................................ 37 3.9 60 6.5 36 5.8 4 1.6

Urban fringe................................... 38 3.4 43 7.3 48 8.0 9 5.2

Town.............................................. 35 3.2 46 7.5 38 6.6 16 3.7

Rural.............................................. 34 3.4 28 6.2 62 7.4 10 4.4

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 36 2.5 37 5.7 49 6.2 13 3.6

35 to 49 percent.............................. 40 5.1 51 10.2 43 9.6 5 2.6

50 to 74 percent.............................. 36 4.3 48 7.3 46 7.1 6 2.3

75 percent or more ......................... 32 3.5 61 4.4 33 4.2 7 2.8

Percent minority enrollment

Less than 6 percent......................... 36 4.0 35 9.8 55 10.5 10 3.3

6 to 20 percent ............................... 36 4.0 42 6.8 47 6.1 11 4.7

21 to 49 percent.............................. 36 4.8 47 7.9 44 7.0 9 3.5

50 percent or more ......................... 35 2.6 59 3.7 35 3.4 6 1.7

Number of years teaching

Less than 10................................... 33 2.5 37 5.3 50 5.7 13 2.8

10 to 20.......................................... 37 2.6 43 5.7 48 5.7 8 2.8

21 or more...................................... 38 3.6 53 6.5 39 5.4 8 4.4

Main subject area taught4

Self-contained class5

....................... 42 3.6 50 5.9 41 6.0 9 2.8

Mathematics................................... 33 4.9 58 9.7 38 9.4 4 2.8

Science........................................... 43 7.3 36 10.8 49 9.9 15 7.0

Social studies................................. 27 5.5 54 13.1 43 12.8 3 2.9

English/language arts ..................... 32 3.8 45 8.4 40 8.6 15 6.3

1

Percents are based on public school teachers participating in professional development during the period September 1994 through August 1995—94

percent of all teachers.

2

Percents are based on teachers who attended the activity.

3Data for combined schools are not reported as a separate instructional level because there are very few in the sample. Data for combined schools are

included in the totals and in analyses by other school characteristics.

4This table does not show the additional response category—other (specify)—that was included on the questionnaire.

5The teacher is responsible for teaching all or most academic subjects to one class.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
63

Table B-8.—Percent of public school teachers describing the school-sponsored or supported

professional development activities they attended during the period from

September 1, 1994, through August 31, 1995, according to selected criteria,

by school characteristics: 1996

Planned according to school needs

School characteristic Great extent Moderate extent Small extent Not at all

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers........................ 41 2.1 41 2.0 16 1.4 2 0.6

Instructional level1

Elementary school .............. 48 3.7 40 3.6 10 2.1 1 1.0

Middle school .................... 40 3.5 42 3.1 15 2.3 3 0.8

High school........................ 31 4.2 43 2.9 23 3.1 3 1.0

Geographic region

Northeast ........................... 34 5.3 46 4.3 18 3.7 2 0.8

Southeast ........................... 46 4.4 35 3.7 17 3.4 2 0.8

Central............................... 38 4.0 44 4.4 14 2.5 4 2.1

West .................................. 44 3.8 40 3.9 14 3.4 1 0.4

Enrollment size

Less than 500 ..................... 43 4.4 38 4.2 16 3.1 2 1.3

500 to 999.......................... 44 3.1 40 2.4 15 1.9 2 0.6

1,000 or more..................... 33 3.3 47 4.2 17 2.4 3 1.2

Locale

City.................................... 44 3.4 40 2.8 14 2.0 2 0.6

Urban fringe....................... 39 4.1 46 4.2 12 2.6 3 1.1

Town.................................. 36 3.4 40 3.5 21 4.0 3 1.6

Rural.................................. 46 6.2 37 4.8 17 3.1 (+) 0.2

Percent of students eligible for

free or reduced-price lunch

Less than 35 percent........... 39 3.3 44 3.1 15 2.1 2 0.9

35 to 49 percent.................. 36 6.3 37 6.0 25 5.3 1 1.0

50 to 74 percent.................. 44 4.2 38 3.7 14 2.7 3 1.0

75 percent or more ............. 47 2.5 39 3.5 11 2.2 3 1.0

Percent minority enrollment

Less than 6 percent............. 34 4.8 42 3.8 20 3.6 4 1.9

6 to 20 percent ................... 44 4.0 41 4.4 14 2.5 1 0.5

21 to 49 percent.................. 47 4.1 37 4.1 15 3.1 1 0.4

50 percent or more ............. 39 2.5 45 3.0 12 1.7 4 1.1

Number of years teaching

Less than 10....................... 37 2.6 42 3.1 19 2.3 2 0.6

10 to 20.............................. 40 3.9 41 4.0 16 2.7 3 1.4

21 or more.......................... 45 3.4 41 3.8 12 2.6 2 0.6

Main subject area taught2

Self-contained class3

........... 47 3.6 41 3.9 11 1.8 2 1.2

Mathematics....................... 40 5.8 42 5.9 16 3.5 2 0.8

Science............................... 35 5.8 38 6.5 26 6.4 1 0.8

Social studies..................... 33 5.4 47 5.9 17 4.5 3 1.2

English/language arts ......... 43 5.1 46 4.8 9 2.4 2 1.0
64

Table B-8.—Percent of public school teachers describing the school-sponsored or supported

professional development activities they attended during the period from

September 1, 1994, through August 31, 1995, according to selected criteria,

by school characteristics: 1996 (continued)

Provided opportunities to share information

with colleagues at your school

Great extent Moderate extent Small extent Not at all School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers........................ 30 2.3 35 2.3 26 1.8 8 1.1

Instructional level1

Elementary school .............. 39 3.6 35 3.4 20 3.0 6 1.7

Middle school .................... 26 2.3 38 2.6 27 2.8 9 1.8

High school........................ 21 3.2 34 3.4 32 3.2 12 1.6

Geographic region

Northeast ........................... 25 3.9 39 5.0 29 3.9 6 1.4

Southeast ........................... 32 3.6 37 3.7 23 3.0 8 3.0

Central............................... 38 4.6 30 4.4 22 4.2 10 2.8

West .................................. 27 3.7 34 4.3 29 3.4 9 2.2

Enrollment size

Less than 500 ..................... 34 3.4 31 3.4 26 3.2 9 2.5

500 to 999.......................... 31 3.1 39 3.3 25 2.6 5 1.2

1,000 or more..................... 26 3.3 34 2.8 29 3.4 12 2.0

Locale

City.................................... 35 3.3 33 3.4 24 2.7 8 2.1

Urban fringe....................... 33 4.8 31 4.3 28 3.6 9 2.0

Town.................................. 24 3.3 39 3.5 26 3.2 11 3.5

Rural.................................. 29 4.2 39 5.5 27 3.5 6 1.7

Percent of students eligible for

free or reduced-price lunch

Less than 35 percent........... 27 3.4 36 3.3 28 2.8 10 1.6

35 to 49 percent.................. 28 4.7 35 4.6 28 4.0 9 3.6

50 to 74 percent.................. 33 5.1 36 4.4 23 3.4 8 2.2

75 percent or more ............. 41 4.8 31 4.6 22 2.6 5 1.5

Percent minority enrollment

Less than 6 percent............. 30 5.5 32 4.0 31 4.2 7 2.3

6 to 20 percent ................... 32 3.5 31 3.5 23 3.6 14 2.7

21 to 49 percent.................. 26 4.2 41 3.8 26 3.6 6 2.1

50 percent or more ............. 34 3.8 34 3.5 25 2.6 7 1.4

Number of years teaching

Less than 10....................... 33 3.8 33 3.3 25 2.4 8 2.0

10 to 20.............................. 29 3.4 35 2.8 29 3.1 7 1.6

21 or more.......................... 30 3.1 36 3.7 24 3.2 10 2.4

Main subject area taught2

Self-contained class3

........... 39 3.8 34 3.9 20 3.6 7 2.1

Mathematics....................... 27 5.2 39 4.8 29 4.6 5 2.0

Science............................... 27 5.2 27 7.1 31 6.2 15 4.3

Social studies..................... 22 5.5 41 5.6 29 5.0 7 2.8

English/language arts ......... 21 4.5 43 5.3 25 4.6 11 3.2
65

Table B-8.—Percent of public school teachers describing the school-sponsored or supported

professional development activities they attended during the period from

September 1, 1994, through August 31, 1995, according to selected criteria,

by school characteristics: 1996 (continued)

