i

Characteristics of 

Schools, Districts, 

Teachers, Principals, and 

School Libraries in the 

United States

2003-04 

Schools and Staffing Survey 

E.D. TAB

U.S. Department of Education 

NCES 2006-313 REVISED 

i

Characteristics of 

Schools, Districts, 

Teachers, Principals, and 

School Libraries in the 

United States

2003-04 

Schools and Staffing Survey 

E.D. TAB

March 2006; REVISED June 2007 

Gregory A. Strizek 

Jayme L. Pittsonberger 

Kate E. Riordan 

Deanna M. Lyter 

Greg F. Orlofsky 

American Institutes for Research 

Kerry Gruber 

Project Officer 

National Center for 

Education Statistics

U.S. Department of Education 

NCES 2006-313 REVISED 
ii

U.S. Department of Education

Margaret Spellings 

Secretary

Institute of Education Sciences 

Grover J. Whitehurst 

Director

National Center for Education Statistics

Mark Schneider 

Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, 

analyzing, and reporting data related to education in the United States and other nations. It fulfills 

a congressional mandate to collect, collate, analyze, and report full and complete statistics on the 

condition of education in the United States; conduct and publish reports and specialized analyses 

of the meaning and significance of such statistics; assist state and local education agencies in 

improving their statistical systems; and review and report on education activities in foreign 

countries. 

NCES activities are designed to address high-priority education data needs; provide consistent, 

reliable, complete, and accurate indicators of education status and trends; and report timely, 

useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other 

education policymakers, practitioners, data users, and the general public. Unless specifically 

noted, all information contained herein is in the public domain. 

We strive to make our products available in a variety of formats and in language that is 

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communicating information effectively. If you have any comments or suggestions about this or any 

other NCES product or report, we would like to hear from you. Please direct your comments to 

 National Center for Education Statistics 

 Institute of Education Sciences 

 U.S. Department of Education 

 1990 K Street NW 

 Washington, DC 20006-5651 

March 2006; REVISED June 2007 

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

The NCES World Wide Web Electronic Catalog is http://nces.ed.gov/pubsearch. 

Suggested Citation 

Strizek, G.A., Pittsonberger, J.L., Riordan, K.E., Lyter, D.M., and Orlofsky, G.F. (2006). Characteristics 

of Schools, Districts, Teachers, Principals, and School Libraries in the United States: 2003-04 Schools 

and Staffing Survey (NCES 2006-313 Revised). U.S. Department of Education, National Center for 

Education Statistics. Washington, DC: U.S. Government Printing Office.

For ordering information on this report, write to 

 U.S. Department of Education 

 ED Pubs 

 P.O. Box 1398 

 Jessup, MD 20794-1398 

or call toll free 1-877-4ED-Pubs or order online at http://www.edpubs.org. 

Content Contact

Kerry Gruber 

(202) 502-7349 

kerry.gruber@ed.gov
iii

Acknowledgments

Many people contributed to the production of this report, and the authors would like to 

thank several in particular. At the American Institutes for Research (AIR), John D. 

Marvel, Beth A. Morton, and Michael Hurwitz, for editing and review, and Elina 

Hartwell, Michael Rollins, and Nancy Rhyne for graphic design work. At the National 

Center for Education Statistics (NCES), Kathryn Chandler and Kerry Gruber of the 

Elementary/Secondary and Library Studies Division reviewed several drafts of the report 

and provided valuable feedback and guidance. Marilyn McMillen Seastrom, Chief 

Statistician for NCES, was the statistical standards reviewer for this report. Their 

suggestions improved the final product. 

Development of the design and content, and the management, of the NCES Schools and 

Staffing Survey for 2003-04 was directed by Kathryn Chandler and carried out by NCES 

survey directors Stephen P. Broughman and Kerry J. Gruber. The Library Media Center 

survey direction was handled by Jeffrey Williams. Steven F. Kaufman provided 

statistical consulting. Planning, processing, and reporting of SASS was supported by 

AIR staff under the direction of Gregory A. Strizek and Deanna M. Lyter. 

Sampling activities, field collection of data, and data processing were performed by U.S. 

Census Bureau staff under the direction of Dennis J. Schwanz and Randall J. Parmer, 

Demographic Statistical Methods Division; Steven C. Tourkin and Andrew L. Zukerberg, 

Demographic Surveys Division; and Howard R. McGowan, Xiaodong Guan, and Jennifer 

L. Peterson, Education Surveys Programming Branch. 

Computer programs for the tables in this report were developed jointly by AIR and the 

Census Bureau. The Census Bureau produced the tables. Estimates and standard errors 

for the tables were confirmed by AIR staff. 

The draft manuscript of this report was reviewed within NCES by Peter Tice, William 

Fowler, Kathryn Chandler, Jeffrey Owings, and Tai Phan and within AIR by Tom 

Nachazel and Pia Peltola. The Institute of Education Sciences editor was Anne Ricciuti. 

v

Contents 

Page

Acknowledgments ...................................................................................................... iii

List of Tables ............................................................................................................. vii

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

Schools ............................................................................................................ 3

 Teachers .......................................................................................................... 4

 Principals......................................................................................................... 5

Districts ........................................................................................................... 6

 Library Media Centers .................................................................................... 6

Reference..................................................................................................................... 9

Tables .......................................................................................................................... 11

Appendix A: Standard Error Tables............................................................................ 97

Appendix B: Methodology and Technical Notes........................................................ 183

Appendix C: Description of Variables........................................................................ 201

Appendix D: Glossary of Terms ................................................................................. 205

vii

List of Tables 

Table Page

 

1. Number of students, teachers, schools, principals, school libraries, and 

districts, by school type and selected school characteristics: 2003-04 ........ 13

 

Schools 

 

2. Percentage distribution of students, by sex, race/ethnicity, percentage 

minority, school type, and selected school characteristics: 2003-04 ........... 15

 

3. Number and percentage of schools that had students with an Individual 

Education Plan (IEP), percentage of enrolled students who had an IEP, 

and percentage of IEP students who spent varying amounts of time in 

regular classrooms, by school type and selected school characteristics: 

2003-04 ........................................................................................................ 17

 

4. Participation in Title I and the National School Lunch Program, by 

school type and selected school characteristics: 2003-04............................ 19

 

5. Number and percentage of schools that had limited-English-proficient 

(LEP) students, percentage of enrolled students who were LEP, and 

percentage of schools with LEP students that used various ways of 

determining LEP status, by school type and selected school 

characteristics: 2003-04 ............................................................................... 21

 

6. Of schools that had limited-English-proficient (LEP) students, types of 

LEP programs, by school type and selected school characteristics: 2003-

04.................................................................................................................. 23

 

7. Percentage of schools that used various methods to organize classes or 

student groups and percentage of schools that used a year-round 

calendar, by school type and selected school characteristics: 2003-04 ....... 25

 

8. Percentage of schools that had various special requirements for 

admission other than proof of immunization, age, or residence, by 

school type and selected school characteristics: 2003-04............................ 27

 

9. Number and percentage of schools that had any 12th-grade students, 

graduation status and college participation, by school type and selected 

school characteristics: 2003-04.................................................................... 29

 

10. Percentage of schools that offered various programs, by school type and 

selected school characteristics: 2003-04 ...................................................... 31
viii

11. Percentage of schools that offered particular programs or services at the 

school for students, regardless of funding source, by school type and 

selected school characteristics: 2003-04 ...................................................... 33

 

12. Number of various school staff, by school type and selected school 

characteristics: 2003-04 ............................................................................... 35

 

13. Number of school instructional and noninstructional aides, secretaries 

and other clerical support staff, food service personnel, and custodial 

maintenance and security personnel, by school type and selected school 

characteristics: 2003-04 ............................................................................... 37

 

14. Number and percentage of schools that had teaching vacancies for the 

current school year, by methods used for covering teaching vacancies at 

the school, school type, and selected school characteristics: 2003-04......... 39

 

15. Of schools that had teaching vacancies for the current school year, 

percentage with vacancies in various fields, by school type and selected 

school characteristics: 2003-04.................................................................... 41

 

16. Of schools that had teaching vacancies in various fields for the current 

school year, percentage that found it very difficult or were not able to 

fill the vacancies in these fields, by school type and selected school 

characteristics: 2003-04 ............................................................................... 43

 

17. Percentage of schools with physical space limitations, by school type 

and selected school characteristics: 2003-04 ............................................... 45

 

Teachers 

 

18. Percentage distribution of school teachers by race/ethnicity, percentage 

minority, school type, and selected school characteristics: 2003-04 ........... 47

 

19. Average age of school teachers and percentage distribution of teachers 

by sex, by school type and selected school characteristics: 2003-04........... 49

 

20. Percentage distribution of school teachers by highest degree earned, 

school type, and selected school characteristics: 2003-04........................... 51

 

21. Percentage distribution of school teachers by total years of full-time 

teaching experience, years teaching at current school, school type, and 

selected school characteristics: 2003-04 ...................................................... 53

 

22. Percentage of school teachers who took and passed various tests, by 

school type and selected school characteristics: 2003-04............................ 55
ix

23. Average base salary and earnings from salary supplements during the 

current school year for regular full-time school teachers, by school type 

and selected school characteristics: 2003-04 ............................................... 57

 

24. Average base salary and earnings from salary supplements during the 

summer of 2003 for regular full-time school teachers, by school type 

and selected school characteristics: 2003-04 ............................................... 59

 

25. Percentage of school teachers by main activity in school, by school type 

and selected school characteristics: 2003-04 ............................................... 61

 

26. Average number of hours per week that regular full-time school teachers 

spent on selected activities, by school type and selected school 

characteristics: 2003-04 ............................................................................... 63

 

Principals 

 

27. Percentage distribution of school principals by race/ethnicity, 

percentage minority, school type, and selected school characteristics: 

2003-04 ........................................................................................................ 65

 

28. Percentage distribution of school principals by highest degree earned, 

school type, and selected school characteristics: 2003-04........................... 67

 

29. Experience of school principals, by school type and selected school 

characteristics: 2003-04 ............................................................................... 69

 

30. Average annual salary for school principals and average annual salary 

by years of experience as a principal, by school type and selected school 

characteristics: 2003-04 ............................................................................... 71

 

31. Average hours per week that school principals spent on all schoolrelated activities and interacting with students, by school type and 

selected school characteristics: 2003-04 ...................................................... 73

 

32. Percentage of school principals who were currently teaching in addition 

to serving as principal and average number of years spent teaching 

before becoming a principal, by school type and selected school 

characteristics: 2003-04 ............................................................................... 75

 
x

Districts 

 

33. Percentage of public school districts and private schools that had salary 

schedules for teachers and among those that had salary schedules, the 

average yearly base teacher salary, by various levels of degrees and 

experience and selected public school district and private school 

characteristics: 2003-04 ............................................................................... 77

 

34. Percentage of public school districts and private schools that offered 

various benefits to teachers, by selected public school district and 

private school characteristics: 2003-04........................................................ 79

 

35. Percentage of public school districts and private schools that used pay 

incentives for various reasons, by selected public school district and 

private school characteristics: 2003-04........................................................ 81

 

36. Percentage of public school districts and private schools that provided 

professional development training for school or district administrators, 

by selected public school district and private school characteristics: 

2003-04 ........................................................................................................ 83

 

37. Percentage of public school districts and private schools that provided 

professional development opportunities for school or district 

administrators, by selected public school district and private school 

characteristics: 2003-04 ............................................................................... 85

 

38. Average number of public school teachers who were newly hired by 

public school districts for grades K-12 and comparable ungraded levels 

and percentage of public school districts that required selected criteria 

when considering teaching applicants, by selected public school district 

characteristics: 2003-04 ............................................................................... 87

 

39. Average number of public school principals who were newly hired by 

public school districts for grades K-12 and comparable ungraded levels 

and percentage of public school districts that required selected criteria 

when considering principal applicants, by selected public school district 

characteristics: 2003-04 ............................................................................... 88

 

40. Average number of public school teachers in public school districts who 

were dismissed in the previous year or did not have their contracts 

renewed based on poor performance, by years of teaching experience 

and selected public school district characteristics: 2003-04 ........................ 89
xi

41. Percentage of public school districts that required all schools to 

participate in state or district assessments, that required all schools 

except charter schools to participate, that permitted schools to 

participate on a voluntary basis, and that had no state or district-level 

assessment program, by selected public school district characteristics: 

2003-04 ........................................................................................................ 90

 

42. Graduation requirements for standard diplomas in 2004 among public 

school districts that granted high school diplomas, by selected public 

school district characteristics: 2003-04........................................................ 91

 

Library Media Centers 

 

43. Of schools with library media centers, characteristics of library media 

center staff, by school type and selected school characteristics: 2003-04 ... 92

 

44. Of schools with library media centers, percentage that contained various 

types of work areas, by school type and selected school characteristics: 

2003-04 ........................................................................................................ 93

 

45. Of schools with library media centers, percentage with various 

technological services, average number of computer workstations, and 

average number of computer workstations with Internet access in the 

library media center, by school type and selected school characteristics: 

2003-04 ........................................................................................................ 94

 

46. Of schools with library media centers, percentage with space for a full 

class of students at one time, for other activities concurrent with a full 

class, and for independent student use, by school type and selected 

school characteristics: 2003-04.................................................................... 95

 

47. Of schools with library media centers, average number of total holdings, 

additions, and expenditures in library media centers during 2002-03 for 

various kinds of materials, by school type and selected school 

characteristics: 2003-04 ............................................................................... 96

 

Appendix A: Standard Error Tables 

 

A-1. Standard errors for Table 1. Number of students, teachers, schools, 

principals, school libraries, and districts, by school type and selected 

school characteristics: 2003-04.................................................................... 99

 

A-2. Standard errors for Table 2. Percentage distribution of students, by sex, 

race/ethnicity, percentage minority, school type, and selected school 

characteristics: 2003-04 ............................................................................... 101
xii

A-3. Standard errors for Table 3. Number and percentage of schools that had 

students with an Individual Education Plan (IEP), percentage of enrolled 

students who had an IEP, and percentage of IEP students who spent 

varying amounts of time in regular classrooms, by school type and 

selected school characteristics: 2003-04 ...................................................... 103

 

A-4. Standard errors for Table 4. Participation in Title I and the National 

School Lunch Program, by school type and selected school 

characteristics: 2003-04 ............................................................................... 105

 

A-5. Standard errors for Table 5. Number and percentage of schools that had 

limited-English-proficient (LEP) students, percentage of enrolled 

students who were LEP, and percentage of schools with LEP students 

that used various ways of determining LEP status, by school type and 

selected school characteristics: 2003-04 ...................................................... 107

 

A-6. Standard errors for Table 6. Of schools that had limited-Englishproficient (LEP) students, types of LEP programs, by school type and 

selected school characteristics: 2003-04 ...................................................... 109

 

A-7. Standard errors for Table 7. Percentage of schools that used various 

methods to organize classes or student groups and percentage of schools 

that used a year-round calendar, by school type and selected school 

characteristics: 2003-04 ............................................................................... 111

 

A-8. Standard errors for Table 8. Percentage of schools that had various 

special requirements for admission other than proof of immunization, 

age, or residence, by school type and selected school characteristics: 

2003-04 ........................................................................................................ 113

 

A-9. Standard errors for Table 9. Number and percentage of schools that had 

any 12th-grade students, graduation status and college participation, by 

school type and selected school characteristics: 2003-04............................ 115

 

A-10. Standard errors for Table 10. Percentage of schools that offered various 

programs, by school type and selected school characteristics: 2003-04...... 117

 

A-11. Standard errors for Table 11. Percentage of schools that offered 

particular programs or services at the school for students, regardless of 

funding source, by school type and selected school characteristics: 

2003-04 ........................................................................................................ 119

 

A-12. Standard errors for Table 12. Number of various school staff, by school 

type and selected school characteristics: 2003-04 ....................................... 121

 
xiii

A-13. Standard errors for Table 13. Number of school instructional and 

noninstructional aides, secretaries and other clerical support staff, food 

service personnel, and custodial maintenance and security personnel, by 

school type and selected school characteristics: 2003-04............................ 123

 

A-14. Standard errors for Table 14. Number and percentage of schools that 

had teaching vacancies for the current school year, by methods used for 

covering teaching vacancies at the school, school type, and selected 

school characteristics: 2003-04.................................................................... 125

 

A-15. Standard errors for Table 15. Of schools that had teaching vacancies for 

the current school year, percentage with vacancies in various fields, by 

school type and selected school characteristics: 2003-04............................ 127

 

A-16. Standard errors for Table 16. Of schools that had teaching vacancies in 

various fields for the current school year, percentage that found it very 

difficult or were not able to fill the vacancies in these fields, by school 

type and selected school characteristics: 2003-04 ....................................... 129

 

A-17. Standard errors for Table 17. Percentage of schools with physical space 

limitations, by school type and selected school characteristics: 2003-04.... 131

 

A-18. Standard errors for Table 18. Percentage distribution of school teachers 

by race/ethnicity, percentage minority, school type, and selected school 

characteristics: 2003-04 ............................................................................... 133

 

A-19. Standard errors for Table 19. Average age of school teachers and 

percentage distribution of teachers by sex, by school type and selected 

school characteristics: 2003-04.................................................................... 135

 

A-20. Standard errors for Table 20. Percentage distribution of school teachers 

by highest degree earned, school type, and selected school 

characteristics: 2003-04 ............................................................................... 137

 

A-21. Standard errors for Table 21. Percentage distribution of school teachers 

by total years of full-time teaching experience, years teaching at current 

school, school type, and selected school characteristics: 2003-04 .............. 139

 

A-22. Standard errors for Table 22. Percentage of school teachers who took 

and passed various tests, by school type and selected school 

characteristics: 2003-04 ............................................................................... 141

 

A-23. Standard errors for Table 23. Average base salary and earnings from 

salary supplements during the current school year for regular full-time 

school teachers, by school type and selected school characteristics: 

2003-04 ........................................................................................................ 143
xiv

A-24. Standard errors for Table 24. Average base salary and earnings from 

salary supplements during the summer of 2003 for regular full-time 

school teachers, by school type and selected school characteristics: 

2003-04 ........................................................................................................ 145

 

A-25. Standard errors for Table 25. Percentage of school teachers by main 

activity in school, by school type and selected school characteristics: 

2003-04 ........................................................................................................ 147

 

A-26. Standard errors for Table 26. Average number of hours per week that 

regular full-time school teachers spent on selected activities, by school 

type and selected school characteristics: 2003-04 ....................................... 149

 

A-27. Standard errors for Table 27. Percentage distribution of school 

principals by race/ethnicity, percentage minority, school type, and 

selected school characteristics: 2003-04 ...................................................... 151

 

A-28. Standard errors for Table 28. Percentage distribution of school 

principals by highest degree earned, school type, and selected school 

characteristics: 2003-04 ............................................................................... 153

 

A-29. Standard errors for Table 29. Experience of school principals, by school 

type and selected school characteristics: 2003-04 ....................................... 155

 

A-30. Standard errors for Table 30. Average annual salary for school 

principals and average annual salary by years of experience as a 

principal, by school type and selected school characteristics: 2003-04....... 157

 

A-31. Standard errors for Table 31. Average hours per week that school 

principals spent on all school-related activities and interacting with 

students, by school type and selected school characteristics: 2003-04........ 159

 

A-32. Standard errors for Table 32. Percentage of school principals who were 

currently teaching in addition to serving as principal and average 

number of years spent teaching before becoming a principal, by school 

type and selected school characteristics: 2003-04 ....................................... 161

 

A-33. Standard errors for Table 33. Percentage of public school districts and 

private schools that had salary schedules for teachers and among those 

that had salary schedules, the average yearly base teacher salary, by 

various levels of degrees and experience and selected public school 

district and private school characteristics: 2003-04..................................... 163

 

A-34. Standard errors for Table 34. Percentage of public school districts and 

private schools that offered various benefits to teachers, by selected 

public school district and private school characteristics: 2003-04............... 165
xv

A-35. Standard errors for Table 35. Percentage of public school districts and 

private schools that used pay incentives for various reasons, by selected 

public school district and private school characteristics: 2003-04............... 167

 

A-36. Standard errors for Table 36. Percentage of public school districts and 

private schools that provided professional development training for 

school or district administrators, by selected public school district and 

private school characteristics: 2003-04........................................................ 169

 

A-37. Standard errors for Table 37. Percentage of public school districts and 

private schools that provided professional development opportunities for 

school or district administrators, by selected public school district and 

private school characteristics: 2003-04........................................................ 171

 

A-38. Standard errors for Table 38. Average number of public school teachers 

who were newly hired by public school districts for grades K-12 and 

comparable ungraded levels and percentage of public school districts 

that required selected criteria when considering teaching applicants, by 

selected public school district characteristics: 2003-04............................... 173

 

A-39. Standard errors for Table 39. Average number of public school 

principals who were newly hired by public school districts for grades K12 and comparable ungraded levels and percentage of public school 

districts that required selected criteria when considering principal 

applicants, by selected public school district characteristics: 2003-04........ 174

 

A-40. Standard errors for Table 40. Average number of public school teachers 

in public school districts who were dismissed in the previous year or did 

not have their contracts renewed based on poor performance, by years of 

teaching experience and selected public school district characteristics: 

2003-04 ........................................................................................................ 175

 

A-41. Standard errors for Table 41. Percentage of public school districts that 

required all schools to participate in state or district assessments, that 

required all schools except charter schools to participate, that permitted 

schools to participate on a voluntary basis, and that had no state or 

district-level assessment program, by selected public school district 

characteristics: 2003-04 ............................................................................... 176

 

A-42. Standard errors for Table 42. Graduation requirements for standard 

diplomas in 2004 among public school districts that granted high school 

diplomas, by selected public school district characteristics: 2003-04 ......... 177

 

A-43. Standard errors for Table 43. Of schools with library media centers, 

characteristics of library media center staff, by school type and selected 

school characteristics: 2003-04.................................................................... 178
xvi

A-44. Standard errors for Table 44. Of schools with library media centers, 

percentage that contained various types of work areas, by school type 

and selected school characteristics: 2003-04 ............................................... 179

 

A-45. Standard errors for Table 45. Of schools with library media centers, 

percentage with various technological services, average number of 

computer workstations, and average number of computer workstations 

with Internet access in the library media center, by school type and 

selected school characteristics: 2003-04 ...................................................... 180

 

A-46. Standard errors for Table 46. Of schools with library media centers, 

percentage with space for a full class of students at one time, for other 

activities concurrent with a full class, and for independent student use, 

by school type and selected school characteristics: 2003-04....................... 181

 

A-47. Standard errors for Table 47. Of schools with library media centers, 

average number of total holdings, additions, and expenditures in library 

media centers during 2002-03 for various kinds of materials, by school 

type and selected school characteristics: 2003-04 ....................................... 182

Appendix B: Methodology and Technical Notes Tables 

 

B-1. Number of selected teachers in the SASS sample, by teacher type and 

sector: 2003-04............................................................................................. 191

 

B-2. Unweighted and base-weighted response rates and weighted overall 

response rates (in percent), by survey type: 2003-04................................... 193

 

B-3. Base-weighted response rates (in percent) for public school districts, 

schools, principals, teachers, and school library media centers, by state: 

2003-04 ........................................................................................................ 194

 

B-4. Base-weighted response rates (in percent) for private schools, 

principals, and teachers, by NCES typology: 2003-04 ................................ 195

 

B-5 Unweighted unit sample size, by survey type: 2003-04 .............................. 195

 
1

Introduction 

The Schools and Staffing Survey (SASS) is the nation’s most extensive sample survey of 

elementary and secondary schools and the teachers and administrators who staff them. 

Sponsored by the National Center for Education Statistics (NCES), SASS has been 

conducted five times: in school years 1987-88, 1990-91, 1993-94, 1999-2000, and 2003-

04 by the United States Census Bureau. This report introduces the data from the fifth 

administration (2003-04) of SASS. 

The 2003-04 SASS covered three school sectors: public, Bureau of Indian Affairs (BIA), 

and private. “Public schools” include traditional public schools and public charter 

schools. “Traditional public schools” are defined as institutions that provide educational 

services for at least one of grades 1-12 (or comparable ungraded levels), have one or 

more teachers to give instruction, are located in one or more buildings, receive public 

funds as primary support, and are operated by an education agency. They include 

regular, special education, vocational/technical, and alternative schools. They also 

include schools in juvenile detention centers, and domestic schools located on military 

bases and operated by the Department of Defense. “Public charter schools” are public 

schools that, in accordance with an enabling state statute, have been granted a charter 

exempting them from selected state or local rules and regulations. “BIA-funded schools”

are schools that are funded by the Bureau of Indian Affairs and may be operated by the 

BIA, a local tribe, or private contractor. “Private schools” are schools not in the public 

system that provide instruction for any of grades 1-12 (or comparable ungraded levels). 

The instruction must be given in a building that is not used primarily as a private home. 

The sampling frame for public schools was an adjusted version of the 2001-02 Common 

Core of Data (CCD). The private school sampling frame is based on a list frame 

supplemented by an area frame for complete coverage. The list frame was based on the 

2001-02 Private School Survey (PSS). This frame was updated for the 2003-04 PSS with 

private school organizations and state lists collected by the Census Bureau in the autumn 

of 2002. The frame for Bureau of Indian Affairs (BIA) schools consisted of a CCD list of 

elementary, secondary, and combined K-12 schools that BIA funded or operated during 

the 2001-02 school year. All BIA schools that met the SASS definition of a school were 

included in the SASS sample. Additional information regarding sampling may be found 

in appendix B of this report. 

Once schools were selected, the school principals and the public school districts 

associated with the sampled public schools were included. School library media centers 

were included for the public and BIA sectors. Each selected school was asked to provide 

a list of its teachers. These lists made up the teacher sampling frame and a sample of 

teachers was selected from each school. This design facilitates the collection of 

complementary datasets that provide policymakers, researchers, educators, and the 

general public with a broad range of information on the conditions of schools and staffing 

in the United States. In 2003-04, SASS went out to approximately 5,400 public school 
2

districts, 13,300 schools, 13,300 principals or school heads, 62,000 teachers, and 9,400 

school library media centers. 

This report is intended to give the reader an overview of the SASS data for the school 

year 2003-04 through tables of estimates for public, private, and BIA-funded schools and 

their staff. The tables contain estimates from schools, teachers, principals, districts, and 

school library media centers for public, private, and BIA-funded schools, as applicable. 

All tables for public and private schools show breakdowns by school type (public 

schools: traditional or charter; private schools: Catholic, other religious, or nonsectarian), 

community type (urbanicity), school level (elementary, secondary, or combined), and 

student enrollment. Tables containing district reports show breakdowns by district size 

(number of schools in the district), community type (urbanicity), district K-12 enrollment, 

and the percent of K-12 students who were approved for free or reduced-price lunches. 

The following five sections illustrate what data are available in SASS by the type of 

respondent: Schools, Teachers, Principals, Districts, and Library Media Centers. A few 

examples of these data are then highlighted in each section for public respondents only. 

These highlights were not selected to emphasize any particular issue, and they should not 

be interpreted as representing the most important findings in the data. They are simply 

examples of the kinds of data that are available and can be compared. 

The reported results are weighted totals and percentages generated from bivariate crosstabulation procedures. Comparisons drawn in the text have been tested for statistical 

significance at the .05 level using Student’s t statistics to ensure that the differences are 

larger than those that might be expected due to sampling variation. Many of the variables 

examined are related to one another, and complex interactions and relationships have not 

been explored here. More sophisticated analyses can be conducted with the restricted-use 

version of the SASS data (contact NCES for more information on data access). 

Appendix B (page 200) details the statistical tests used here, and how to assess the 

statistical significance of additional comparisons among the estimates provided in the 

data tables, using the standard error tables provided in the report. 

In the 2003-04 school year, the SASS data were weighted to represent 88,113 public 

schools educating 47,315,700 students in grades K-12. About 3,250,600 full-time and 

part-time teachers taught in public schools. There were 168 BIA-funded schools serving 

44,300 students in the 2003-04 school year. About 4,000 full-time and part-time teachers 

worked in BIA-funded schools. Among private schools, approximately 5,059,400 

students were served by 28,384 schools. There were about 467,400 full-time and parttime teachers working in private schools (table 1). 
3

Schools 

Tables 2-17 provide data as reported by schools on student characteristics, targeted 

services and programs offered, school organization, and school staffing and vacancies. A 

few illustrative public sector results are presented below: 

• Of students enrolled in public schools, the racial and ethnic origin composition 

was 60 percent non-Hispanic White, 18 percent Hispanic (of any race), 17 percent 

non-Hispanic Black, 4 percent Asian or Pacific Islander, and 1 percent American 

Indian or Alaska Native (table 2). 

• Ninety-eight percent of public schools had one or more students with an 

Individual Education Plan (IEP). Among public schools, about 13 percent of 

students, on average, had an IEP. Students in schools with an enrollment less 

than 100 were more likely to have an IEP (24 percent), compared to students in 

public schools in each of the other enrollment categories (table 3). 

• Sixty-three percent of public schools had students who were designated as 

limited-English-proficient (LEP), while 11 percent of all public school students 

were LEP. Public elementary schools were more likely to have students 

designated as LEP (68 percent) than secondary schools (57 percent) or combined 

schools (34 percent) (table 5). 

• Eighty-six percent of public schools reported organizing their classes by 

traditional grades or academic departments. Public charter schools were less 

likely to use traditional grades or academic departments (69 percent) than 

traditional public schools (86 percent). Public charter schools were more likely to 

use student groups that remained with the same teacher for two or more years 

(e.g., looping) (37 percent) than traditional public schools (21 percent) and also 

more likely to use block scheduling (49 percent) than traditional public schools 

(34 percent). No measurable differences were found between traditional public 

and public charter schools in the percentage using interdisciplinary teaching (36 

vs. 37 percent) or paired or team teaching (36 vs. 38 percent) (table 7). 