Useful for helping students achieve to high standards

School characteristic Great extent Moderate extent Small extent Not at all

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers........................ 29 2.1 45 2.0 22 1.8 5 0.7

Instructional level1

Elementary school .............. 37 3.8 46 3.3 14 2.5 3 1.0

Middle school .................... 24 2.4 45 2.6 25 2.5 6 1.2

High school........................ 20 3.2 43 3.6 29 3.6 7 1.6

Geographic region

Northeast ........................... 20 2.9 49 3.9 25 3.8 6 1.8

Southeast ........................... 38 3.9 36 2.7 21 3.2 5 1.0

Central............................... 31 4.4 45 5.0 19 3.2 5 2.0

West .................................. 25 3.9 49 4.3 22 3.9 4 1.2

Enrollment size

Less than 500 ..................... 26 2.7 49 3.3 21 3.6 4 1.5

500 to 999.......................... 33 3.6 43 3.2 18 2.5 6 1.1

1,000 or more..................... 25 3.4 43 4.0 27 3.1 4 1.2

Locale

City.................................... 37 4.5 38 3.4 21 3.1 4 1.1

Urban fringe....................... 26 3.7 50 4.4 19 3.1 4 1.4

Town.................................. 22 3.0 44 3.9 26 4.4 8 2.2

Rural.................................. 30 5.0 47 4.7 19 3.1 4 1.5

Percent of students eligible for

free or reduced-price lunch

Less than 35 percent........... 27 3.1 48 3.2 21 2.2 4 1.1

35 to 49 percent.................. 22 5.8 39 4.8 32 5.4 6 2.3

50 to 74 percent.................. 29 3.7 46 4.1 19 2.7 7 1.6

75 percent or more ............. 40 3.2 39 3.1 16 2.6 4 1.2

Percent minority enrollment

Less than 6 percent............. 22 3.9 45 3.9 27 4.0 5 2.0

6 to 20 percent ................... 27 3.6 46 4.0 21 3.5 5 1.6

21 to 49 percent.................. 31 4.6 45 4.3 20 3.2 4 1.3

50 percent or more ............. 34 2.7 42 3.4 19 2.2 5 1.2

Number of years teaching

Less than 10....................... 22 2.7 47 3.2 25 2.9 6 1.6

10 to 20.............................. 30 3.4 45 3.0 20 2.6 5 1.5

21 or more.......................... 33 3.5 43 4.0 20 2.5 4 1.0

Main subject area taught2

Self-contained class3

........... 37 3.8 44 3.6 15 3.1 3 1.3

Mathematics....................... 31 6.2 39 5.1 21 3.7 9 3.1

Science............................... 22 5.3 45 5.3 24 6.2 10 3.5

Social studies..................... 20 5.1 50 6.4 26 5.1 3 1.4

English/language arts ......... 33 4.7 44 4.9 19 3.6 4 1.4
66

Table B-8.—Percent of public school teachers describing the school-sponsored or supported

professional development activities they attended during the period from

September 1, 1994, through August 31, 1995, according to selected criteria,

by school characteristics: 1996 (continued)

Aligned with high standards

School characteristic Great extent Moderate extent Small extent Not at all

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers........................ 28 1.9 45 1.8 23 1.7 5 0.7

Instructional level1

Elementary school .............. 34 3.4 47 3.4 15 3.1 3 1.1

Middle school .................... 26 2.0 42 2.9 25 2.6 7 1.2

High school........................ 22 3.3 43 3.5 30 3.1 5 1.2

Geographic region

Northeast ........................... 25 3.8 41 3.7 28 4.0 5 1.2

Southeast ........................... 35 4.3 39 3.0 21 3.2 4 1.1

Central............................... 26 3.8 50 4.4 19 2.8 5 2.2

West .................................. 26 3.2 48 3.7 22 3.9 4 1.0

Enrollment size

Less than 500 ..................... 30 3.6 44 3.9 22 3.6 5 1.6

500 to 999.......................... 28 3.1 45 2.8 22 2.5 5 0.9

1,000 or more..................... 27 3.8 44 3.8 24 2.5 5 1.2

Locale

City.................................... 32 4.3 44 4.1 19 3.1 4 1.0

Urban fringe....................... 30 3.8 45 3.7 20 2.6 4 1.1

Town.................................. 25 3.0 38 3.6 30 3.8 6 2.0

Rural.................................. 23 4.6 52 4.5 22 3.6 4 1.2

Percent of students eligible for

free or reduced-price lunch

Less than 35 percent........... 26 2.9 46 3.1 24 2.0 4 1.0

35 to 49 percent.................. 22 6.1 50 5.8 24 4.9 4 1.4

50 to 74 percent.................. 31 4.0 40 3.4 21 3.6 9 1.7

75 percent or more ............. 37 3.5 40 3.2 19 2.2 4 1.2

Percent minority enrollment

Less than 6 percent............. 21 3.7 46 5.3 26 3.6 6 2.2

6 to 20 percent ................... 27 3.8 46 3.9 23 3.1 4 1.4

21 to 49 percent.................. 33 4.3 43 4.1 21 4.0 3 0.9

50 percent or more ............. 30 2.2 43 2.6 20 1.8 6 1.1

Number of years teaching

Less than 10....................... 25 3.0 47 3.7 24 2.8 4 1.0

10 to 20.............................. 29 2.9 42 3.0 24 3.0 5 1.4

21 or more.......................... 29 3.1 45 3.5 21 2.6 5 1.2

Main subject area taught2

Self-contained class3

........... 35 3.7 47 4.1 14 3.4 4 1.3

Mathematics....................... 30 5.6 44 5.3 24 3.8 3 1.3

Science............................... 31 4.8 32 5.1 31 6.0 7 3.4

Social studies..................... 24 4.4 45 5.4 26 5.7 5 3.0

English/language arts ......... 25 4.2 49 5.0 21 4.0 5 1.6
67

Table B-8.—Percent of public school teachers describing the school-sponsored or supported

professional development activities they attended during the period from

September 1, 1994, through August 31, 1995, according to selected criteria,

by school characteristics: 1996 (continued)

Provided strategies to apply in the classroom

School characteristic Great extent Moderate extent Small extent Not at all

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers........................ 29 1.9 40 1.8 24 1.9 7 1.2

Instructional level1

Elementary school .............. 41 3.8 40 3.3 16 2.7 3 1.1

Middle school .................... 19 2.1 44 2.6 29 2.7 8 1.5

High school........................ 19 3.4 38 3.6 29 3.5 14 2.5

Geographic region

Northeast ........................... 26 3.9 39 4.8 29 4.9 6 1.5

Southeast ........................... 37 3.6 40 4.1 17 2.8 7 1.9

Central............................... 27 4.9 37 3.9 26 3.6 9 2.7

West .................................. 24 4.1 45 3.9 23 3.8 7 1.9

Enrollment size

Less than 500 ..................... 28 3.9 44 3.7 22 3.3 7 1.8

500 to 999.......................... 34 3.2 38 2.7 23 2.4 5 1.2

1,000 or more..................... 21 2.5 40 3.9 27 3.4 11 2.7

Locale

City.................................... 34 3.9 39 3.0 20 3.0 6 1.7

Urban fringe....................... 29 4.0 38 3.6 26 3.1 8 2.0

Town.................................. 24 2.5 38 3.1 30 4.0 9 2.4

Rural.................................. 26 5.6 49 4.3 17 3.2 7 1.8

Percent of students eligible for

free or reduced-price lunch

Less than 35 percent........... 25 2.9 40 2.9 28 2.9 7 1.6

35 to 49 percent.................. 24 5.8 43 6.0 25 5.3 9 2.6

50 to 74 percent.................. 33 4.7 41 4.0 18 3.1 8 2.3

75 percent or more ............. 41 2.8 40 3.0 14 2.3 6 1.6

Percent minority enrollment

Less than 6 percent............. 25 4.7 38 3.1 26 3.6 10 3.0

6 to 20 percent ................... 30 4.2 37 3.9 25 3.2 7 1.8

21 to 49 percent.................. 26 4.6 43 4.0 26 4.8 5 1.6

50 percent or more ............. 33 2.3 42 2.3 17 2.3 8 1.7

Number of years teaching

Less than 10....................... 28 2.7 40 3.1 26 3.4 6 1.2

10 to 20.............................. 28 3.4 41 3.2 23 2.7 9 2.4

21 or more.......................... 30 3.2 40 3.1 22 3.2 7 1.7

Main subject area taught2

Self-contained class3

........... 39 4.0 40 3.7 17 3.4 4 1.4

Mathematics....................... 21 4.6 44 5.3 27 5.7 8 2.4

Science............................... 18 4.4 39 6.5 33 5.7 10 4.7

Social studies..................... 17 4.6 52 6.2 22 4.8 9 3.5

English/language arts ......... 31 4.8 43 4.6 22 3.3 4 1.5
68

Table B-8.—Percent of public school teachers describing the school-sponsored or supported

professional development activities they attended during the period from

September 1, 1994, through August 31, 1995, according to selected criteria,

by school characteristics: 1996 (continued)

Ongoing, integrated professional development program

School characteristic Great extent Moderate extent Small extent Not at all

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers........................ 26 1.9 40 2.0 23 1.9 11 1.3

Instructional level1

Elementary school .............. 34 3.8 40 3.8 18 3.2 9 2.0

Middle school .................... 25 2.5 37 2.4 25 2.5 13 2.0

High school........................ 16 2.6 43 3.3 29 3.3 12 2.1

Geographic region

Northeast ........................... 28 4.0 41 5.1 21 3.5 11 2.5

Southeast ........................... 25 3.5 40 3.9 21 3.4 14 3.2

Central............................... 31 5.0 34 3.9 25 5.2 10 2.1

West .................................. 22 4.3 44 3.8 25 3.8 9 2.0

Enrollment size

Less than 500 ..................... 28 3.9 36 3.7 25 3.8 11 2.5

500 to 999.......................... 29 3.4 40 2.7 19 2.2 12 2.0

1,000 or more..................... 18 2.7 45 4.2 27 3.3 9 1.8

Locale

City.................................... 27 4.1 41 3.5 25 3.0 7 1.8

Urban fringe....................... 29 4.7 41 4.2 21 4.0 8 2.0

Town.................................. 22 2.7 37 3.9 25 3.7 17 3.1

Rural.................................. 26 6.1 42 5.5 20 4.5 11 2.8

Percent of students eligible for

free or reduced-price lunch

Less than 35 percent........... 27 3.0 38 2.6 23 2.8 11 1.6

35 to 49 percent.................. 23 4.8 42 5.0 26 5.0 10 3.6

50 to 74 percent.................. 24 4.0 40 3.4 22 3.4 14 2.6

75 percent or more ............. 29 3.0 43 3.6 20 2.0 8 1.7

Percent minority enrollment

Less than 6 percent............. 24 4.7 36 3.6 24 4.1 15 2.7

6 to 20 percent ................... 29 3.8 35 3.6 26 3.9 10 3.2

21 to 49 percent.................. 26 4.9 44 4.5 20 4.3 10 2.4

50 percent or more ............. 25 2.5 45 3.2 22 1.8 9 1.5

Number of years teaching

Less than 10....................... 22 3.4 42 3.4 21 2.3 14 2.2

10 to 20.............................. 27 3.2 39 3.3 24 2.8 10 2.1

21 or more.......................... 29 3.0 39 3.4 23 3.0 9 2.2

Main subject area taught2

Self-contained class3

........... 35 4.0 36 3.9 17 3.4 11 2.3

Mathematics....................... 14 4.4 50 5.0 29 5.3 7 1.7

Science............................... 20 5.4 35 5.8 35 7.2 11 5.4

Social studies..................... 20 4.4 48 6.1 25 5.3 7 2.8

English/language arts ......... 26 4.7 43 4.4 20 3.3 11 3.2
69

Table B-8.—Percent of public school teachers describing the school-sponsored or supported

professional development activities they attended during the period from

September 1, 1994, through August 31, 1995, according to selected criteria,

by school characteristics: 1996 (continued)

Provided followup activities

School characteristic Great extent Moderate extent Small extent Not at all

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers........................ 17 1.7 33 2.1 34 2.0 16 1.4

Instructional level1

Elementary school .............. 25 3.1 37 3.4 28 3.0 9 1.9

Middle school .................... 12 1.8 32 2.6 36 2.4 19 2.3

High school........................ 8 2.3 27 3.1 40 3.4 24 3.1

Geographic region

Northeast ........................... 16 3.1 34 4.2 35 3.9 15 2.7

Southeast ........................... 22 4.2 34 4.0 31 3.8 13 1.8

Central............................... 16 3.2 32 5.2 32 4.2 20 3.4

West .................................. 13 3.6 31 4.1 39 4.0 17 2.7

Enrollment size

Less than 500 ..................... 15 3.0 36 3.4 33 3.9 16 2.6

500 to 999.......................... 21 2.8 33 3.0 31 2.6 15 2.0

1,000 or more..................... 12 2.3 28 3.3 42 4.2 19 2.4

Locale

City.................................... 21 3.2 36 3.2 28 3.3 15 2.5

Urban fringe....................... 18 3.8 30 4.0 34 3.5 17 2.8

Town.................................. 12 2.4 29 3.3 41 3.3 18 3.2

Rural.................................. 15 3.9 37 5.7 33 5.4 15 3.1

Percent of students eligible for

free or reduced-price lunch

Less than 35 percent........... 13 2.5 31 3.3 38 3.2 17 2.3

35 to 49 percent.................. 14 4.6 33 4.9 39 5.4 14 3.5

50 to 74 percent.................. 23 4.7 34 3.7 24 3.1 19 2.7

75 percent or more ............. 23 2.6 37 4.1 27 2.3 13 2.4

Percent minority enrollment

Less than 6 percent............. 13 3.1 32 4.8 35 4.4 19 3.4

6 to 20 percent ................... 17 4.2 34 3.5 32 3.4 17 3.5

21 to 49 percent.................. 18 3.5 28 4.0 39 4.3 14 2.8

50 percent or more ............. 18 1.9 37 3.2 30 2.2 14 2.0

Number of years teaching

Less than 10....................... 16 2.6 30 3.2 36 2.6 18 2.5

10 to 20.............................. 17 2.7 34 3.5 32 2.8 17 2.5

21 or more.......................... 17 3.0 34 3.2 36 3.7 13 2.3

Main subject area taught2

Self-contained class3

........... 26 2.9 36 3.6 27 3.4 11 2.5

Mathematics....................... 10 3.4 31 5.3 39 4.9 20 3.7

Science............................... 13 4.4 30 5.7 35 5.9 22 5.6

Social studies..................... 9 2.5 37 6.9 41 6.8 14 4.4

English/language arts ......... 13 3.7 38 5.2 34 3.8 15 3.5
70

Table B-8.—Percent of public school teachers describing the school-sponsored or supported

professional development activities they attended during the period from

September 1, 1994, through August 31, 1995, according to selected criteria,

by school characteristics: 1996 (continued)

Provided networking activities

School characteristic Great extent Moderate extent Small extent Not at all

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers........................ 10 1.3 24 1.6 30 1.8 35 1.8