• Forty-seven percent of public schools reported having extended-day programs 

providing instruction beyond the normal school day for students who needed 

academic assistance. Public schools located in central city locations were more 

likely to have this program (58 percent) than schools located in urban fringe/large 

towns (42 percent) or rural/small towns (45 percent) (table 11). 

• In public schools, considering all full-time and part-time staff, there were about 

57,000 full-time and part-time instructional coordinators and supervisors, 353,700 

full-time and part-time student support services professional staff (table 12). 

There were also about 633,700 instructional aides, 248,000 secretaries and other 
4

clerical support staff, 394,200 food service personnel, and 360,800 custodial 

maintenance and security personnel (table 13). 

• Thirty-two percent of public schools reported having one or more temporary 

buildings, and 9 percent of public schools reported an enrollment that exceeded 

the capacity of their permanent and temporary buildings. Public schools in rural 

areas were less likely to have temporary buildings (21 percent) than schools in 

urban fringe/large towns (34 percent) or central city locations (38 percent). The 

percentage of schools having temporary buildings in urban fringe/large towns was 

measurably different from the percentage of schools in central city locations 

(table 17). 

Teachers 

Tables 18-26 provide data on teachers as reported by the teachers, including general 

characteristics, highest degree earned, teaching experience, salary, and hours worked in a 

typical week. A few illustrative results from public school teachers are presented below: 

• Among public school teachers, 83 percent were non-Hispanic White, 8 percent 

were non-Hispanic Black, 6 percent were Hispanic, about 1 percent were nonHispanic American Indian or Alaska Native, about 1 percent were non-Hispanic 

Asian, and less than 1 percent were non-Hispanic Native Hawaiian or Other 

Pacific Islander (table 18). 

• Fifty-one percent of public school teachers reported that their highest degree was 

a bachelor’s degree, 41 percent reported that they had achieved a master’s degree, 

7 percent had earned a degree higher than a master’s degree, and about 1 percent 

had earned less than a bachelor’s degree. A higher percentage of secondary 

school teachers held a master’s degree as the highest degree earned (43 percent), 

compared to elementary school teachers (41 percent) (table 20). 

• Eighteen percent of public school teachers had 3 or fewer years of full-time 

teaching experience, and 82 percent reported having 4 or more years of full-time 

teaching experience. Among public schools, there was a smaller percentage of 

teachers with 3 or fewer years of full-time teaching experience in rural/small town 

communities (15 percent) than the percentage of teachers with 3 or fewer years 

experience teaching in central cities (20 percent). There was no measurable 

difference between the percentage of teachers with 3 or fewer years experience 

teaching in urban fringe/large towns (18 percent) compared to central city or 

rural/small town communities (table 21). 

• The average academic year base teaching salary for regular full-time teachers in 

public schools was $44,400. Forty percent of public school regular full-time 

teachers reported earning additional compensation from the same school system 
5

for work involving extracurricular activities. On average, they earned $2,700 for 

this work (table 23). 

• Regular full-time teachers in public schools reported that they were required to 

work an average of 38 hours to receive their base pay during a typical full week. 

On average, regular full-time public school teachers spent 29 hours per week on 

delivering instruction to a class of students. In addition, they reported spending 

53 hours on all teaching and other school-related activities during a typical full 

week (table 26). 

Principals 

Tables 27-32 include data on principals as reported by the principals, including general 

characteristics, highest degree earned, experience, salary, and hours worked in a typical 

week. A few illustrative results from public school principals are presented below: 

• Among all public school principals, 82 percent were non-Hispanic White, 11 

percent were non-Hispanic Black, 5 percent were Hispanic, about 1 percent were 

non-Hispanic American Indian or Alaska Native, about 1 percent were nonHispanic Asian, and less than 1 percent were non-Hispanic Native Hawaiian or 

Other Pacific Islander. The percentage of principals who were from any of the 

reported minority groups was 18 percent (table 27). 

• Among all public school principals, more held a master’s degree (59 percent) as 

their highest degree earned than an education specialist or professional diploma 

(30 percent), a doctorate/1st professional degree (9 percent), and a bachelor’s 

degree (2 percent) (table 28). 

• The average annual salary for public school principals was $75,500. Public 

school principals in secondary schools had salaries ($79,400) that were higher 

than those in elementary ($75,400) and combined schools ($64,700). Elementary 

school principal salaries were significantly higher than those in combined schools 

(table 30). 

• Public school principals spent an average of 59 hours per week on all schoolrelated activities and an average of 23 hours per week interacting with students. 

Principals in public schools with an enrollment of less than 100 spent fewer 

average hours per week on all school-related activities (50 hours) than principals 

at public schools in all enrollment categories of 100 or more (table 31). 

• Twenty-eight percent of public school principals were currently teaching in 

addition to serving as principal. Principals of public schools located in rural/small 

town locations were more likely to be teaching in addition to serving as principal 

(38 percent), compared to principals of public schools in urban fringe/large town 

(22 percent) or central city locations (16 percent). There was no measurable 
6

difference in the percentage of principals who were teaching in public schools in 

urban fringe/large towns as compared to principals of public schools in central 

city locations (table 32). 

Districts 

Tables 33-42 provide school district data and comparable private school information 

when available, including teacher salary schedules, benefits and incentives offered, 

professional development for teachers and administrators, hiring criteria, student 

assessments, and graduation requirements. A few illustrative examples from school 

districts are presented below: 

• Ninety-three percent of all public school districts reported having a salary 

schedule for teachers. Among districts that had salary schedules, the average 

yearly base teaching salary for teachers with a bachelor’s degree and no teaching 

experience was $29,100. The average yearly salary at the highest step on the 

salary schedule was $53,900 (table 33). 

• Eighty percent of public school districts provided training for school or district 

administrators on the topic of advances in curriculum, teaching, or assessment; 75 

percent provided training in evaluation or supervision; 73 percent provided 

training to use technology for planning, budgeting, decision making, or reporting; 

and 61 percent of all public school districts provided training in management 

techniques (table 36). 

• A majority of public school districts required the following criteria when 

considering teaching applicants: full standard state certification in the field to be 

taught (77 percent), at least an emergency or temporary state certification or 

endorsement for the field to be taught (71 percent), graduation from a stateapproved teacher education program (66 percent), passing score on a state test of 

basic skills (64 percent), a college major or minor in the field to be taught (63 

percent), or a passing score on a state test of subject knowledge (58 percent) 

(table 38). 

• Among public school districts that granted high school diplomas and required 

instruction in various subject fields, districts required an average of 3.9 years of 

instruction in English/language arts, 3.2 years of instruction in social sciences or 

social studies, 2.8 years of instruction in mathematics, and 2.5 years of instruction 

in physical or biological sciences (table 42). 

Library Media Centers 

Tables 43-47 present data as reported by school library media centers on topics 

pertaining to the libraries such as staff qualifications, structure, and availability and 
7

acquisition of materials. A few illustrative examples of the results from public school 

library media centers are presented below: 

• Among public schools with library media centers, 68 percent of the paid 

professional library staff had a master's degree as the highest degree earned, 22 

percent had a bachelor's degree as the highest degree earned, 7 percent had less 

than an associate's degree as the highest degree earned, 2 percent had an 

associate's degree as the highest degree earned, and 1 percent had a doctoral 

degree as the highest degree earned (table 43). 

• During the 2002-03 school year, public school library media centers spent about 

$6,300 on books and acquired about 574 book titles, on average. The average 

number of book titles available at the end of the 2002-03 school year in public 

school libraries was 10,900 (table 47). 

9

Reference 

Tourkin, S.C., Warner, T., Parmer, R., Cole, C., Jackson, B., Zukerberg, A., Cox, S., and 

Soderborg, A. (2006). Documentation for the 2003-04 Schools and Staffing Survey

(NCES 2006-323). U.S. Department of Education. Washington DC: National Center 

for Education Statistics. 

11

Tables 

 13

Table 1. 

Students Teachers1 Schools Principals1 Libraries 

 Total 52,419,400 3,722,000 116,665 115,478 78,411 

All public schools 47,315,700 3,250,600 88,113 87,621 78,257 

 School classification Traditional public 46,689,000 3,208,500 85,934 85,451 77,319 

 Charter school 626,700 42,100 2,179 2,170 938  Community type Central city 13,972,000 929,400 21,985 21,849 18,490 

 Urban fringe/large town 24,915,800 1,704,200 42,326 42,110 38,411  Rural/small town 8,427,900 617,000 23,802 23,662 21,356  School level  Elementary 29,953,900 2,107,900 61,572 61,477 57,404 

 Secondary 15,301,300 975,200 19,886 19,697 16,268  Combined 2,060,400 167,500 6,655 6,447 4,586  Student enrollment Less than 100 320,900 48,700 6,895 6,476 2,905  100-199 1,182,300 118,800 7,922 7,911 5,995  200-499 12,543,200 978,900 35,685 35,893 33,104  500-749 12,290,800 850,300 20,156 19,818 19,253  750-999 7,229,600 466,300 8,396 8,428 7,868  1,000 or more 13,748,800 787,700 9,059 9,096 9,132 All BIA schools 44,300 4,000 168 167 154 See notes at end of table.School type and selected

Number of students, teachers, schools, principals, school libraries, and districts, by school type and selected school characterist

school characteristic
 14

Table 1. 

—Continued

Students Teachers1 Schools Principals1 Libraries 

All private schools 5,059,400 467,400 28,384 27,690 † 

 School classification Catholic 2,320,000 164,000 7,919 7,900 † 

 Other religious 1,746,500 178,300 13,659 13,092 †  Nonsectarian 992,900 125,100 6,806 6,698 †  Community type Central city 2,087,100 182,300 9,757 9,666 †  Urban fringe/large town 2,533,500 235,700 14,129 13,749 †  Rural/small town 438,800 49,400 4,499 4,275 †  School level  Elementary 2,676,000 222,900 17,331 16,748 †  Secondary 832,300 76,700 2,657 2,514 †  Combined 1,551,200 167,800 8,397 8,427 †  Student enrollment Less than 100 577,700 82,400 13,492 12,712 †  100-199 913,600 95,900 6,263 6,216 †  200-499 2,063,300 170,400 6,646 6,717 †  500-749 735,900 55,500 1,228 1,237 †  750 or more 769,000 63,200 754 808 † † Not applicable.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not district. Detail may not sum to totals because of rounding. Community type for students, teachers, schools, principals, and libraries is based on the loschool. Community type for district is based upon the locale of the majority of the schools located in the district and may differ from the community tysampled from the district.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, Public School Teacher, BIA School Teacher, Private School Teacher, Public School Principal, BIA School Principal, Private School Principal, Public SMedia Center, BIA School Library Media Center, and District Data Files.

Number of students, teachers, schools, principals, school libraries, and districts, by school type and selected school characterist

school characteristic

1 Includes full- and part-time head counts.

School type and selected
Table 2. Percentage distribution of students, by sex, race/ethnicity, percentage minority, school type, and selected school characteristics: 20

Hispanic, American

White, Black, regardless Indian/Alaska Asian

Male Female non-Hispanic non-Hispanic of race Native I

 All schools 50.0 50.0 61.8 16.0 16.7 1.3 All public schools 50.1 49.9 60.3 16.8 17.7 1.3  School classification Traditional public 50.1 49.9 60.6 16.6 17.6 1.3  Charter school 48.6 51.4 43.4 29.7 21.7 1.4  Community type Central city 49.5 50.5 36.0 28.4 28.9 0.8  Urban fringe/large town 50.3 49.7 68.2 12.3 14.6 1.0  Rural/small town 50.5 49.5 77.5 10.6 7.8 3.0  School level  Elementary 49.9 50.1 57.8 17.7 19.6 1.2  Secondary 50.0 50.0 63.4 15.7 15.0 1.2  Combined 52.7 47.3 74.2 11.6 9.0 3.6  Student enrollment Less than 100 57.8 42.2 59.3 13.8 22.2 4.0  100-199 52.0 48.0 71.3 12.9 10.5 4.0  200-499 50.7 49.3 67.3 16.8 11.0 1.9  500-749 50.1 49.9 60.3 16.9 18.5 1.1  750-999 49.3 50.7 55.4 18.2 21.5 0.8  1,000 or more 49.5 50.5 55.8 16.2 21.5 0.9 All BIA schools 48.0 2 52.0 2 1.4 0.6 0.8 97.1 

See notes at end of table.

Race/ethnicity

School type and selected school characteristic

Sex

15
Table 2. Percentage distribution of students, by sex, race/ethnicity, percentage minority, school type, and selected school characteristics: 20

—Continued

Hispanic, American

White, Black, regardless Indian/Alaska Asian

Male Female non-Hispanic non-Hispanic of race Native I

All private schools 49.8 50.2 76.5 9.3 8.3 0.8  School classification Catholic 48.5 51.5 74.1 8.5 11.3 0.9  Other religious 49.7 50.3 80.0 10.3 5.5 0.7  Nonsectarian 53.0 47.0 75.9 9.4 6.1 0.9  Community type Central city 48.6 51.4 68.6 13.0 10.9 0.5  Urban fringe/large town 50.4 49.6 80.9 7.4 7.0 0.7  Rural/small town 51.8 48.2 88.8 3.1 3.2 3.1  School level  Elementary 50.4 49.6 74.3 10.3 9.1 1.1  Secondary 48.5 51.5 76.4 7.9 9.7 0.6  Combined 49.5 50.5 80.4 8.4 6.1 0.6  Student enrollment Less than 100 54.0 46.0 73.5 13.4 8.3 0.9  100-199 51.4 48.6 71.8 13.3 7.9 2.4  200-499 48.8 51.2 76.9 8.8 9.0 0.5  500-749 47.1 52.9 81.5 6.1 6.4 0.3  750 or more 50.0 50.0 78.5 6.1 8.6 0.3 

1 Minority includes Black, non-Hispanic; Hispanic, regardless of race; American Indian/Alaska Native; and Asian/Pacific Islander.

2 For the item that measured male student enrollment in grades K-12 and comparable ungraded levels, the response rate was below 70 percent on the B

item was also used to calculate female student enrollment. NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, an

Sex Race/ethnicity

school characteristicSchool type and selected 

16
 17

Table 3. 

Most of Som

All day the day the 

 All schools 98,370 84.3 12.0 25.8 38.5 All public schools 86,095 97.7 12.8 25.2 38.5  School classification Traditional public 84,043 97.8 12.9 25.0 38.5 

 Charter school 2,052 94.2 10.8 42.3 40.3  Community type Central city 21,452 97.6 12.9 28.8 35.5  Urban fringe/large town 41,617 98.3 12.6 24.0 38.8  Rural/small town 23,026 96.7 13.6 23.3 42.3  School level  Elementary 60,657 98.5 12.7 23.5 42.1  Secondary 19,016 95.6 12.5 27.5 31.6  Combined 6,421 96.5 16.4 34.0 38.5  Student enrollment Less than 100 5,712 82.8 23.7 53.3 30.0  100-199 7,700 97.2 17.1 32.5 41.3  200-499 35,392 99.2 12.7 23.2 44.8  500-749 20,070 99.6 13.3 24.8 39.8  750-999 8,254 98.3 12.9 24.1 37.9  1,000 or more 8,966 99.0 11.8 26.7 31.5 All BIA schools 168 100.0 18.2 32.1 40.5 school characteristicSee notes at end of table.

Number and percentage of schools that had students with an Individual Education Plan (IEP), percentage of enrolled students wh

Among IEP students in schools that had any studen

percent who spent varying amounts of time in regu

percentage of IEP students who spent varying amounts of time in regular classrooms, by school type and selected school charac

Percent of 

enrolled students 

who had an IEP

School type and selected 

Number of 

schools that had 

any students with 

an IEP

Percent of all 

schools that had 

any students with 

an IEP
 18

Table 3. 

—Continued

Most of Som

All day the day the 

All private schools 12,108 42.7 4.0 56.6 37.6  School classification Catholic 4,864 61.4 2.3 53.9 39.4 

 Other religious 3,911 28.6 2.6 50.6 46.0  Nonsectarian 3,333 49.0 10.4 72.2 20.7  Community type Central city 4,283 43.9 2.9 57.4 34.9  Urban fringe/large town 6,200 43.9 4.9 58.0 37.6  Rural/small town 1,625 36.1 4.1 47.9 45.1  School level  Elementary 7,647 44.1 2.8 53.4 40.5  Secondary 1,426 53.7 4.0 65.3 28.9  Combined 3,035 36.2 6.1 57.1 38.0  Student enrollment Less than 100 4,541 33.7 12.6 71.7 23.8  100-199 3,325 53.1 5.5 63.7 32.2  200-499 3,406 51.3 2.4 50.5 42.6  500-749 556 45.3 2.8 49.4 46.4  750 or more 279 37.0 1.2 57.9 34.0 Files.school characteristicSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, School type and selected NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not 

Among IEP students in schools that had any studen

percent who spent varying amounts of time in regu

Number of 

schools that had 

any students with 

an IEP

Percent of all 

schools that had 

any students with 

an IEP

Percent of 

enrolled students 

who had an IEP

Number and percentage of schools that had students with an Individual Education Plan (IEP), percentage of enrolled students wh

percentage of IEP students who spent varying amounts of time in regular classrooms, by school type and selected school charac
 19

Table 4. 

Percent Percent of

Number of schools of all schools K-12 students Number of Percent of

receiving service1 receiving service1 participating participating schools all schools

 All schools 53,313 45.7 25.1 91,146 78.1 All public schools 47,917 54.4 27.5 84,302 95.7  School classification Traditional public 47,435 55.2 27.7 82,733 96.3 

 Charter school 482 22.1 14.2 1,570 72.0  Community type Central city 12,734 57.9 40.4 21,063 95.8  Urban fringe/large town 20,847 49.3 19.7 40,640 96.0  Rural/small town 14,336 60.2 29.2 22,599 94.9  School level  Elementary 40,406 65.6 36.1 60,442 98.2  Secondary 4,883 24.6 12.0 18,106 91.0  Combined 2,629 39.5 17.8 5,754 86.5  Student enrollment Less than 100 2,250 32.6 21.1 5,313 77.1  100-199 4,644 58.6 29.8 7,324 92.5  200-499 22,911 64.2 33.4 34,780 97.5  500-749 11,169 55.4 31.2 19,790 98.2  750-999 4,115 49.0 31.6 8,221 97.9  1,000 or more 2,828 31.2 16.5 8,874 98.0 All BIA schools — — — 164 98.1 

Participation in Title I and the National School Lunch Program, by school type and selected school characteristics: 2003-04

school characteristicSchool type and selected See notes at end of table.

Title I services

National School Lunch Pro
 20

Table 4. 

Percent Percent of

Number of schools of all schools K-12 students Number of Percent of

receiving service1 receiving service1 participating participating schools all schools

All private schools 5,375 18.9 3.2 6,680 23.5  School classification Catholic 3,773 47.6 5.3 4,136 52.2 

 Other religious 1,132 8.3 1.2 1,631 11.9  Nonsectarian 470 6.9 1.6 913 13.4  Community type Central city 2,397 24.6 4.1 2,751 28.2  Urban fringe/large town 2,083 14.7 2.1 2,764 19.6  Rural/small town 894 19.9 5.0 1,165 25.9  School level  Elementary 4,514 26.0 4.9 5,162 29.8  Secondary 242 9.1 1.1 612 23.0  Combined 619 7.4 1.4 906 10.8  Student enrollment Less than 100 1,423 10.6 3.3 1,889 14.0  100-199 1,802 28.8 5.6 2,214 35.4  200-499 1,902 28.6 3.7 2,109 31.7  500-749 214 17.4 1.4 328 26.7  750 or more 34 4.5 0.4 139 18.5 

— Not available.1 These services are received at the school or any other location.

NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School Files.school characteristicSchool type and selected 

National School Lunch Pr

Title I services

Participation in Title I and the National School Lunch Program, by school type and selected school characteristics: 2003-04—Con
 21

Table 5. 

Teacher

Information observation Home 

provided or language Student Student 

by parent referral survey interview records 

 All schools 59,265 50.8 10.7 93.3 83.1 81.3 72.1 90.2 All public schools 55,438 62.9 10.8 93.4 82.3 85.0 71.5 91.2  School classification Traditional public 54,495 63.4 10.8 93.5 82.3 85.1 71.6 91.2 

 Charter school 943 43.3 12.0 90.8 81.8 83.7 66.2 88.9 

 Community type Central city 16,018 72.9 17.3 92.6 80.2 87.9 70.9 93.1 

 Urban fringe/large town 28,946 68.4 8.2 94.1 83.7 85.6 72.3 91.7  Rural/small town 10,474 44.0 5.7 92.9 81.7 79.1 70.1 86.8  School level  Elementary 41,780 67.9 13.3 94.3 82.5 86.3 69.2 90.6  Secondary 11,425 57.5 6.0 91.0 81.8 81.9 79.3 94.1  Combined 2,233 33.6 7.0 88.8 82.9 77.6 74.7 86.7 

 Student enrollment Less than 100 1,986 28.8 20.4 85.0 79.1 86.1 55.9 89.2  100-199 2,759 34.8 9.9 92.7 84.5 85.6 74.5 90.9 

 200-499 21,213 59.4 9.3 93.5 83.9 81.7 69.5 90.8  500-749 14,852 73.7 12.5 94.6 79.2 88.5 69.4 90.3  750-999 6,811 81.1 13.6 92.0 82.4 84.5 73.5 90.2  1,000 or more 7,817 86.3 9.1 94.6 84.0 87.4 81.8 95.3 All BIA schools 121 72.4 52.8 82.2 66.6 71.0 46.5 55.9 school characteristic

Number of 

schools that 

had any LEP 

students

Percent of all 

schools that 

had any LEP 

students

Percent of 

enrolled 

students who 

were LEP

See notes at end of table.

Number and percentage of schools that had limited-English-proficient (LEP) students, percentage of enrolled students who were 

Percent of schools with LEP students that

of schools with LEP students that used various ways of determining LEP status, by school type and selected school characterist

used various ways of determining LEP status

School type and selected 
 22

Table 5. 

—Continued

Teacher

Information observation Home 

provided or language Student Student 

by parent referral survey interview records 

All private schools 3,706 13.1 5.5 91.3 94.5 25.9 81.7 76.7  School classification Catholic 1,351 17.1 3.2 94.5 96.5 33.4 87.6 80.5 

 Other religious 1,442 10.6 8.7 89.7 94.9 18.6 79.6 70.4  Nonsectarian 913 13.4 4.7 89.0 91.0 26.2 76.1 81.1 

 Community type Central city 1,765 18.1 6.6 92.9 98.1 26.1 82.4 82.1 

 Urban fringe/large town 1,614 11.4 3.5 91.5 92.4 24.6 83.5 70.2 

 Rural/small town 327 7.3 9.2 81.3 85.7 30.7 69.1 79.8 

 School level  Elementary 2,140 12.3 6.0 92.5 97.1 27.8 79.1 73.2  Secondary 538 20.3 3.7 88.2 86.8 28.3 87.2 89.0  Combined 1,028 12.2 5.8 90.2 93.0 20.5 84.0 77.6  Student enrollment Less than 100 1,166 8.6 7.6 90.6 96.2 25.3 75.4 67.2  100-199 1,037 16.6 6.3 92.4 97.0 34.4 76.9 77.5  200-499 1,135 17.1 3.9 90.2 92.8 20.0 89.0 86.0  500-749 202 16.5 3.8 95.2 90.5 27.4 90.1 66.4  750 or more 166 22.0 8.4 91.5 83.7 14.5 95.1 88.2 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not district.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA SchoolFiles.

Percent of schools with LEP students that

school characteristicSchool type and selected 

used various ways of determining LEP status

of schools with LEP students that used various ways of determining LEP status, by school type and selected school characterist

Number of 

schools that 

had any LEP 

students

Percent of all 

schools that 

had any LEP 

students

Percent of 

enrolled 

students who 

were LEP

Number and percentage of schools that had limited-English-proficient (LEP) students, percentage of enrolled students who were 
 23

Table 6. 

Percent Percent Percent

of all schools using ESL, Percent using Percent using using ESL, Percent usi

with LEP bilingual, or regular English- their bilingual, or regular Englis

instructional immersion speaking native immersion speaki

programs techniques classrooms language techniques classroom

 All schools 83.3 91.5 85.9 14.3 82.2 9All public schools 86.0 92.0 85.7 14.4 83.1 9 School classification Traditional public 86.3 92.1 85.7 14.5 83.2 9 Charter school 69.3 79.4 89.3 11.9 75.9 90 Community type Central city 88.6 93.9 84.0 23.1 86.3 88 Urban fringe/large town 86.5 91.8 85.8 10.1 82.5 92 Rural/small town 80.6 89.4 88.6 12.5 79.6 93 School level  Elementary 87.4 92.8 85.7 15.8 84.1 90 Secondary 83.4 90.7 85.1 10.0 80.7 93 Combined 72.4 80.0 90.3 9.0 76.6 93 Student enrollment Less than 100 59.6 83.3 97.3 17.7 74.4 94 100-199 76.1 85.2 97.4 3.6 77.9 97 200-499 84.5 92.1 86.1 12.1 82.3 9 500-749 87.6 91.0 86.8 18.3 81.7 9 750-999 92.9 93.7 80.6 14.1 87.3 87 1,000 or more 91.2 95.2 82.2 15.9 87.1 92All BIA schools 78.9 76.7 93.3 27.6 71.1 95

Of schools that had limited-English-proficient (LEP) students, types of LEP programs, by school type and selected school charac

school characteristicSee notes at end of table.

Teaching English Teaching other subjects

Schools with LEP instructional programs

Methods used in LEP instructional programs

School type and selected 
 24

Table 6. 

—Continued

Percent Percent Percent

of all schools using ESL, Percent using Percent using using ESL, Percent usi

with LEP bilingual, or regular English- their bilingual, or regular Englis

instructional immersion speaking native immersion speaki

programs techniques classrooms language techniques classroom

All private schools 43.7 78.3 89.1 10.4 55.2 97 School classification Catholic 33.2 79.3 87.6 4.8 51.4 100 Other religious 47.3 75.4 98.1 8.2 53.7 98 Nonsectarian 53.3 81.3 77.8 18.6 60.8 92 Community type Central city 37.9 80.7 89.4 7.9 55.7 96 Urban fringe/large town 45.7 74.6 90.5 9.4 55.5 97 Rural/small town 64.5 83.6 83.3 21.8 52.8 99 School level  Elementary 38.0 85.7 91.5 10.4 59.5 100 Secondary 66.6 81.7 86.1 11.3 48.8 99 Combined 43.5 62.0 87.0 9.5 52.7 90 Student enrollment Less than 100 42.2 72.0 85.9 22.0 61.5 100 100-199 50.5 87.0 88.4 4.1 50.3 95 200-499 34.2 73.7 94.6 8.0 51.2 97 500-749 57.8 86.9 89.3 6.0 54.4 100 750 or more 58.7 70.6 86.5 # 67.5 86# Rounds to zero.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, Files.school characteristicSchool type and selected 

Schools with LEP instructional programs

Methods used in LEP instructional programs

Teaching English Teaching other subjects 

Of schools that had limited-English-proficient (LEP) students, types of LEP programs, by school type and selected school charac
 25

Table 7. 

Student groups

Grades that remain 2

Traditional grades subdivided into or more years 

or academic small groups with the 

discipline-based such as "houses" same teacher Interdisciplinary Paired or B

departments or "families" (e.g., looping) teaching team teaching sched

 All schools 84.0 13.1 22.9 34.4 32.4 All public schools 85.9 15.1 21.4 36.4 36.1  School classification Traditional public 86.4 14.9 21.0 36.4 36.1 

 Charter school 68.6 23.1 36.8 37.4 37.7  Community type Central city 83.7 19.0 26.3 40.2 41.4  Urban fringe/large town 87.8 15.8 20.6 37.3 37.7  Rural/small town 84.7 10.4 18.4 31.3 28.4  School level  Elementary 86.8 15.4 23.2 37.4 37.6  Secondary 86.7 15.7 15.4 35.6 35.2  Combined 75.3 10.7 23.3 29.8 24.8  Student enrollment Less than 100 68.0 12.7 42.0 29.2 24.5  100-199 83.9 10.6 19.6 27.9 23.8  200-499 87.1 9.7 21.3 33.9 33.2  500-749 87.9 16.4 19.5 38.3 39.9  750-999 87.3 28.9 17.8 45.3 48.6  1,000 or more 91.0 26.8 15.4 46.5 47.4 All BIA schools 80.8 9.9 17.7 26.8 28.8 school characteristic

Percentage of schools that used various methods to organize classes or student groups and percentage of schools that used a yschool type and selected school characteristics: 2003-04

School type and selected 

Percent of schools that used various methods to organize classes or student groups

See notes at end of table.
 26

Table 7. 

Student groups

Grades that remain 2

Traditional grades subdivided into or more years 

or academic small groups with the 

discipline-based such as "houses" same teacher Interdisciplinary Paired or 

departments or "families" (e.g., looping) teaching team teaching s

All private schools 78.0 6.8 27.5 28.3 20.7  School classification Catholic 91.4 5.6 10.0 37.5 14.1  Other religious 80.1 4.4 31.6 19.8 17.2  Nonsectarian 58.3 12.8 39.9 34.7 35.2  Community type Central city 81.1 8.3 23.2 33.8 24.2 

 Urban fringe/large town 77.2 5.9 28.2 26.7 19.0  Rural/small town 73.8 6.2 34.7 21.4 18.2  School level  Elementary 80.7 7.2 28.6 29.6 20.2  Secondary 82.6 5.8 9.2 30.0 21.6  Combined 71.0 6.2 31.1 25.1 21.3  Student enrollment Less than 100 63.6 8.0 44.8 22.7 23.4  100-199 87.8 4.5 17.8 32.2 17.2  200-499 92.9 6.5 8.2 35.4 18.8  500-749 93.3 6.6 5.6 26.9 15.6  750 or more 97.4 6.3 4.7 35.8 25.3 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, an

Percent of schools that used various methods to organize classes or student groups

Percentage of schools that used various methods to organize classes or student groups and percentage of schools that used a yeaschool type and selected school characteristics: 2003-04—Continued

school characteristicSchool type and selected 
 27

Table 8. 