Instructional level1

Elementary school .............. 13 2.6 25 3.1 29 3.1 33 3.1

Middle school .................... 8 1.5 23 2.5 33 2.5 36 2.4

High school........................ 7 2.2 24 3.0 31 3.2 38 3.3

Geographic region

Northeast ........................... 10 2.8 25 3.8 31 3.6 34 4.1

Southeast ........................... 14 3.7 18 3.0 35 4.4 33 3.2

Central............................... 8 2.0 32 4.7 26 4.6 34 3.6

West .................................. 8 2.2 22 2.8 30 4.4 39 3.4

Enrollment size

Less than 500 ..................... 7 1.8 28 3.8 25 3.2 39 4.1

500 to 999.......................... 12 2.4 21 2.0 34 2.7 33 2.5

1,000 or more..................... 10 2.6 25 3.7 31 3.7 34 3.3

Locale

City.................................... 15 3.0 24 3.6 32 3.9 28 2.9

Urban fringe....................... 12 2.9 24 3.5 29 4.0 35 3.9

Town.................................. 4 1.1 24 3.7 30 3.9 41 4.6

Rural.................................. 8 3.0 26 4.3 30 4.4 36 4.9

Percent of students eligible for

free or reduced-price lunch

Less than 35 percent........... 9 2.0 25 2.8 31 2.6 35 2.6

35 to 49 percent.................. 9 4.6 24 3.2 32 4.5 35 4.7

50 to 74 percent.................. 12 3.4 25 3.5 26 4.1 38 4.1

75 percent or more ............. 14 2.3 22 2.7 31 3.7 33 5.3

Percent minority enrollment

Less than 6 percent............. 6 2.0 27 4.8 29 4.5 38 3.9

6 to 20 percent ................... 11 2.9 21 3.6 32 4.1 36 3.2

21 to 49 percent.................. 11 3.0 27 4.4 28 3.8 33 3.8

50 percent or more ............. 11 1.4 22 2.2 33 3.2 34 4.0

Number of years teaching

Less than 10....................... 10 2.1 24 2.8 33 2.7 33 3.5

10 to 20.............................. 11 1.9 25 2.6 32 2.8 32 2.8

21 or more.......................... 9 2.3 25 3.2 26 2.9 41 3.7

Main subject area taught2

Self-contained class3

........... 13 2.4 23 2.8 27 2.9 38 3.0

Mathematics....................... 6 3.5 23 4.7 36 5.3 34 5.5

Science............................... 11 4.4 13 5.0 38 6.3 38 6.0

Social studies..................... 6 1.8 29 6.1 32 6.3 33 6.1

English/language arts ......... 7 2.2 27 4.4 34 4.0 32 4.0

1Data for combined schools are not reported as a separate instructional level because there are very few such schools in the sample. Data for combined

schools are included in the totals and in analyses by other school characteristics.

2This table does not show the additional response category—other (specify)—that was included on the questionnaire.

3The teacher is responsible for teaching all or most academic subjects to one class.

NOTE: Percents are based on public school teachers participating in professional development during the period September 1994 through August

1995—94 percent of all teachers.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
71

Table B-9.—Percent of public school teachers reporting that specific information sources were used

and that they were very effective in helping the respondent to understand or use

comprehensive reform strategies, by school characteristics: 1996

Other

teachers

Inservice

training

School

administrators

Institutes or

workshops

School

districts

Professional

journals School characteristics

Percent s.e. Percent s.e. Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................. 39 2.1 37 2.2 23 1.9 38 2.0 16 1.7 26 2.3

Instructional level1

Elementary school............................ 42 3.8 46 3.7 27 3.3 44 3.9 20 2.7 34 3.8

Middle school................................... 38 2.6 34 2.6 23 2.7 37 2.6 15 2.0 24 3.0

High school...................................... 35 3.1 28 3.4 14 2.0 29 3.2 12 2.3 17 2.6

Geographic region

Northeast.......................................... 33 4.4 37 4.9 21 3.7 36 4.5 16 3.2 28 4.6

Southeast.......................................... 41 3.8 46 4.6 29 3.5 42 3.6 22 3.6 30 3.8

Central.............................................. 39 3.8 33 4.3 22 5.1 37 4.1 14 3.0 27 4.7

West ................................................. 40 3.9 33 2.9 19 3.3 35 3.2 14 2.6 19 2.8

Enrollment size

Less than 500................................... 36 4.5 42 3.7 21 3.4 43 3.6 16 2.7 30 4.8

500 to 999........................................ 38 2.8 36 3.2 24 3.1 36 3.0 17 2.8 26 3.1

1,000 or more................................... 43 3.4 33 3.1 23 3.1 33 3.5 16 2.3 20 3.0

Locale

City................................................... 40 3.5 41 3.9 29 3.5 43 3.6 21 4.3 28 4.3

Urban fringe..................................... 49 4.7 44 4.7 26 4.4 38 3.4 18 3.8 27 4.2

Town ................................................ 36 3.7 28 3.8 15 2.2 30 3.6 12 2.2 25 3.7

Rural ................................................ 27 3.8 36 4.5 21 3.7 39 6.5 15 2.5 24 5.3

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent ........................ 37 3.3 36 3.0 21 2.9 38 3.0 14 2.1 30 3.3

35 to 49 percent ............................... 35 5.1 34 5.0 18 4.0 34 4.5 17 4.2 21 4.8

50 to 74 percent ............................... 44 3.9 42 5.2 30 4.9 39 5.0 22 4.9 18 2.9

75 percent or more ........................... 42 2.3 41 2.8 26 3.7 40 3.4 19 2.5 27 3.4

Percent minority enrollment

Less than 6 percent........................... 34 3.2 33 3.6 22 4.6 33 5.0 12 2.7 27 5.0

6 to 20 percent ................................. 44 5.8 43 4.6 24 4.5 42 2.3 22 4.1 29 5.1

21 to 49 percent ............................... 36 3.3 35 4.4 21 3.3 36 4.1 13 4.2 24 3.8

50 percent or more ........................... 41 2.6 40 3.0 25 3.0 39 2.8 19 2.3 25 2.8

Number of years teaching

Less than 10 ..................................... 47 3.2 35 3.1 23 3.1 36 2.6 15 2.8 24 3.0

10 to 20 ............................................ 40 3.6 34 3.2 27 3.2 36 3.6 16 2.6 29 3.7

21 or more........................................ 30 3.5 43 4.6 18 2.4 40 3.7 18 2.8 25 3.5

Main subject area taught2

Self-contained class3

........................ 45 4.1 45 4.3 30 3.7 45 4.0 20 3.2 33 4.6

Mathematics..................................... 35 4.4 24 4.8 18 5.0 29 4.1 11 3.4 13 3.6

Science ............................................. 32 4.7 28 5.6 13 4.7 25 6.0 16 4.6 26 5.7

Social studies ................................... 31 5.7 32 5.0 18 3.5 24 4.2 14 4.5 20 5.4

English/language arts....................... 47 5.1 38 4.3 20 3.5 45 5.0 20 4.0 28 4.9
72

Table B-9.—Percent of public school teachers reporting that specific information sources were used

and that they were very effective in helping the respondent to understand or use

comprehensive reform strategies, by school characteristics: 1996 (continued)

State-developed

content standards

State or district

education

conferences

Media Professional teacher

associations

Institutions of higher

School characteristics education

Percent s.e. Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................. 15 1.4 28 2.1 12 1.5 20 1.8 26 2.0

Instructional level1

Elementary school............................ 16 2.7 32 3.9 14 2.7 21 3.1 31 4.4

Middle school................................... 15 2.6 29 2.5 10 1.9 24 2.8 25 2.7

High school...................................... 13 2.4 22 2.3 10 2.2 15 2.2 19 3.2

Geographic region

Northeast.......................................... 14 4.1 21 5.0 14 4.1 18 3.3 31 5.7

Southeast.......................................... 17 3.1 35 4.1 12 2.2 20 2.8 23 3.2

Central.............................................. 15 3.0 24 4.3 12 2.8 18 5.1 26 5.1

West ................................................. 12 2.8 30 3.6 10 2.0 22 3.3 23 3.8

Enrollment size

Less than 500................................... 18 3.5 29 4.2 13 3.1 17 3.6 31 3.9

500 to 999........................................ 13 2.5 25 2.6 10 2.1 21 2.7 26 2.8

1,000 or more................................... 13 2.5 30 3.1 13 2.6 21 3.3 19 3.0

Locale

City................................................... 13 2.2 29 2.9 15 2.4 18 2.9 24 3.0

Urban fringe..................................... 16 3.5 31 3.6 14 3.2 25 4.8 32 5.2

Town ................................................ 14 3.2 20 2.6 6 1.8 21 3.5 21 3.3

Rural ................................................ 17 3.8 32 7.0 12 4.3 12 3.1 25 4.5

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent ........................ 14 2.5 24 3.4 11 2.6 23 3.3 27 3.2

35 to 49 percent ............................... 14 3.6 27 3.4 11 3.1 12 3.1 20 3.9

50 to 74 percent ............................... 12 3.2 36 4.5 12 2.8 21 3.7 21 3.6

75 percent or more ........................... 20 3.2 32 2.7 15 3.2 16 2.1 32 3.0

Percent minority enrollment

Less than 6 percent........................... 16 4.0 25 5.7 14 3.8 17 4.7 27 4.2

6 to 20 percent ................................. 12 2.4 29 4.0 7 2.2 22 3.9 24 5.5

21 to 49 percent ............................... 14 3.3 24 3.1 11 3.1 21 3.7 24 4.1

50 percent or more ........................... 16 2.3 33 2.2 15 2.4 18 2.3 28 2.7

Number of years teaching

Less than 10 ..................................... 11 1.9 26 2.8 13 2.7 16 2.7 28 2.6

10 to 20 ............................................ 14 2.8 28 3.2 12 2.3 22 2.9 21 3.0

21 or more........................................ 18 3.0 29 4.6 11 2.3 21 3.8 27 4.1

Main subject area taught2

Self-contained class3

........................ 16 3.0 32 3.3 14 2.8 21 3.6 30 4.4

Mathematics..................................... 14 4.9 20 4.5 4 1.7 25 5.3 15 4.3

Science ............................................. 6 2.8 14 4.4 9 4.0 21 5.6 20 5.2

Social studies ................................... 12 3.6 21 5.1 17 5.1 16 3.9 18 4.4

English/language arts....................... 15 3.6 34 5.5 11 3.3 16 3.8 23 4.6
73

Table B-9.—Percent of public school teachers reporting that specific information sources were used

and that they were very effective in helping the respondent to understand or use

comprehensive reform strategies, by school characteristics: 1996 (continued)

State department of

education

Other teacher

organizations Teacher unions National modelcontent standards

Intermediate or

regional education

agency

School characteristics

Percent s.e. Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................. 7 1.1 19 2.3 11 1.6 12 1.7 8 1.5

Instructional level1

Elementary school............................ 8 2.2 22 3.6 12 2.8 12 2.9 8 2.7

Middle school................................... 10 2.0 23 3.2 11 2.1 13 2.6 10 2.2

High school...................................... 4 1.3 14 2.9 10 2.6 11 2.8 7 2.3

Geographic region

Northeast.......................................... 7 4.0 20 4.5 10 2.5 13 4.0 9 3.4

Southeast.......................................... 12 2.4 14 3.0 9 3.6 13 3.7 7 3.2

Central.............................................. 3 1.4 24 5.0 14 3.6 11 3.6 5 2.0

West ................................................. 5 1.6 18 3.0 12 3.1 10 2.0 11 2.4

Enrollment size

Less than 500................................... 8 2.8 18 3.3 7 2.7 15 3.8 9 3.0

500 to 999........................................ 7 1.6 21 3.6 14 2.7 10 2.2 7 1.4

1,000 or more................................... 6 1.6 18 4.3 12 2.9 11 2.7 8 4.2

Locale

City................................................... 10 2.1 18 3.7 14 3.6 10 3.0 8 1.8

Urban fringe..................................... 3 1.3 26 5.1 16 4.0 17 4.8 12 4.6

Town ................................................ 6 1.3 15 3.9 6 1.9 9 3.4 5 1.7

Rural ................................................ 11 4.0 15 3.4 8 3.8 11 3.4 8 2.8

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent ........................ 5 1.9 25 3.4 14 2.6 12 2.9 7 1.8

35 to 49 percent ............................... 7 3.2 10 3.3 7 2.1 18 4.9 12 5.0

50 to 74 percent ............................... 8 2.3 15 3.0 8 4.2 6 2.0 5 2.4

75 percent or more ........................... 14 2.4 17 2.7 13 2.2 8 1.8 10 2.3

Percent minority enrollment

Less than 6 percent........................... 7 3.7 19 3.7 13 3.2 9 3.4 7 3.1

6 to 20 percent ................................. 5 1.4 24 4.9 6 2.7 15 2.9 9 2.8

21 to 49 percent ............................... 4 2.0 16 3.8 11 4.2 11 3.6 5 2.8

50 percent or more ........................... 14 2.1 19 2.2 15 2.4 11 2.5 10 2.0

Number of years teaching

Less than 10 ..................................... 7 1.6 21 3.2 9 2.4 10 2.2 7 1.7

10 to 20 ............................................ 5 1.2 18 3.9 12 2.7 13 3.2 10 2.9

21 or more........................................ 9 2.8 18 3.5 13 2.9 12 2.7 8 1.9

Main subject area taught2

Self-contained class3

........................ 6 1.2 20 4.5 14 3.8 14 3.5 8 2.6

Mathematics..................................... 4 1.6 10 4.0 8 3.9 12 4.4 6 4.4

Science ............................................. 10 3.9 28 6.3 6 5.0 10 4.4 11 4.6

Social studies ................................... 3 2.0 14 4.5 10 4.3 13 4.5 2 1.2

English/language arts....................... 8 4.0 23 5.1 15 5.6 5 2.4 7 3.0
74

Table B-9.—Percent of public school teachers reporting that specific information sources were used

and that they were very effective in helping the respondent to understand or use

comprehensive reform strategies, by school characteristics: 1996 (continued)

Electronic networks NSF-funded

initiatives U.S. ED ERIC Other U.S. EDoffices/programs

U.S. ED Regional

School characteristics Labs

Percent s.e. Percent s.e. Percent s.e. Percent Percent s.e.

All teachers.................................. 15 1.8 16 2.4 11 2.1 7 1.4 4 1.1

Instructional level1

Elementary school............................ 14 4.0 15 3.6 13 4.7 8 2.5 5 2.6

Middle school................................... 18 3.0 20 3.5 11 2.8 8 2.6 4 1.7

High school...................................... 15 3.8 12 3.7 7 3.3 3 2.0 1 0.4

Geographic region

Northeast.......................................... 21 5.2 13 5.0 11 7.7 6 2.6 6 4.8

Southeast.......................................... 15 4.3 15 3.8 16 4.4 8 4.0 4 1.5

Central.............................................. 11 4.1 16 5.5 9 3.6 6 2.9 2 1.8

West ................................................. 14 3.0 18 4.1 5 2.0 7 1.7 2 0.8

Enrollment size

Less than 500................................... 14 4.1 13 3.1 16 6.2 4 1.9 4 3.1

500 to 999........................................ 13 3.2 17 4.2 8 1.6 9 3.1 4 1.3

1,000 or more................................... 19 4.4 16 3.9 7 2.5 6 2.2 2 1.0

Locale

City................................................... 19 3.6 18 5.0 16 3.8 13 3.6 6 2.0

Urban fringe..................................... 16 4.3 18 4.8 3 1.6 5 2.2 1 0.7

Town ................................................ 9 2.8 12 3.1 3 1.4 2 1.0 1 0.6

Rural ................................................ 15 4.4 14 4.8 27 9.8 5 2.6 7 6.6

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent ........................ 17 3.1 9 3.9 12 4.3 3 1.4 3 2.3

35 to 49 percent ............................... 13 6.4 18 5.3 6 3.6 10 6.6 2 1.4

50 to 74 percent ............................... 13 3.9 19 5.5 6 2.2 4 2.2 2 1.0

75 percent or more ........................... 15 2.7 27 5.0 16 3.8 17 3.0 10 2.5

Percent minority enrollment

Less than 6 percent........................... 15 5.0 7 3.2 14 6.9 2 1.9 4 4.5

6 to 20 percent ................................. 9 3.7 19 6.9 7 4.8 2 1.7 2 1.3

21 to 49 percent ............................... 18 5.2 14 4.3 9 3.3 9 5.0 1 0.4

50 percent or more ........................... 20 3.5 22 3.2 12 2.4 13 2.1 8 1.9

Number of years teaching

Less than 10 ..................................... 22 4.4 15 3.4 10 2.6 6 1.9 4 1.3

10 to 20 ............................................ 13 3.6 13 3.6 8 3.8 8 3.6 2 0.9

21 or more........................................ 12 3.2 19 4.6 14 5.6 6 2.0 5 3.6

Main subject area taught2

Self-contained class3

........................ 14 3.8 20 4.6 12 3.5 10 3.4 4 1.2

Mathematics..................................... 18 7.6 10 3.6 13 7.8 2 1.7 1 1.1

Science ............................................. 12 4.4 14 4.3 6 4.6 10 5.4 0 0.0

Social studies ................................... 19 6.3 16 11.4 3 2.1 2 1.7 1 0.9

English/language arts....................... 12 4.5 10 5.5 17 7.4 10 4.2 2 1.6

1Data for combined schools are not reported as a separate instructional level because there are very few such schools in the sample. Data for combined

schools are included in the totals and in analyses by other school characteristics.