Percent of Special

schools that student

had special Standardized Special aptitudes,

requirements Admission achievement Academic student skills, P

for admission test test record needs or talents in

 All schools 26.6 34.3 31.4 65.7 41.7 17.7 

All public schools 12.2 9.5 14.9 49.6 56.2 17.2  School classification Traditional public 11.9 9.3 15.1 50.0 57.1 17.5  Charter school 22.2 13.4 11.1 41.6 37.1 10.7  Community type Central city 16.4 7.9 15.6 37.5 53.0 17.2  Urban fringe/large town 11.0 9.3 12.7 52.7 58.2 14.6  Rural/small town 10.4 12.1 18.0 61.6 57.1 21.9  School level  Elementary 7.4 10.9 18.7 47.4 43.1 19.9  Secondary 19.9 8.6 12.6 62.6 57.9 18.3  Combined 33.0 8.1 11.1 30.9 80.1 9.5  Student enrollment Less than 100 40.5 3.5 3.5 36.4 72.3 9.1  100-199 18.3 6.4 11.9 42.3 72.2 11.7  200-499 8.7 15.5 20.9 58.9 51.0 21.4  500-749 7.9 6.2 12.6 42.8 44.7 19.8  750-999 10.7 12.0 27.8 64.2 37.6 18.2  1,000 or more 9.6 15.5 25.4 68.4 36.7 31.0 All BIA schools 67.7 4.7 6.2 24.0 17.2 11.0 See notes at end of table.School type and selected 

Percentage of schools that had various special requirements for admission other than proof of immunization, age, or residence, selected school characteristics: 2003-04

school characteristic

Of schools that had special requirements for admission, percent of schools that used variou
 28

Table 8. 

Percent of Special

schools that student

had special Standardized Special aptitudes,

requirements Admission achievement Academic student skills, 

for admission test test record needs or talents 

All private schools 71.0 47.7 40.4 74.5 34.2 18.0 

 School classification Catholic 62.8 52.0 47.8 89.3 37.6 18.5  Other religious 74.4 51.3 40.2 74.6 27.8 15.4  Nonsectarian 73.8 36.1 33.3 59.7 43.8 22.6  Community type Central city 76.3 51.0 43.7 77.1 35.7 19.3  Urban fringe/large town 69.6 47.3 40.3 73.4 35.2 18.0  Rural/small town 64.1 40.3 32.0 71.5 27.1 14.4  School level  Elementary 59.8 46.1 38.9 76.2 32.1 16.9  Secondary 89.7 51.2 47.3 75.7 34.8 22.2  Combined 88.3 48.8 40.1 71.9 36.9 18.0  Student enrollment Less than 100 63.8 35.4 25.1 58.3 36.8 13.6  100-199 70.7 47.4 40.0 79.8 33.7 17.8  200-499 80.4 60.0 56.2 89.7 31.9 21.1  500-749 87.1 67.5 62.3 90.8 28.5 24.6  750 or more 95.0 75.8 75.4 98.8 32.4 37.1 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not b

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, Files.

Percentage of schools that had various special requirements for admission other than proof of immunization, age, or residence, b

selected school characteristics: 2003-04—Continued

Of schools that had special requirements for admission, percent of schools that used v

school characteristicSchool type and selected 
 29

Table 9. 

Percent of schools in Percent of schools Percent of schoo

Number of schools Percent of all schools which 90 percent or in which 50 percent in which 50 perce

with students with students more of the 12th-grade or more of the or more of th

enrolled in the 12th enrolled in the 12th students graduated graduates from the graduates from th

grade during the grade during the with a diploma during previous year previous ye

previous year previous year the previous year (2002-03) attended (2002-03) attende

(2002-03) (2002-03) (2002-03) a 4-year college a 2-year colleg

 All schools 30,761 26.4 77.4 38.3 14All public schools 22,490 25.5 73.0 29.9 13 School classification Traditional public 21,742 25.3 74.0 30.4 13 Charter school 748 34.3 46.1 17.1 20 Community type Central city 4,388 20.0 55.0 26.7 12 Urban fringe/large town 9,429 22.3 73.2 32.4 13 Rural/small town 8,673 36.4 82.0 28.9 13 School level  Elementary 173 0.3 90.3 48.3  Secondary 16,749 84.2 73.8 30.6 12 Combined 5,569 83.7 70.1 27.4 15 Student enrollment Less than 100 3,566 51.7 44.1 11.7 14 100-199 2,629 33.2 63.2 22.6 22 200-499 5,972 16.7 83.4 31.4 12 500-749 2,935 14.6 81.6 27.2 10 750-999 1,785 21.3 80.8 37.2 7 1,000 or more 5,603 61.9 78.0 42.4 12All BIA schools 60 35.9 51.0 6.4 11School type and selected school characteristic

Number and percentage of schools that had any 12th-grade students, graduation status and college participation, by school type 

Among schools that had any 12th-grade studen

See notes at end of table.

characteristics: 2003-04
 30

Table 9. 

Percent of schools in Percent of schools Percent of schoo

Number of schools Percent of all schools which 90 percent or in which 50 percent in which 50 perce

with students with students more of the 12th-grade or more of the or more of th

enrolled in the 12th enrolled in the 12th students graduated graduates from the graduates from th

grade during the grade during the with a diploma during previous year previous ye

previous year previous year the previous year (2002-03) attended (2002-03) attende

(2002-03) (2002-03) (2002-03) a 4-year college a 2-year colleg

All private schools 8,211 28.9 89.7 61.4 15 School classification Catholic 1,284 16.2 98.7 93.1 2 Other religious 4,622 33.8 90.8 54.3 21 Nonsectarian 2,304 33.9 82.5 58.1 12 Community type Central city 2,542 26.1 87.8 67.5 12 Urban fringe/large town 3,991 28.3 89.9 60.1 16 Rural/small town 1,678 37.3 92.1 55.1 18 School level  Elementary 62 0.4 76.8 31.8 37 Secondary 2,421 91.1 93.1 76.8 9 Combined 5,728 68.2 88.4 55.2 18 Student enrollment Less than 100 3,164 23.4 80.6 31.8 23 100-199 1,514 24.2 90.7 64.8 18 200-499 2,236 33.6 97.1 80.9 10 500-749 657 53.5 99.0 94.3 4 750 or more 640 84.9 97.2 97.9 0# Rounds to zero.

1 The percent of schools in this column exceeds the sum of the previous two columns because it also includes schools in which the sum of students a

college exceeds 50 percent. NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, Files.

Number and percentage of schools that had any 12th-grade students, graduation status and college participation, by school type 

Among schools that had any 12th-grade studen

characteristics: 2003-04—Continued

School type and selected school characteristic
 31

Table 10. 

A program in

which at least half

Programs of the core Advanced

with special Talented/Gifted subjects are placement (AP)

instructional program or taught in a courses for International Spec

approaches honors courses foreign language college credit Baccalaureate (IB) career aca

 All schools 23.5 59.0 3.6 15.8 0.6 All public schools 22.4 68.9 4.0 16.2 0.7  School classification Traditional public 21.7 69.6 4.1 16.4 0.7 

 Charter school 49.0 38.9 2.5 8.8 1.1  Community type Central city 22.8 60.3 7.4 11.7 1.2  Urban fringe/large town 22.6 74.5 3.6 15.4 0.8  Rural/small town 21.6 66.9 1.5 21.9 0.1  School level  Elementary 18.1 70.3 4.7 1.7 0.4  Secondary 29.6 71.7 3.0 56.0 2.0  Combined 40.4 47.0 1.1 31.9 0.4  Student enrollment Less than 100 46.5 23.8 0.7 7.1 #  100-199 29.4 52.1 0.5 10.3 0.1  200-499 19.6 68.6 2.8 10.2 0.1  500-749 17.8 77.2 6.6 12.0 0.8  750-999 21.0 79.1 5.7 18.5 1.9  1,000 or more 20.4 91.0 7.3 59.2 3.2 All BIA schools 29.3 86.7 7.1 8.2 0.7 See notes at end of table.

Percentage of schools that offered various programs, by school type and selected school characteristics: 2003-04

School type and selected school characteristic
 32

Table 10. 

A program in

which at least half

Programs of the core Advanced

with special Talented/Gifted subjects are placement (AP)

instructional program or taught in a courses for International Spec

approaches honors courses foreign language college credit Baccalaureate (IB) career aca

All private schools 26.8 28.0 2.3 14.7 0.3  School classification Catholic 6.8 31.6 0.7 13.1 0.3 

 Other religious 23.4 24.9 2.9 15.4 0.1  Nonsectarian 57.0 30.0 3.1 15.1 0.7  Community type Central city 23.0 26.8 3.5 15.5 0.2  Urban fringe/large town 28.8 29.2 2.0 13.9 0.2  Rural/small town 28.9 26.7 0.8 15.2 0.5  School level  Elementary 20.1 17.1 2.6 0.8 0.1  Secondary 23.1 60.7 4.0 61.6 1.2  Combined 41.9 40.1 1.4 28.5 0.3  Student enrollment Less than 100 43.1 17.8 1.6 7.5 #  100-199 16.7 24.2 2.9 9.1 0.2  200-499 9.5 39.7 2.5 21.3 0.1  500-749 4.9 60.3 6.5 46.3 2.7  750 or more 8.4 86.2 2.0 80.2 3.0 # Rounds to zero.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, Files.

Percentage of schools that offered various programs, by school type and selected school characteristics: 2003-04—Continued

school characteristicSchool type and selected 
 33

Table 11. 

Before-school or Providing academic 

after-school day assistance for 

care programs enrolled students 

 All schools 25.5 10.1 40.6 38.5 66.0 All public schools 31.9 12.0 46.9 33.1 76.2  School classification Traditional public 32.3 12.1 46.8 32.9 76.7 

 Charter school 17.8 10.1 50.1 40.4 54.0  Community type Central city 33.8 16.6 58.0 41.0 81.5  Urban fringe/large town 31.2 10.6 42.3 37.8 78.1  Rural/small town 31.6 10.5 44.7 17.4 67.7  School level  Elementary 26.7 11.3 49.7 44.1 78.8  Secondary 46.9 12.5 41.2 5.4 71.0  Combined 35.7 17.6 37.0 13.8 67.5  Student enrollment Less than 100 36.2 12.2 29.0 9.1 59.8  100-199 21.3 11.2 38.0 19.7 66.5  200-499 27.1 11.2 45.7 39.0 75.3  500-749 32.1 10.5 50.8 42.6 79.7  750-999 41.4 17.6 56.7 35.5 83.0  1,000 or more 47.9 14.5 54.6 16.3 86.1 All BIA schools 37.4 38.1 66.1 22.0 61.2 

Percentage of schools that offered particular programs or services at the school for students, regardless of funding source, by 

selected school characteristics: 2003-04

school characteristic

Extended day program 

providing instruction 

beyond the normal 

school day for students 

who need academic 

assistance

Medical health care 

services beyond 

those provided by a 

school nurse

A separate, selfcontained program for 

students with discipline 

or adjustment problems

Programs or services available during the 2003-04 school year Summer school ac

intersessions availabl

2003 or the previous 

School type and selected See notes at end of table.
 34

Table 11. 

Before-school or Providing academic 

after-school day assistance for 

care programs enrolled students 

All private schools 5.6 4.0 21.0 55.3 34.5  School classification Catholic 0.9 2.1 19.0 65.0 30.8 

 Other religious 3.7 2.1 20.7 48.5 30.8  Nonsectarian 15.0 10.2 23.7 57.5 46.2  Community type Central city 5.6 3.4 24.1 69.3 39.8  Urban fringe/large town 5.9 3.7 20.2 53.7 33.2  Rural/small town 4.7 6.5 16.5 29.7 27.1  School level  Elementary 2.5 2.6 20.0 67.8 27.4  Secondary 12.5 11.8 21.8 5.6 44.8  Combined 9.8 4.5 22.8 45.2 45.8  Student enrollment Less than 100 8.7 4.0 20.4 42.3 35.2  100-199 3.9 5.0 24.4 67.8 30.7  200-499 1.7 2.8 18.7 70.1 32.7  500-749 3.1 5.3 20.5 61.1 40.4  750 or more 2.8 5.1 23.0 43.4 58.8 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not district.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, Files.

Summer school ac

intersessions availabl

2003 or the previous 

Extended day program 

providing instruction 

beyond the normal 

school day for students 

who need academic 

assistance

A separate, selfcontained program for 

students with discipline 

or adjustment problems

Medical health care 

services beyond 

those provided by a 

school nurse

School type and selected 

Percentage of schools that offered particular programs or services at the school for students, regardless of funding source, by 

school characteristic

selected school characteristics: 2003-04—Continued

Programs or services available during the 2003-04 school year
 35

Table 12. 

Vice Instructional School

principals coordinators counselors,

and and excluding 

assistant supervisors, Library psychologists 

principals/ such as media and 

school curriculum specialists/ social 

heads1 specialists1 librarians1 workers1 

 All schools 78,349 65,203 97,275 133,145 All public schools 65,038 56,980 81,338 118,761  School classification Traditional public 63,857 55,671 80,571 117,462  Charter school 1,181 1,310 767 1,299  Community type Central city 22,653 21,307 19,794 32,090 

 Urban fringe/large town 32,007 28,843 40,838 60,177  Rural/small town 10,378 6,830 20,707 26,494  School level  Elementary 33,992 38,724 57,491 64,575  Secondary 28,509 15,919 19,287 47,320  Combined 2,537 2,338 4,560 6,866  Student enrollment Less than 100 1,180 1,291 2,106 3,918  100-199 1,185 1,821 5,678 6,294  200-499 10,980 18,516 33,042 34,038  500-749 16,228 13,346 19,882 24,857  750-999 11,562 8,971 8,500 15,511  1,000 or more 23,902 13,035 12,130 34,143 All BIA schools 79 138 151 239 School type and selected See notes at end of table.

Number of various school staff, by school type and selected school characteristics: 2003-04

school characteristic
 36

Table 12. 

Vice Instructional School

principals coordinators counselors,

and and excluding 

assistant supervisors, Library psychologists 

principals/ such as media and 

school curriculum specialists/ social 

heads1 specialists1 librarians1 workers1 

All private schools 13,232 8,086 15,785 14,144  School classification Catholic 4,548 2,151 6,427 6,378  Other religious 4,926 2,934 5,833 3,008  Nonsectarian 3,758 3,000 3,525 4,759  Community type Central city 5,847 3,138 6,116 6,559 

 Urban fringe/large town 6,225 4,171 7,978 6,147  Rural/small town 1,161 777 1,691 1,438  School level  Elementary 5,525 3,129 8,470 4,407  Secondary 2,629 1,557 2,145 4,444  Combined 5,078 3,400 5,170 5,293  Student enrollment Less than 100 2,691 2,193 1,986 2,833  100-199 2,449 1,134 3,715 2,513  200-499 4,759 2,644 6,681 4,549  500-749 1,619 813 1,660 1,742  750 or more 1,714 1,301 1,743 2,508 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a district. Estimates of the number of principals and teachers are provided in Table 1. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA SPrivate School Teacher, Public School Principal, BIA School Principal, Private School Principal, Public School, BIA School, and Private School Data Files

2 Student support services professional staff includes nurses, social workers, psychologists, speech therapists or pathologists, and other professional staff1 Includes full- and part-time head counts.