2This table does not show the additional response category—other (specify)—that was included on the questionnaire.

3The teacher is responsible for teaching all or most academic subjects to one class.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
75

Table B-10.—Percent of public school teachers reporting their ranking of selected formats for

receiving information about comprehensive reform strategies or activities, by school

characteristics: 1996

Hard copy

First

choice

Second

choice

Third

choice

Fourth

choice School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 34 1.8 50 1.7 15 1.2 1 0.4

Instructional level*

Elementary school .......................... 28 3.4 53 3.3 17 2.5 1 0.8

Middle school ................................ 40 3.2 49 3.3 10 1.5 1 0.5

High school.................................... 39 2.9 47 3.1 13 1.7 1 0.3

Geographic region

Northeast ....................................... 40 3.6 48 3.3 12 2.2 (+) 0.3

Southeast ....................................... 31 3.2 51 3.4 16 2.4 2 1.6

Central........................................... 33 4.6 52 5.2 14 2.8 (+) 0.3

West .............................................. 33 3.1 49 2.6 16 2.4 1 0.4

Enrollment size

Less than 500 ................................. 30 4.2 51 3.5 17 2.8 1 1.3

500 to 999...................................... 37 2.4 50 2.6 13 1.8 1 0.3

1,000 or more................................. 35 2.7 49 3.1 15 1.7 1 0.4

Locale

City................................................ 31 3.4 53 3.4 15 2.9 1 0.5

Urban fringe................................... 32 3.4 49 3.7 18 2.6 (+) 0.2

Town.............................................. 39 3.6 46 3.2 12 2.4 2 1.3

Rural.............................................. 34 4.1 51 3.9 12 2.7 (+) 0.3

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 36 2.9 46 2.8 17 1.9 (+) 0.2

35 to 49 percent.............................. 33 4.2 49 4.1 13 3.1 3 2.2

50 to 74 percent.............................. 28 3.6 58 3.8 13 2.7 1 0.6

75 percent or more ......................... 35 5.0 53 3.8 11 2.2 1 0.4

Percent minority enrollment

Less than 6 percent......................... 40 3.4 46 3.8 14 2.3 (+) 0.2

6 to 20 percent ............................... 34 4.4 46 3.5 18 3.0 (+) 0.3

21 to 49 percent.............................. 27 3.3 57 3.6 15 2.8 1 1.3

50 percent or more ......................... 35 3.3 51 3.0 12 1.7 2 0.6

Number of years teaching

Less than 10................................... 34 2.4 46 2.1 18 2.3 1 1.1

10 to 20.......................................... 34 3.4 52 3.9 12 2.4 1 0.3

21 or more...................................... 34 3.1 50 3.2 14 2.2 1 0.3
76

Table B-10.—Percent of public school teachers reporting their ranking of selected formats for

receiving information about comprehensive reform strategies or activities, by school

characteristics: 1996 (continued)

Workshops and summer institutes

First

choice

Second

choice

Third

choice

Fourth

choice School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 56 1.8 34 1.8 10 1.4 (+) 0.0

Instructional level*

Elementary school .......................... 64 3.4 27 3.1 8 2.0 (+) 0.1

Middle school ................................ 52 3.5 37 3.1 10 1.5 0 0.0

High school.................................... 49 3.4 40 3.5 12 2.5 0 0.0

Geographic region

Northeast ....................................... 53 3.2 38 3.5 9 2.3 (+) 0.1

Southeast ....................................... 62 3.7 29 3.4 9 2.8 0 0.0

Central........................................... 56 5.4 33 4.5 11 3.0 0 0.0

West .............................................. 54 3.8 35 3.3 10 2.1 0 0.0

Enrollment size

Less than 500 ................................. 59 3.8 29 3.4 11 2.5 0 0.0

500 to 999...................................... 56 2.2 36 2.6 8 1.6 (+) 0.1

1,000 or more................................. 54 3.3 34 3.1 12 2.4 0 0.0

Locale

City................................................ 62 3.2 30 2.8 8 1.5 (+) 0.1

Urban fringe................................... 56 3.4 36 3.1 7 2.1 0 0.0

Town.............................................. 52 4.0 35 3.9 13 3.3 0 0.0

Rural.............................................. 55 4.5 32 4.1 12 3.9 0 0.0

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 52 2.9 37 2.6 10 2.1 0 0.0

35 to 49 percent.............................. 56 4.6 31 4.1 13 3.1 0 0.0

50 to 74 percent.............................. 66 4.2 28 4.0 5 1.4 0 0.0

75 percent or more ......................... 60 4.8 30 4.4 9 1.8 (+) 0.2

Percent minority enrollment

Less than 6 percent......................... 49 3.8 37 3.6 13 3.1 0 0.0

6 to 20 percent ............................... 55 4.5 40 4.7 4 1.4 0 0.0

21 to 49 percent.............................. 63 3.6 24 2.9 12 3.0 0 0.0

50 percent or more ......................... 58 3.8 33 3.4 8 1.6 (+) 0.1

Number of years teaching

Less than 10................................... 51 2.2 36 1.8 13 2.0 0 0.0

10 to 20.......................................... 59 3.7 31 3.2 10 2.4 0 0.0

21 or more...................................... 59 3.4 34 3.4 7 1.5 (+) 0.1
77

Table B-10.—Percent of public school teachers reporting their ranking of selected formats for

receiving information about comprehensive reform strategies or activities, by school

characteristics: 1996 (continued)

Electronic

First

choice

Second

choice

Third

choice

Fourth

choice School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 6 1.0 13 1.3 39 1.6 3 0.7

Instructional level*

Elementary school .......................... 4 1.3 14 2.3 32 3.4 4 1.3

Middle school ................................ 5 1.1 11 1.5 43 2.7 2 0.7

High school.................................... 10 2.2 12 1.9 46 3.4 4 1.2

Geographic region

Northeast ....................................... 4 1.5 12 2.4 36 4.6 4 1.3

Southeast ....................................... 6 2.4 15 2.7 42 3.5 2 1.0

Central........................................... 8 2.1 11 2.5 43 4.0 4 1.8

West .............................................. 8 1.8 13 2.4 36 3.7 4 1.8

Enrollment size

Less than 500 ................................. 8 2.1 14 2.2 31 3.2 3 1.1

500 to 999...................................... 4 0.8 11 1.8 42 3.4 4 1.3

1,000 or more................................. 9 2.3 15 1.9 45 3.4 3 1.2

Locale

City................................................ 5 1.5 15 2.4 42 3.4 3 1.0

Urban fringe................................... 6 1.6 12 2.1 40 4.4 5 1.8

Town.............................................. 7 2.3 13 2.6 37 4.0 3 1.3

Rural.............................................. 8 2.2 12 3.1 37 3.8 2 1.1

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 7 1.4 14 2.1 42 2.9 5 1.1

35 to 49 percent.............................. 8 2.8 13 2.7 33 4.7 2 1.7

50 to 74 percent.............................. 4 2.0 12 2.4 42 4.5 2 0.8

75 percent or more ......................... 4 0.8 12 2.0 35 2.8 2 1.0

Percent minority enrollment

Less than 6 percent......................... 8 2.2 16 2.7 35 4.2 3 1.2

6 to 20 percent ............................... 7 1.8 9 2.7 45 4.4 3 1.5

21 to 49 percent.............................. 6 1.9 14 3.0 40 4.0 5 2.0

50 percent or more ......................... 5 1.2 12 1.8 36 2.0 2 0.6

Number of years teaching

Less than 10................................... 10 2.1 14 2.2 38 2.8 5 1.5

10 to 20.......................................... 5 1.5 14 3.0 42 2.8 2 0.8

21 or more...................................... 4 1.0 10 2.4 38 3.5 3 1.1
78

Table B-10.—Percent of public school teachers reporting their ranking of selected formats for

receiving information about comprehensive reform strategies or activities, by school

characteristics: 1996 (continued)

Other

First

choice

Second

choice

Third

choice

Fourth

choice School characteristic

Percent s.e. Percent s.e. Percent s.e. Percent s.e.