School type and selected 

Number of various school staff, by school type and selected school characteristics: 2003-04—Continued

school characteristic
 37

Table 13.

Secretaries

and 

other 

clerical Food 

Instructional Noninstructional support service 

aides1-2 aides1,3 staff1 personnel1 

 All schools 695,600 157,442 300,002 431,680 All public schools 633,700 141,611 247,950 394,207  School classification Traditional public 623,400 140,156 243,750 391,652  Charter school 10,300 1,455 4,200 2,555  Community type Central city 175,100 35,166 71,763 102,740 

 Urban fringe/large town 318,600 80,349 126,699 197,134  Rural/small town 140,000 26,095 49,487 94,334  School level  Elementary 489,900 103,962 141,208 260,367  Secondary 107,600 29,585 90,370 114,714  Combined 36,100 8,064 16,372 19,126  Student enrollment Less than 100 15,400 2,347 7,283 5,878  100-199 36,300 5,753 12,449 17,404  200-499 227,400 49,652 70,263 128,326  500-749 184,200 35,697 57,715 103,483  750-999 79,300 19,237 32,066 51,232  1,000 or more 91,000 28,926 68,174 87,884 All BIA schools 1,600 147 495 686 

Number of school instructional and noninstructional aides, secretaries and other clerical support staff, food service personnel, an

school characteristic

maintenance and security personnel, by school type and selected school characteristics: 2003-04

School type and selected See notes at end of table.
 38

Table 13.

Secretaries

and 

other 

clerical Food 

Instructional Noninstructional support service 

aides1-2 aides1,3 staff1 personnel1 

All private schools 60,300 15,684 51,557 36,787  School classification Catholic 20,200 4,780 16,860 15,270  Other religious 17,700 6,718 19,845 12,004  Nonsectarian 22,400 4,185 14,852 9,513  Community type Central city 23,100 6,006 20,331 13,219 

 Urban fringe/large town 32,300 8,419 26,228 17,664  Rural/small town 4,900 1,259 4,998 5,904  School level  Elementary 37,200 8,186 22,647 17,953  Secondary 2,300 985 9,797 8,334 

 Combined 20,700 6,513 19,113 10,501  Student enrollment Less than 100 18,400 4,759 9,863 6,607  100-199 14,400 3,659 10,396 7,982  200-499 19,100 4,787 18,075 12,971  500-749 5,400 1,348 6,509 3,939  750 or more 3,000 1,131 6,714 5,288 

2 Instructional aides include regular Title I aides, ESL/Bilingual aides, special education instructional aides, library media center instructional aides, and oth

 instructional aides.

3 Noninstructional aides include special education noninstructional aides, library media center noninstructional aides, and other noninstructional aides.

NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a district. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, anFiles.school characteristic

1 Includes full- and part-time head counts.

School type and selected 

Number of school instructional and noninstructional aides, secretaries and other clerical support staff, food service personnel, an

maintenance and security personnel, by school type and selected school characteristics: 2003-04—Continued
 39

Table 14. 

Adde

sections t

Used othe

Hired a Hired a less long-term Cancelled teachers

fully than fully or planned Expanded norma

qualified qualified short-term course some class teachin

Number Percent teacher teacher substitutes offerings sizes load

 All schools 83,845 71.9 91.9 17.0 26.0 3.0 12.0 10.All public schools 64,954 73.7 92.7 16.4 30.3 3.1 12.9 9. School classification Traditional public 63,415 73.8 92.7 16.2 30.3 3.1 13.0 9. Charter school 1,539 70.6 90.1 23.4 28.5 4.6 9.7 9. Community type Central city 16,569 75.4 90.7 19.2 42.4 3.4 15.8 10.

 Urban fringe/large town 32,537 76.9 94.2 14.4 30.0 2.5 12.0 8. Rural/small town 15,849 66.6 91.5 17.6 18.4 4.1 11.7 9. School level  Elementary 44,486 72.3 93.1 12.6 29.7 1.2 9.5 4. Secondary 15,990 80.4 92.0 26.1 33.9 7.4 21.6 21. Combined 4,478 67.3 90.3 19.5 23.8 6.4 15.7 18. Student enrollment Less than 100 2,616 37.9 81.7 17.4 19.9 3.8 6.3 8. 100-199 4,602 58.1 84.7 15.9 23.8 5.0 9.0 8. 200-499 25,867 72.5 93.9 11.7 23.1 2.1 10.2 6. 500-749 16,435 81.5 93.1 16.2 32.4 1.8 11.1 5. 750-999 7,136 85.0 93.2 21.8 37.4 3.9 16.6 12. 1,000 or more 8,298 91.6 95.2 26.9 49.2 6.9 25.9 26.All BIA schools 124 73.7 85.6 23.6 33.3 8.9 21.5 15.School type and selected See notes at end of table.

Number and percentage of schools that had teaching vacancies for the current school year, by methods used for covering teachin

school characteristic

percent of schools that used various methods for covering vacan

Of schools that had teaching vacancies for the current school y

school, school type, and selected school characteristics: 2003-04
 40

Table 14. 

Adde

sections t

Used othe

Hired a Hired a less long-term Cancelled teachers

fully than fully or planned Expanded norma

qualified qualified short-term course some class teachin

Number Percent teacher teacher substitutes offerings sizes load

All private schools 18,767 66.1 89.5 19.2 11.0 2.4 8.8 11. School classification Catholic 5,896 74.5 92.7 16.2 9.8 1.8 5.8 7. Other religious 8,217 60.2 89.0 21.1 11.2 3.2 11.9 15. Nonsectarian 4,654 68.4 86.2 19.6 12.2 1.7 6.9 10. Community type Central city 6,880 70.5 89.9 20.0 12.8 2.3 9.7 10.

 Urban fringe/large town 9,507 67.3 89.8 18.1 9.5 2.5 7.9 12. Rural/small town 2,380 52.9 86.9 21.0 12.0 2.4 9.5 13. School level  Elementary 11,103 64.1 88.7 17.2 9.1 1.5 6.5 7.

 Secondary 2,019 76.0 93.1 20.4 11.4 3.7 9.8 16.

 Combined 5,645 67.2 89.6 22.7 14.8 3.7 12.8 19. Student enrollment Less than 100 6,872 50.9 82.8 22.9 13.2 3.1 7.6 12. 100-199 4,696 75.0 93.5 15.7 7.6 1.2 10.9 10. 200-499 5,391 81.1 92.4 18.1 9.1 2.7 8.2 10. 500-749 1,112 90.5 95.3 17.9 15.8 1.7 7.6 11. 750 or more 697 92.4 95.7 15.9 19.8 2.2 12.0 20.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, anFiles.

Number and percentage of schools that had teaching vacancies for the current school year, by methods used for covering teachin

Of schools that had teaching vacancies for the current school y

percent of schools that used various methods for covering vacan

school, school type, and selected school characteristics: 2003-04—Continued

school characteristicSchool type and selected 
 41

Table 15. 

English as 

General English/ Biology a Second Fo

elemen- Special language Social Computer Math- or life Physical Language 

tary education arts studies science ematics sciences sciences (ESL)1 u

 All schools 86.2 65.3 54.8 46.8 27.9 53.7 41.7 35.8 33.3 All public schools 86.2 67.4 57.1 48.6 26.5 55.6 41.4 35.2 35.7  School classification Traditional public 86.2 67.4 56.8 48.4 26.2 55.5 41.4 35.2 35.5  Charter school 87.7 68.3 67.4 56.8 38.9 59.8 42.8 37.7 46.0  Community type Central city 89.0 71.5 65.1 53.0 31.1 64.0 46.1 39.0 43.5 

 Urban fringe/large town 88.0 68.8 57.6 48.9 28.6 55.9 42.6 36.3 35.4  Rural/small town 79.4 60.0 48.8 44.3 18.6 47.5 35.3 30.1 26.7  School level  Elementary 90.4 67.7 46.3 36.6 22.7 41.8 30.0 22.3 36.8  Secondary 30.7 68.1 72.9 64.5 32.7 74.1 56.1 51.5 35.9  Combined 70.3 61.3 54.9 49.6 26.3 57.6 42.9 36.1 21.6  Student enrollment Less than 100 63.6 50.2 40.8 42.2 13.8 52.9 33.7 24.6 9.2  100-199 78.2 51.4 43.2 36.1 23.8 38.4 26.1 21.3 17.5  200-499 88.1 62.9 44.8 38.5 21.3 40.5 27.6 22.9 31.6  500-749 88.1 68.4 55.0 42.1 25.4 50.5 38.0 32.2 36.7  750-999 90.9 72.6 64.6 54.8 29.0 62.2 50.4 42.0 35.5  1,000 or more 75.0 82.9 83.2 74.1 38.7 86.7 66.9 61.5 50.2 All BIA schools 81.6 75.4 62.2 37.6 36.9 42.4 32.3 34.5 33.2 

Of schools that had teaching vacancies for the current school year, percentage with vacancies in various fields, by school type and 

school characteristicSchool type and selected See notes at end of table.

characteristics: 2003-04
 42

Table 15. 

English as 

General English/ Biology a Second Fo

elemen- Special language Social Computer Math- or life Physical Language 

tary education arts studies science ematics sciences sciences (ESL)1 u

All private schools 86.1 43.5 48.0 41.7 31.9 48.0 42.5 37.6 13.8  School classification Catholic 87.1 23.9 46.0 38.4 31.8 47.0 38.1 33.6 10.5  Other religious 88.2 30.9 45.4 40.9 31.3 46.9 40.5 37.9 14.4  Nonsectarian 79.9 69.9 55.5 47.8 33.3 51.7 52.4 42.3 16.7  Community type Central city 88.5 47.1 50.9 40.6 34.7 50.1 44.7 37.9 10.3 

 Urban fringe/large town 84.8 44.2 46.4 42.3 30.4 48.1 40.7 38.7 13.7  Rural/small town 84.8 26.7 46.1 42.1 29.8 41.9 43.4 32.4 21.4  School level  Elementary 88.9 33.7 40.1 30.6 30.1 39.1 32.5 29.7 9.4  Secondary 21.9 52.0 60.2 57.1 28.4 60.1 53.4 46.4 11.2  Combined 81.7 52.7 53.1 48.7 35.8 54.3 49.6 43.1 20.0  Student enrollment Less than 100 84.6 58.1 42.9 35.9 29.4 43.3 41.5 33.9 14.9  100-199 87.7 38.3 43.5 38.5 34.5 47.1 38.8 40.0 18.4  200-499 86.4 30.6 48.0 42.7 32.1 46.3 40.1 36.5 9.4  500-749 85.6 36.1 62.6 51.6 25.5 59.2 51.9 35.1 22.7  750 or more 89.5 43.9 71.9 63.3 40.2 71.7 63.6 53.7 4.7 

1 English as a Second Language (ESL) also includes English for Speakers of Other Languages (ESOL) and/or bilingual education.

NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a 

district.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, anFiles.school characteristicSchool type and selected 

Of schools that had teaching vacancies for the current school year, percentage with vacancies in various fields, by school type and characteristics: 2003-04—Continued
 43

Table 16. 

English as 

General English/ Biology a Second Fo

elemen- Special language Social Computer Math- or life Physical Language 

tary education arts studies science ematics sciences sciences (ESL)1 u

 All schools 4.1 29.5 7.6 3.7 17.7 27.1 20.4 26.7 30.7 All public schools 3.9 29.2 8.1 4.0 16.3 28.8 20.9 27.7 31.4  School classification Traditional public 3.6 29.2 8.3 3.8 16.0 28.7 20.7 27.9 31.5  Charter school 12.6 27.1 2.5 8.6 24.9 32.6 27.9 22.7 25.6  Community type Central city 5.7 31.0 7.6 4.8 16.5 34.7 27.2 28.0 27.9 

 Urban fringe/large town 2.9 26.6 7.0 2.3 14.6 25.1 17.4 26.6 30.0  Rural/small town 3.9 33.1 11.4 6.3 20.9 29.6 20.9 29.7 42.7  School level  Elementary 3.9 28.3 7.4 3.7 8.0 23.8 19.6 22.5 30.0  Secondary 5.5 30.8 7.7 3.2 23.1 32.4 21.9 31.0 31.0  Combined 1.9 32.5 14.5 10.1 29.1 30.5 20.8 24.8 62.7  Student enrollment Less than 100 6.3 37.5 10.6 7.9 27.6 24.6 17.0 23.2 48.6  100-199 2.9 29.2 19.6 8.1 21.3 34.7 29.6 40.6 36.2  200-499 4.3 26.8 12.5 3.8 10.7 29.1 17.4 25.4 34.8  500-749 3.9 27.5 4.4 2.8 13.2 27.0 21.3 27.0 34.5  750-999 2.5 31.9 2.2 5.0 15.1 25.3 20.9 25.7 25.3  1,000 or more 1.9 32.7 7.8 3.2 22.9 31.0 21.9 28.9 26.5 All BIA schools 20.2 65.9 18.5 16.2 49.6 51.3 48.0 32.3 21.8 See notes at end of table.

vacancies in these fields, by school type and selected school characteristics: 2003-04Of schools that had teaching vacancies in various fields for the current school year, percentage that found it very difficult or were 

school characteristicSchool type and selected 
 44

Table 16. 

English as 

General English/ Biology a Second Fo

elemen- Special language Social Computer Math- or life Physical Language 

tary education arts studies science ematics sciences sciences (ESL)1 u

All private schools 4.8 33.9 5.5 2.4 20.6 20.8 18.8 24.1 16.3  School classification Catholic 4.7 16.0 6.1 0.4 21.6 22.8 21.5 24.3 #  Other religious 5.0 10.8 6.2 4.2 22.9 19.2 19.6 24.3 24.1  Nonsectarian 4.3 48.5 3.5 1.6 14.7 21.2 15.0 23.6 15.1  Community type Central city 3.4 35.2 3.9 1.5 21.9 23.3 21.0 25.9 18.9 

 Urban fringe/large town 4.9 31.6 6.5 2.4 18.5 20.4 17.9 23.7 17.1  Rural/small town 8.6 47.9 6.1 5.0 25.2 14.0 15.9 20.3 11.7  School level  Elementary 5.4 22.4 7.7 0.7 20.5 19.0 16.2 19.2 24.8  Secondary # 44.0 4.5 3.2 8.7 24.5 19.2 31.2 # 

 Combined 3.4 39.7 3.7 3.4 24.4 20.7 20.6 24.8 14.7  Student enrollment Less than 100 6.9 49.4 7.7 3.1 15.5 19.5 16.6 17.9 42.1  100-199 4.2 21.8 5.2 1.8 18.3 20.5 15.7 20.1 4.8  200-499 3.4 13.3 5.3 3.0 29.5 24.6 21.9 26.3 6.3  500-749 2.8 31.6 4.6 2.3 7.5 14.3 22.2 36.0 #  750 or more 2.9 14.5 1.0 # 14.7 17.9 18.2 34.8 # # Rounds to zero.

1 English as a Second Language (ESL) also includes English for Speakers of Other Languages (ESOL) and/or bilingual education.

NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a 

district.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, anFiles.

Of schools that had teaching vacancies in various fields for the current school year, percentage that found it very difficult or were vacancies in these fields, by school type and selected school characteristics: 2003-04—Continued

school characteristicSchool type and selected 
 45

Table 17. 

Percent of schools 

with enrollment Percent of scho

that exceeded Percent of schools Average student that routinely u

permanent and that had one or capacity of common areas 

temporary building more temporary temporary instructio

capacity buildings buildings purpo

 All schools 6.9 27.3 150.0 1All public schools 8.5 31.7 159.6 1 School classification Traditional public 8.5 31.9 160.0 1 Charter school 8.5 24.2 140.3 2 Community type Central city 9.3 37.7 186.4 2

 Urban fringe/large town 9.7 34.4 164.3 1 Rural/small town 5.6 21.3 102.1 1 School level  Elementary 7.8 33.7 148.0 1 Secondary 11.9 27.5 223.8 1

 Combined 4.9 26.0 95.7 1 Student enrollment Less than 100 2.4 20.8 46.8 1 100-199 3.2 20.9 82.9 2 200-499 5.6 26.0 111.2 1 500-749 8.2 38.4 145.0 1 750-999 14.6 47.3 206.9 2 1,000 or more 24.2 42.3 332.8 2All BIA schools 1.9 52.1 97.9 2See notes at end of table.school characteristicSchool type and selected 

Percentage of schools with physical space limitations, by school type and selected school characteristics: 2003-04
 46

Table 17. 

Percent of schools 

with enrollment Percent of scho

that exceeded Percent of schools Average student that routinely u

permanent and that had one or capacity of common areas 

temporary building more temporary temporary instructio

capacity buildings buildings purpo

All private schools 2.1 13.5 81.2 1 School classification Catholic 1.3 12.3 92.2 1 Other religious 1.8 15.7 86.0 1 Nonsectarian 3.6 10.6 52.0 1 Community type Central city 2.8 14.5 89.4 1

 Urban fringe/large town 1.7 13.7 70.8 1 Rural/small town 1.9 10.8 98.9 1 School level  Elementary 2.2 13.4 82.5 1 Secondary 1.8 10.3 63.9 1 Combined 2.1 14.9 82.6 1 Student enrollment Less than 100 1.9 9.3 71.9 1 100-199 1.4 15.2 83.4 1 200-499 1.9 18.7 74.0 1 500-749 4.7 19.5 126.9 1 750 or more 9.6 20.7 129.2 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, an

school characteristic

Percentage of schools with physical space limitations, by school type and selected school characteristics: 2003-04—Continued

School type and selected 
 47

Table 18.

Native 

American Hawaiian or Hispanic,

Indian/Alaska other Pacific single or

White, Black, Native, Asian, Islander, multiple Mult

non-Hispanic non-Hispanic non-Hispanic non-Hispanic non-Hispanic races non

 All schools 83.7 7.4 0.6 1.4 0.2 6.0 All public schools 83.1 7.9 0.5 1.3 0.2 6.2  School classification Traditional public 83.3 7.8 0.5 1.3 0.2 6.2  Charter school 70.2 15.2 0.9 1.9 0.4 10.1  Community type Central city 70.5 15.1 0.5 2.2 0.2 10.4 

 Urban fringe/large town 87.4 5.1 0.4 1.1 0.2 5.2  Rural/small town 90.2 4.9 0.9 0.5 0.1 3.0  School level  Elementary 82.1 8.4 0.4 1.3 0.2 6.8  Secondary 84.3 7.3 0.6 1.4 0.2 5.5  Combined 88.6 5.3 1.3 0.7 0.2 3.3  Student enrollment Less than 100 81.3 8.4 1.3 0.6 0.5 7.3  100-199 88.4 6.1 0.9 0.4 # 3.1  200-499 86.8 6.9 0.8 1.0 0.2 3.7  500-749 82.3 7.8 0.3 1.2 0.1 7.5  750-999 79.8 9.2 0.3 1.7 0.3 8.0  1,000 or more 80.7 8.8 0.4 1.8 0.2 7.5 All BIA schools 46.8 0.9 43.5 0.8 0.9 3.8 

Percentage distribution of school teachers by race/ethnicity, percentage minority, school type, and selected school characteristics

Race/ethnicity

School type and selected See notes at end of table. school characteristic
 48

Table 18.

—Continued

Native 

American Hawaiian or Hispanic,

Indian/Alaska other Pacific single or

White, Black, Native, Asian, Islander, multiple Mult

non-Hispanic non-Hispanic non-Hispanic non-Hispanic non-Hispanic races non

All private schools 88.0 4.0 0.4 1.8 0.2 4.8  School classification Catholic 88.6 3.0 0.2 1.6 0.2 6.2  Other religious 88.7 5.0 0.5 1.4 0.1 3.8  Nonsectarian 86.5 3.9 0.6 2.8 0.4 4.5  Community type Central city 83.7 6.1 0.5 2.6 0.4 5.9 

 Urban fringe/large town 90.0 2.9 0.3 1.5 0.1 4.6  Rural/small town 94.8 1.4 1.0 0.4 0.1 1.9  School level  Elementary 86.6 5.0 0.5 2.0 0.2 5.0  Secondary 89.0 2.9 0.4 1.8 0.1 5.4  Combined 89.5 3.2 0.4 1.7 0.3 4.3  Student enrollment Less than 100 82.3 7.7 0.5 3.0 0.3 5.3  100-199 88.2 4.7 0.8 1.8 0.1 3.7  200-499 90.0 3.1 0.2 1.3 0.1 4.8  500-749 89.4 2.8 0.4 1.8 0.2 4.1  750 or more 88.7 1.6 0.4 1.9 0.4 6.5 # Rounds to zero.

2 Minority includes Black, non-Hispanic; American Indian/Alaska Native, non-Hispanic; Asian, non-Hispanic; Native Hawaiian or other Pacific Islander, non

Hispanic, single or multiple races; and multiple races, non-Hispanic.private contractor and not by a regular school district. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA Sand Private School Teacher Data Files.NOTE: Teachers include both full-time and part-time teachers. BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated 

1 Multiple races, non-Hispanic includes all non-Hispanic respondents who selected more than one race. 

Race/ethnicity

School type and selected school characteristic

Percentage distribution of school teachers by race/ethnicity, percentage minority, school type, and selected school characteristics
 49

Table 19. 

Average age of teachers Male 

 All schools 42.5 24.8 All public schools 42.5 25.0  School classification Traditional public 42.5 25.0  Charter school 37.9 27.0  Community type Central city 42.4 24.2 

 Urban fringe/large town 42.3 25.1  Rural/small town 43.0 25.9  School level  Elementary 42.2 16.2  Secondary 42.9 42.7  Combined 42.6 32.1  Student enrollment Less than 100 44.2 29.1  100-199 43.9 24.3  200-499 43.0 19.2  500-749 41.9 19.3  750-999 42.0 25.4  1,000 or more 42.3 37.9 All BIA schools 44.8 26.5 

Average age of school teachers and percentage distribution of teachers by sex, by school type and selected school characteristics

School type and selected school characteristic

Sex

See notes at end of table. 
 50

Table 19. 

—Continued

Average age of teachers Male 

All private schools 42.8 23.6  School classification Catholic 44.3 19.8  Other religious 42.0 23.9  Nonsectarian 41.9 28.1  Community type Central city 43.0 23.9 

 Urban fringe/large town 42.6 23.0  Rural/small town 42.7 25.2  School level  Elementary 43.3 12.9  Secondary 42.7 46.1  Combined 42.2 27.4  Student enrollment Less than 100 41.1 21.4  100-199 42.4 18.2  200-499 43.7 23.0  500-749 43.1 23.4  750 or more 42.8 36.2 NOTE: Teachers include both full-time and part-time teachers. BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated tribe, or a private contractor and not by a regular school district. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA SPrivate School Teacher Data Files.

Average age of school teachers and percentage distribution of teachers by sex, by school type and selected school characteristics

School type and selected school characteristic

Sex
 51

Table 20.

Less than Bachelor's Master's 

bachelor's degree degree 

 All schools 2.1 51.4 39.5 All public schools 1.1 50.8 40.9  School classification Traditional public 1.1 50.6 41.1  Charter school 3.2 64.2 27.4  Community type Central city 1.2 50.1 40.3 

 Urban fringe/large town 0.9 49.1 42.9  Rural/small town 1.4 56.7 36.4  School level  Elementary 0.4 51.9 40.6  Secondary 2.5 47.4 42.5  Combined 1.3 56.9 36.7  Student enrollment Less than 100 1.4 61.0 31.4  100-199 1.2 58.1 35.8  200-499 1.0 51.1 41.3  500-749 0.9 52.2 39.9  750-999 0.8 51.8 39.6  1,000 or more 1.5 46.6 43.7 All BIA schools 2.6 61.2 30.6 

Percentage distribution of school teachers by highest degree earned, school type, and selected school characteristics: 2003-04

school characteristicSchool type and selected See notes at end of table. 
 52

Table 20.

Less than Bachelor's Master's 

bachelor's degree degree 

All private schools 9.2 55.5 29.5  School classification Catholic 3.2 61.1 30.8  Other religious 17.7 54.3 22.7  Nonsectarian 5.0 49.7 37.3  Community type Central city 8.4 52.8 31.8 

 Urban fringe/large town 8.5 56.6 29.4  Rural/small town 15.9 59.9 21.2  School level  Elementary 9.3 62.2 24.4  Secondary 2.9 44.3 44.0  Combined 12.1 51.7 29.6  Student enrollment Less than 100 23.3 54.2 17.9  100-199 8.6 62.6 23.5  200-499 5.9 58.2 30.2  500-749 5.0 53.1 34.4  750 or more 4.6 41.0 47.3 

1 For the item that measured degrees earned, the final weighted response rate for Ph.D. was less than 70 percent on the BIA School Teacher Data File.

NOTE: Teachers include both full-time and part-time teachers. BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated a private contractor and not by a regular school district. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA SPrivate School Teacher Data Files.

Percentage distribution of school teachers by highest degree earned, school type, and selected school characteristics: 2003-04—C

School type and selected school characteristic
 53

Table 21.

3 or 4 or 3 or 

fewer years more years fewer years 

 All schools 19.5 80.5 43.6 All public schools 17.8 82.2 42.8  School classification Traditional public 17.5 82.5 42.4  Charter school 43.4 56.6 75.3  Community type Central city 20.3 79.7 47.6 

 Urban fringe/large town 17.6 82.4 42.9  Rural/small town 14.6 85.4 35.3  School level  Elementary 17.7 82.3 43.6  Secondary 17.7 82.3 41.3  Combined 20.0 80.0 41.9  Student enrollment Less than 100 21.0 79.0 51.1  100-199 17.9 82.1 41.9  200-499 16.6 83.4 39.2  500-749 17.7 82.3 44.1  750-999 18.3 81.7 46.0  1,000 or more 18.9 81.1 43.7 All BIA schools 21.8 78.2 51.3 

Percentage distribution of school teachers by total years of full-time teaching experience, years teaching at current school, schoo

See notes at end of table. 

selected school characteristics: 2003-04

School type and selected school characteristic

Full-time teaching experience Years teaching at current 
 54

Table 21.

3 or 4 or 3 or 

fewer years more years fewer years 

All private schools 31.7 68.3 49.4  School classification Catholic 26.1 73.9 44.5  Other religious 37.6 62.4 53.4  Nonsectarian 30.6 69.4 50.0  Community type Central city 29.2 70.8 47.4 

 Urban fringe/large town 32.9 67.1 49.5  Rural/small town 35.1 64.9 56.1  School level  Elementary 30.7 69.3 48.1  Secondary 29.1 70.9 46.7  Combined 34.2 65.8 52.3  Student enrollment Less than 100 41.8 58.2 59.9  100-199 35.1 64.9 54.2  200-499 30.1 69.9 47.2  500-749 26.0 74.0 42.4  750 or more 22.7 77.3 40.3 NOTE: Teachers include both full-time and part-time teachers. BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated or a private contractor and not by a regular school district. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA SPrivate School Teacher Data Files.

Percentage distribution of school teachers by total years of full-time teaching experience, years teaching at current school, schooselected school characteristics: 2003-04—Continued

Full-time teaching experience Years teaching at current 

School type and selected school characteristic
 55

Table 22.

Praxis I Praxis I Praxis I An exam 

Pre-Professional Pre-Professional Pre-Professional The Praxis II: Subject National Board 

Skills Test (PPST) Skills Test (PPST) Skills Test (PPST) Assessment in a Professional Teachi

in Reading in Mathematics in Writing specific content area Standards certificati

 All schools 30.8 27.6 28.0 29.0 14All public schools 32.0 28.7 29.1 30.3 14 School classification Traditional public 32.0 28.7 29.1 30.3 14 Charter school 32.1 28.8 28.7 27.3 12 Community type Central city 31.1 27.5 28.1 27.9 16

 Urban fringe/large town 31.2 27.8 28.3 30.9 13 Rural/small town 35.9 32.9 33.1 32.3 14 School level  Elementary 34.2 30.7 30.9 29.3 15 Secondary 27.8 24.7 25.7 33.4 12 Combined 29.5 27.1 27.2 25.2 13 Student enrollment Less than 100 27.6 27.0 26.8 20.2 11 100-199 28.7 27.1 27.5 26.0 12 200-499 33.7 30.2 30.2 28.0 14 500-749 35.0 31.4 31.8 30.6 14 750-999 31.3 28.3 27.9 31.7 15 1,000 or more 28.0 24.5 26.1 33.2 14All BIA schools 42.5 39.7 40.1 33.9 23

Percentage of school teachers who took and passed various tests, by school type and selected school characteristics: 2003-04

school characteristicSchool type and selected See notes at end of table.
 56

Table 22.

Praxis I Praxis I Praxis I An exa

Pre-Professional Pre-Professional Pre-Professional The Praxis II: Subject National Boa

Skills Test (PPST) Skills Test (PPST) Skills Test (PPST) Assessment in a Professional Tea

in Reading in Mathematics in Writing specific content area Standards certific

All private schools 22.1 19.7 20.2 19.8  School classification Catholic 26.7 23.5 24.6 22.8  Other religious 19.0 17.8 17.4 16.0  Nonsectarian 20.6 17.4 18.5 21.1  Community type Central city 21.2 18.4 18.8 19.4 

 Urban fringe/large town 21.9 19.8 20.6 20.0  Rural/small town 26.3 24.0 23.6 20.0  School level  Elementary 24.9 22.6 23.3 19.4  Secondary 20.7 17.4 18.4 21.9  Combined 19.2 16.9 16.8 19.3  Student enrollment Less than 100 18.9 16.5 18.0 15.1  100-199 25.5 23.8 24.2 21.9  200-499 23.0 20.3 20.8 19.7  500-749 22.2 19.8 19.5 20.8  750 or more 18.9 16.0 15.9 21.9 NOTE: Teachers include both full-time and part-time teachers. BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by th

private contractor and not by a regular school district. Estimates include teachers who did not take the test as part of the denominator.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA School School Teacher Data Files.School type and selected school characteristic

Percentage of school teachers who took and passed various tests, by school type and selected school characteristics: 2003-04—Contin
 57

Table 23.