All teachers.................................... 3 0.7 3 0.6 5 0.8 2 0.6

Instructional level*

Elementary school .......................... 4 1.5 4 1.2 7 1.6 3 1.1

Middle school ................................ 3 0.8 3 0.9 5 1.0 2 0.8

High school.................................... 2 0.8 1 0.6 4 1.1 2 0.8

Geographic region

Northeast ....................................... 2 1.5 2 0.9 7 2.1 2 0.8

Southeast ....................................... 1 0.6 4 1.6 4 0.9 4 2.3

Central........................................... 3 1.4 4 1.9 3 1.6 1 0.9

West .............................................. 5 1.7 2 0.6 6 1.8 2 0.7

Enrollment size

Less than 500 ................................. 3 1.4 4 1.5 6 1.7 2 1.4

500 to 999...................................... 4 1.3 3 1.0 5 1.3 2 0.6

1,000 or more................................. 2 0.9 1 0.5 5 1.2 3 1.1

Locale

City................................................ 2 0.6 2 0.9 6 1.2 4 2.1

Urban fringe................................... 6 2.0 3 1.2 6 1.9 2 0.6

Town.............................................. 2 0.6 3 1.7 5 1.3 2 0.9

Rural.............................................. 2 1.7 3 1.2 3 1.9 2 0.8

Percent of students eligible for free or

reduced-price lunch

Less than 35 percent....................... 4 1.4 3 0.9 4 1.2 2 0.9

35 to 49 percent.............................. 2 0.9 3 2.0 4 2.1 2 1.1

50 to 74 percent.............................. 2 0.9 1 0.6 6 1.8 1 0.6

75 percent or more ......................... 2 0.6 4 1.2 8 1.7 4 1.3

Percent minority enrollment

Less than 6 percent......................... 2 0.9 1 0.7 2 1.1 2 0.8

6 to 20 percent ............................... 3 1.5 4 1.8 5 1.8 3 1.7

21 to 49 percent.............................. 4 2.0 3 1.3 5 2.2 2 0.8

50 percent or more ......................... 2 0.6 3 0.9 8 1.2 3 1.1

Number of years teaching

Less than 10................................... 4 1.6 2 0.7 5 1.3 2 0.6

10 to 20.......................................... 2 0.7 2 0.6 4 1.4 2 1.1

21 or more...................................... 3 1.1 4 1.7 6 1.6 3 0.9

(+) Less than 0.5 percent.

*Data for combined schools are not reported as a separate instructional level because there are very few in the sample. Data for combined schools are

included in the totals and in analyses by other school characteristics.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
79

Table B-11.—Estimates and standard errors for the figures: 1996

Figure Estimate Standard error

Figure 1. Percent of public school teachers reporting the extent to which they

understood the concept of higher standards and the percent reporting the

extent to which they felt equipped to set or apply higher standards: 1996

Understood concept of new higher standards

Very well................................................................................................................ 42 2.1

Somewhat well ....................................................................................................... 52 2.0

Not at all................................................................................................................. 5 0.8

Felt equipped to set/apply new higher standards

Very well................................................................................................................ 35 1.8

Somewhat well ....................................................................................................... 57 2.0

Not at all................................................................................................................. 8 1.0

Figure 2. Percent of public school teachers who reported that

they assisted all students to achieve to high standards to a great

extent, by instructional level of school: 1996

All public schools....................................................................................................... 52 1.7

Elementary schools..................................................................................................... 61 3.1

Middle schools ........................................................................................................... 49 3.4

High schools............................................................................................................... 44 2.9

Figure 3. Percent of public school teachers reporting that they engaged

in selected parental involvement activities to a great extent: 1996

Providing information or advice to parents to help create a supportive environment

All public schools ................................................................................................... 28 1.7

Elementary schools ................................................................................................. 46 3.5

Middle schools........................................................................................................ 20 3.0

High schools........................................................................................................... 10 2.3

Involving parents in classroom activities

All public schools ................................................................................................... 10 1.4

Elementary schools ................................................................................................. 17 3.3

Middle schools........................................................................................................ 5 1.0

High schools........................................................................................................... 3 1.4

Sharing responsibility with parents for academic performance of children

All public schools ................................................................................................... 26 2.0

Elementary schools ................................................................................................. 35 3.5

Middle schools........................................................................................................ 25 2.6

High schools........................................................................................................... 15 2.3

Figure 4. Percent of public school teachers reporting that various

formats were their first choice for receiving information: 1996

Workshops and summer institutes............................................................................... 56 1.8

Hardcopy .................................................................................................................... 34 1.8

Electronic ................................................................................................................... 6 1.0

Other.......................................................................................................................... 3 0.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Public School Teacher Survey on
80
81

Appendix C

Survey Form
82
83

U.S. DEPARTMENT OF EDUCATION O.M.B. NO.: 1850-0727

NATIONAL CENTER FOR EDUCATION STATISTICS EXPIRATION DATE: 5/31/96

WASHINGTON, D.C. 20208-5651

PUBLIC SCHOOL TEACHER SURVEY

ON EDUCATION REFORM

FAST RESPONSE SURVEY SYSTEM

This survey is authorized by law (20 U.S.C. 1221e-1). While you are not required to respond, your cooperation is

needed to make the results of this survey comprehensive, accurate, and timely.

DEFINITIONS FOR THIS SURVEY:

Disability: An impairment that substantially limits one or more of the major life activities of an individual.

ERIC: Educational Resources Information Center. ERIC is an education database, clearinghouse, and

document reproduction service financed by the U.S. Department of Education.

New higher standards/high standards: Refers to recent and current education reform activities that seek to

establish more challenging expectations for student achievement and performance, such as the National Council

of Teachers of Mathematics standards for math, state- or local-initiated standards in various subjects, and those

outlined in Goals 2000.

Parent/school compact: Voluntary written agreements between the school and parents on what each will do to

help students succeed in school.

Parent/teacher compact: Voluntary written agreements between the teachers and parents on what each will do

to help students succeed in school.

SSI: National Science Foundation’s Statewide Systemic Initiatives program. For this program, NSF has

cooperative agreements with states to undertake comprehensive initiatives for education reform in science,

mathematics, and technology.

USI: National Science Foundation’s Urban Systemic Initiatives program. For this program, NSF has cooperative

agreements with urban areas to undertake comprehensive initiatives for education reform in science,

mathematics, and technology.

AFFIX LABEL HERE

IF ABOVE INFORMATION IS INCORRECT, PLEASE MAKE CORRECTIONS DIRECTLY ON LABEL.

Name of person completing form: _______________________________ Title: _________________________

Telephone: _________________ Fax: ________________________ E-mail: _______________________

Best days and times to reach you (in case of questions): _____________________________________________

PLEASE RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS, CONTACT:

WESTAT Sheila Heaviside

1650 Research Boulevard 800-937-8281, ext. 8391

Rockville, Maryland 20850 Fax: 800-254-0984

Attention: 900172-Heaviside E-mail: heavis1@westat.com

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a

valid OMB control number. The valid OMB control number for this information collection is 1850-0727. The time required to complete this

information collection is estimated to average 30 minutes per response, including the time to review instructions, search existing data

resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the

accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C.