Percent Average amount Percent Average amount 

 All schools $43,000 38.3 $2,700 12.8 $1,900 All public schools 44,400 40.2 2,700 13.6 1,900  School classification Traditional public 44,500 40.4 2,700 13.6 1,900  Charter school 37,000 28.7 2,300 11.9 2,000  Community type Central city 45,400 37.0 2,900 14.7 1,700 

 Urban fringe/large town 46,100 41.2 2,700 12.8 2,100  Rural/small town 38,000 42.5 2,600 14.1 1,800  School level  Elementary 44,300 33.6 2,200 14.2 1,900  Secondary 45,300 53.1 3,400 13.0 2,000  Combined 38,700 44.8 2,900 10.3 2,200  Student enrollment Less than 100 38,100 32.5 2,400 11.8 1,400  100-199 38,200 38.4 2,600 12.3 1,900  200-499 43,200 36.5 2,400 11.8 1,800  500-749 44,100 36.7 2,400 13.1 1,900  750-999 45,000 42.1 2,700 17.0 1,900  1,000 or more 46,700 47.7 3,300 14.6 2,100 All BIA schools 35,800 36.2 2,500 6.9 3,600 See notes at end of table. 

in same school system bonus, state supplement, other)

selected school characteristics: 2003-04Average base salary and earnings from salary supplements during the current school year for regular full-time school teachers, by 

Extracurricular activities 

Salary Supplements

Other school sources (merit pay 

Average academic 

year base teaching 

salary of regular fulltime teachers School type and selected school characteristic
 58

Table 23.

Percent Average amount Percent Average amount 

All private schools $31,700 23.1 $2,400 6.0 $1,800  School classification Catholic 31,900 27.4 2,200 4.9 2,100  Other religious 27,100 18.2 2,600 5.9 1,700  Nonsectarian 36,900 23.5 2,500 7.7 1,600  Community type Central city 34,200 27.0 2,500 5.4 2,200 

 Urban fringe/large town 31,400 21.2 2,300 6.5 1,300  Rural/small town 23,900 17.8 2,300 6.1 2,900  School level  Elementary 29,800 15.3 2,200 5.0 1,400  Secondary 37,000 46.0 2,300 7.2 2,700  Combined 31,700 23.1 2,600 6.9 1,700  Student enrollment Less than 100 24,300 7.5 1,900 4.0 2,500  100-199 27,800 18.1 2,000 5.3 1,300  200-499 32,400 21.6 2,300 6.3 1,600  500-749 36,100 34.0 2,000 6.6 1,300  750 or more 40,300 43.3 3,000 8.2 2,500 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a A regular full-time teacher is any teacher whose primary position in a school is not an itinerant teacher, a long-term substitute, a short-term substitute, a stteacher aide, an administrator, a library media specialist or librarian, another type of professional staff (e.g., counselor, curriculum coordinator, social work(e.g., secretary), or a part-time teacher.

bonus, state supplement, other) 

Salary Supplements

Extracurricular activities Other school sources (merit pay 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA SPrivate School Teacher Data Files.

selected school characteristics: 2003-04—ContinuedAverage base salary and earnings from salary supplements during the current school year for regular full-time school teachers, by 

in same school system

Average academic year base teaching 

salary of regular fulltime teachers School type and selected school characteristic
 59

Table 24.

Percent Average amount Percent Average amount 

 All schools $43,000 15.7 $2,500 5.8 $2,400 All public schools 44,400 15.9 2,400 5.5 2,300  School classification Traditional public 44,500 15.9 2,400 5.5 2,300  Charter school 37,000 15.2 2,400 6.3 2,200  Community type Central city 45,400 19.9 2,800 5.1 2,600 

 Urban fringe/large town 46,100 14.2 2,400 6.0 2,100  Rural/small town 38,000 14.6 1,900 4.9 2,500  School level  Elementary 44,300 16.1 2,200 4.5 2,000  Secondary 45,300 15.0 2,800 7.2 2,600  Combined 38,700 19.1 3,500 7.2 2,900  Student enrollment Less than 100 38,100 28.5 2,300 6.4 2,800  100-199 38,200 16.3 2,600 4.8 2,200  200-499 43,200 16.3 2,200 4.6 2,200  500-749 44,100 14.5 2,200 5.0 2,100  750-999 45,000 15.6 2,600 5.1 2,500  1,000 or more 46,700 16.6 2,900 7.4 2,500 All BIA schools 35,800 25.1 2,200 5.5 2,800 

Average base salary and earnings from salary supplements during the summer of 2003 for regular full-time school teachers, by sc

Summer School Non-teaching job in a school 

See notes at end of table. School type and selected school characteristic

school characteristics: 2003-04

Average academic Summer salary supplements

year base teaching 

salary of regular fulltime teachers
 60

Table 24.

Percent Average amount Percent Average amount 

All private schools $31,700 13.5 $2,900 7.7 $3,200  School classification Catholic 31,900 9.7 2,000 5.6 2,900  Other religious 27,100 9.5 2,500 8.6 3,300  Nonsectarian 36,900 23.3 3,500 9.3 3,300  Community type Central city 34,200 15.3 2,600 8.0 3,500 

 Urban fringe/large town 31,400 13.6 3,100 7.7 3,200  Rural/small town 23,900 6.6 2,500 6.3 2,200  School level  Elementary 29,800 10.9 2,500 6.1 3,500  Secondary 37,000 18.3 2,900 11.6 3,300  Combined 31,700 14.8 3,300 8.1 2,900  Student enrollment Less than 100 24,300 20.1 3,700 7.6 3,000  100-199 27,800 12.8 3,300 7.0 3,400  200-499 32,400 10.7 2,300 7.5 3,200  500-749 36,100 10.7 2,300 6.5 3,200  750 or more 40,300 16.2 2,400 10.4 3,200 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a 

A regular full-time teacher is any teacher whose primary position in a school is not an itinerant teacher, a long-term substitute, a short-term substitute, a stteacher, a teacher aide, an administrator, a library media specialist or librarian, another type of professional staff (e.g., counselor, curriculum coordinator, or support staff (e.g., secretary), or a part-time teacher.

Average base salary and earnings from salary supplements during the summer of 2003 for regular full-time school teachers, by sc

Average academic 

year base teaching 

salary of regular fulltime teachers School type and selected school characteristic

Private School Teacher Data Files.

Summer salary supplements

Summer School Non-teaching job in a school 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA S

school characteristics: 2003-04—Continued
 61

Table 25.

pro

st

co

Regular Regular Library media cfull-time part-time Itinerant Long-term specialist coo

teacher teacher teacher substitute Administrator or librarian socia

 All schools 89.2 4.9 3.0 0.7 0.6 0.2 All public schools 90.7 3.3 3.4 0.7 0.3 0.2  School classification Traditional public 90.7 3.2 3.4 0.7 0.2 0.2  Charter school 86.7 8.7 0.8 1.0 1.5 #  Community type Central city 91.9 2.8 2.4 1.1 0.2 0.1 

 Urban fringe/large town 89.9 3.6 3.8 0.7 0.2 0.1  Rural/small town 91.1 3.4 3.7 0.2 0.4 0.3  School level  Elementary 89.4 3.3 4.5 0.7 0.2 0.2  Secondary 93.3 3.3 1.4 0.8 0.4 0.1  Combined 91.5 4.1 1.4 0.7 0.5 0.3  Student enrollment Less than 100 82.5 8.4 5.5 0.9 1.0 0.3  100-199 84.4 4.7 7.6 0.7 0.5 0.4  200-499 87.0 3.8 5.8 0.7 0.3 0.3  500-749 91.1 3.2 3.0 0.8 0.1 0.1  750-999 93.8 2.5 1.7 0.7 0.4 0.1  1,000 or more 94.4 2.7 1.0 0.7 0.2 # All BIA schools 92.8 1.2 0.5 0.5 0.7 0.9 

Percentage of school teachers by main activity in school, by school type and selected school characteristics: 2003-04

School type and selected school characteristicSee notes at end of table. 
 62

Table 25.

pro

st

co

Regular Regular Library media cfull-time part-time Itinerant Long-term specialist coo

teacher teacher teacher substitute Administrator or librarian socia

All private schools 78.4 15.8 0.7 0.4 2.9 0.3  School classification Catholic 82.3 12.3 1.2 0.5 1.6 0.4  Other religious 71.4 22.6 0.4 0.2 3.8 0.4  Nonsectarian 83.3 10.7 0.5 0.4 3.5 #  Community type Central city 78.4 15.7 0.9 0.3 2.9 0.3 

 Urban fringe/large town 78.1 16.0 0.5 0.4 2.9 0.3  Rural/small town 79.6 15.0 0.8 0.5 3.4 0.1  School level  Elementary 79.8 16.0 1.0 0.3 1.5 0.2  Secondary 78.7 12.4 1.0 0.5 4.2 0.5  Combined 76.4 17.0 0.3 0.3 4.2 0.3  Student enrollment Less than 100 76.1 18.0 0.5 0.5 3.9 0.1  100-199 76.2 18.0 1.0 0.5 2.7 0.2  200-499 78.6 16.2 0.9 0.3 2.1 0.5  500-749 80.8 12.4 0.2 # 3.8 0.3  750 or more 82.2 11.5 0.5 0.5 3.5 0.1 # Rounds to zero.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a district. A regular full-time teacher is any teacher whose primary position in a school is not an itinerant teacher, a long-term substitute, a short-term substitteacher, a teacher aide, an administrator, a library media specialist or librarian, another type of professional staff (e.g., counselor, curriculum coordinator, or support staff (e.g., secretary), or a part-time teacher.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA Sand Private School Teacher Data Files. School type and selected school characteristic

Percentage of school teachers by main activity in school, by school type and selected school characteristics: 2003-04—Continued
 63

Table 26.

and selected school characteristics: 2003-04

Required to work to receive Spent delivering spent on all te

base pay during a typical full week instruction to a class of students related activities 

 All schools 37.7 28.6 

All public schools 37.7 28.6  School classification Traditional public 37.6 28.5  Charter school 39.2 30.5  Community type Central city 37.2 28.6 

 Urban fringe/large town 37.7 28.3  Rural/small town 38.4 29.2  School level  Elementary 37.5 28.9  Secondary 38.0 27.8  Combined 38.1 29.3  Student enrollment Less than 100 38.5 29.7  100-199 38.2 29.8  200-499 37.6 29.1  500-749 37.6 28.8  750-999 37.5 28.1  1,000 or more 37.8 27.7 All BIA schools 39.7 30.5 School type and selected school characteristic

Average number of hours per week that regular full-time school teachers spent on selected activities during a typical full week, by 

See notes at end of table. 

Average hours per week
 64

Table 26.

Required to work to receive Spent delivering spent on all te

base pay during a typical full week instruction to a class of students related activities 

All private schools 38.4 28.9 

 School classification Catholic 37.7 29.2  Other religious 38.5 29.4  Nonsectarian 39.2 27.9  Community type Central city 38.3 28.7 

 Urban fringe/large town 38.4 28.8  Rural/small town 38.8 29.8  School level  Elementary 37.9 29.9  Secondary 39.3 28.2  Combined 38.7 27.9  Student enrollment Less than 100 38.0 30.1  100-199 38.5 29.6  200-499 38.4 29.0  500-749 38.5 28.0  750 or more 38.7 27.1 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a district. A regular full-time teacher is any teacher whose primary position in a school is not an itinerant teacher, a long-term substitute, a short-term substitteacher, a teacher aide, an administrator, a library media specialist or librarian, another type of professional staff (e.g., counselor, curriculum coordinator, or support staff (e.g., secretary), or a part-time teacher.Private School Teacher Data Files.

Average number of hours per week that regular full-time school teachers spent on selected activities during a typical full week, by and selected school characteristics: 2003-04—Continued

School type and selected school characteristic

Average hours per week

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA S
 65

Table 27.

Native 

American Hawaiian or Hispanic,

Indian/Alaska other Pacific single or

White, Black, Native, Asian, Islander, multiple Mult

non-Hispanic non-Hispanic non-Hispanic non-Hispanic non-Hispanic races non

 All schools 84.1 9.3 0.7 0.7 0.1 4.8 All public schools 82.4 10.6 0.7 0.5 0.1 5.3  School classification Traditional public 82.8 10.3 0.6 0.5 0.1 5.3  Charter school 67.6 19.7 2.7 0.8 0.4 8.0  Community type Central city 62.4 24.5 0.4 1.1 0.1 11.3 

 Urban fringe/large town 88.0 6.7 0.4 0.5 0.1 3.8  Rural/small town 90.9 4.5 1.5 0.1 0.1 2.6  School level  Elementary 81.0 11.4 0.6 0.6 0.1 6.0  Secondary 84.8 9.4 0.5 0.3 0.1 4.4  Combined 89.0 6.5 2.0 0.1 0.3 1.6  Student enrollment Less than 100 83.4 7.3 1.0 0.1 # 7.8  100-199 86.0 8.0 1.3 0.2 0.1 3.9  200-499 84.9 10.2 0.8 0.5 0.1 3.2  500-749 80.8 11.5 0.4 0.6 0.1 6.4  750-999 75.6 13.7 0.5 0.6 0.1 9.3  1,000 or more 78.5 11.7 0.4 1.0 0.3 7.4 All BIA schools 38.9 2.1 50.1 # 1.4 6.3 School type and selected See notes at end of table. school characteristic

Percentage distribution of school principals by race/ethnicity, percentage minority, school type, and selected school characteristic

Race/ethnicity
 66

Table 27.

—Continued

Native 

American Hawaiian or Hispanic,

Indian/Alaska other Pacific single or

White, Black, Native, Asian, Islander, multiple Mult

non-Hispanic non-Hispanic non-Hispanic non-Hispanic non-Hispanic races non

All private schools 89.8 5.2 0.6 1.2 0.1 3.0  School classification Catholic 93.1 2.0 # 0.6 # 4.2  Other religious 89.3 6.9 1.0 0.8 # 1.6  Nonsectarian 86.8 5.6 0.3 2.6 0.4 4.2  Community type Central city 84.0 9.4 0.3 2.3 0.1 3.6 

 Urban fringe/large town 91.9 3.4 0.4 0.8 0.1 3.3  Rural/small town 96.0 1.5 2.0 # # 0.3  School level  Elementary 87.5 6.6 0.5 1.6 0.2 3.3  Secondary 95.0 3.2 0.1 0.4 # 1.2  Combined 92.6 3.0 0.8 0.5 # 2.7  Student enrollment Less than 100 86.0 7.8 0.8 1.8 0.1 3.2  100-199 91.4 4.2 0.7 1.1 # 2.7  200-499 93.