20202-4651. If you have comments or concerns regarding the status of your individual submission of this form, write directly to: National

Center for Education Statistics, 555 New Jersey Avenue, N.W., Washington, D.C. 20208.

FRSS Form No. 55, 4/96
1. Currently there is much discussion of the need to establish new higher standards for student achievement. How

well do you understand this concept?

Not at all well........... 1 Somewhat well ........ 2 Very well ................. 3

2. How well equipped do you feel as a teacher to set or apply these new higher standards of achievement for your

students?

Not at all well........... 1 Somewhat well ........ 2 Very well ................. 3

3. The following are examples of some types of activities that are part of new or ongoing education reforms taking

place in various parts of the country. For each, indicate in column A the extent to which you are implementing the

activity in your classes. In column B, check the three activities for which information is most needed.

A. Extent to which reform activity is being

implemented in your classes

B. Information

most needed

Not

at all

Small

extent

Moderate

extent

Great

extent

(Check

three)

a. Assisting all students to achieve to high standards ....

.................................................................................

1 2 3 4 __________

b. Providing students or parents with examples of work

that is successful in meeting high standards.............. 1 2 3 4 __________

c. Using authentic student assessments such as

portfolios that measure performance against high

standards. .................................................................

1 2 3 4 __________

d. Using curricula aligned with high standards ............... 1 2 3 4 __________

e. Using instructional strategies (e.g., hands-on

activities, cooperative learning) aligned with high

standards .................................................................. 1 2 3 4 __________

f. Using textbooks or other instructional materials

aligned with high standards ....................................... 1 2 3 4 __________

g. Using innovative technologies such as the Internet

and telecommunications-supported instruction .......... 1 2 3 4 __________

4. For each of the education reform activities in question 3 above, circle the letter corresponding to the activity (a-g)

if you are implementing it in any of your classes in the following subject areas. For any subjects you do not teach,

circle NA.

a. English/language arts ............................................ NA a b c d e f g

b. History/social studies............................................. NA a b c d e f g

c. Math...................................................................... NA a b c d e f g

d. Science ................................................................. NA a b c d e f g

5. Many educators are making efforts to apply the same high standards of performance to all students, including

students with limited English proficiency or with disabilities. In column A, indicate the extent to which you apply

the same high standards of performance for students with limited English proficiency and for students with

disabilities as for other students. In column B, indicate the extent to which you need information on helping these

students achieve to high standards. (Circle one response in each column for each student category.)

A. Extent to which you hold these to the same high

standards as other students

B. Need for

information

None

enrolled

Not

at all

Small

extent

Moderate

extent

Great

extent

Not

needed

Somewhat

needed

Very

much

needed

a. Students with limited English

proficiency .................................. None 1 2 3 4 1 2 3

b. Students with disabilities ............. None 1 2 3 4 1 2 3
6. For each area of parental involvement below, in column A indicate to what extent you have engaged in the activity

with parents of your students, and in column B, indicate the extent to which you need information on these

activities to involve parents in student learning. (Circle one response in each column for each category.)

A. Extent to which engaged in activity B. Need for information

Not

at all

Small

extent

Moderate

extent

Great

extent

Not

needed

Somewhat

needed

Very

much

needed

a. Providing information or advice to

parents to help them create

supportive learning environments at

home (e.g., shared parent-child

activities, periodic review of

homework folders by parents, etc.).... 1 2 3 4 1 2 3

b. Involving parents in classroom

activities............................................ 1 2 3 4 1 2 3

c. Sharing responsibility with parents

for academic performance of their

children (e.g., parent/teacher or

parent/school compact, etc.) ............. 1 2 3 4 1 2 3

7. How effective have the following sources of information or assistance been in helping you understand or use

comprehensive reform strategies or activities such as those mentioned in question 3? (Circle one answer on each

line.)

Not

used

Not at all

effective

Somewhat

effective

Very

effective

a. Other teachers ........................................................ 1 2 3 4

b. Teacher unions ....................................................... 1 2 3 4

c. Professional teacher associations ........................... 1 2 3 4

d. Other teacher organizations or networks ................. 1 2 3 4

e. School administrators.............................................. 1 2 3 4

f. School district ......................................................... 1 2 3 4

g. Intermediate or regional education agency.............. 1 2 3 4

h. State department of education ................................ 1 2 3 4

i. U.S. Department of Education Regional Labs ......... 1 2 3 4

j. U.S. Department of Education's ERIC..................... 1 2 3 4

k. Other U.S. Department of Education

offices/programs .....................................................

1 2 3 4

l. National Science Foundation-funded initiatives (e.g.,

SSI, USI)................................................................. 1 2 3 4

m. Institutions of higher education................................ 1 2 3 4

n. Professional journals............................................... 1 2 3 4

o. Inservice training..................................................... 1 2 3 4

p. State- or district-sponsored education conferences . 1 2 3 4

q. Institutes or workshops............................................ 1 2 3 4

r. Electronic networks/discussion groups .................... 1 2 3 4

s. Media (e.g., newspapers, television) ....................... 1 2 3 4

t. State-developed content standards ......................... 1 2 3 4

u. National model content standards ........................... 1 2 3 4

v. Other (specify) ________________________ ......... 1 2 3 4

8. In what format do you prefer to receive information? Please rank the following in order of your preference from 1

to 4, with 1 = 1st choice; 2 = 2nd choice; 3 = 3rd choice; and 4 = 4th choice. If you do not have access to format

“c” (electronic), circle “no access.”

Rank

a. Hard copy (e.g., journal articles, magazines).................................................................. ___

b. Workshops and summer institutes ................................................................................. ___

c. Electronic (e.g., e-mail, Internet, electronic bulletin boards, micro cards) ....................... ___ No access
d. Other (specify) ______________________________________________________ .... ___

9. Approximately how many hours did you spend on any professional development during the period from September

1, 1994, through August 31, 1995? Include attendance at professional meetings, workshops, and conferences, but

do not include regular college courses. (If 0 hours, skip to question 12.)

Total hours __________

10. In column A, please indicate whether you attended professional development activities listed below, and for each

activity attended, indicate in column B whether information on high standards was a focus of the professional

development.

A. Attended

B. Information on

higher standards

Yes No Major focus

Not major

focus, but

information

provided

No information

provided

a. Professional teacher association meeting ............ 1 2 1 2 3

b. In-service workshop or program........................... 1 2 1 2 3

c. Summer institute (which may have included

follow-up activities).............................................. 1 2 1 2 3

d. District or school based long-term or ongoing

comprehensive professional development

program...............................................................

1 2 1 2 3

e. Other (specify) ___________________________ 1 2 1 2 3

11. Overall, to what extent do the following describe the professional development sponsored or supported by your

school in which you participated during the period from September 1, 1994, through August 31, 1995? (Circle

one answer on each line.)

Not

at all

Small

extent

Moderate

extent

Great

extent

a. Planned according to school needs ............................... 1 2 3 4

b. Useful for helping students achieve to high standards ... 1 2 3 4

c. Ongoing, integrated professional development

program ........................................................................ 1 2 3 4

d. Aligned with high standards........................................... 1 2 3 4

e. Provided strategies for you to apply in the classroom.... 1 2 3 4

f. Provided followup activities........................................... 1 2 3 4

g. Provided networking activities....................................... 1 2 3 4

h. Provided opportunities to share information with

colleagues at your school.............................................. 1 2 3 4

12. Including this school year, how many years have you been employed as a teacher? ______________

At this school? _________

13. What is the main subject area you are currently teaching? (Circle one.)

Self-contained class (responsible for teaching all or most academic subjects to one class) ............... 1

Math .................................................................................................................................................. 2

Science.............................................................................................................................................. 3

History/geography/social studies/civics .............................................................................................. 4

English/language arts......................................................................................................................... 5

Other (specify) _______________________________________________________ ....................... 6

14. What grade(s) are you currently teaching? (Circle all that apply.)

1 2 3 4 5 6 7 8 9 10 11 12 Ungraded,

specify age

groups: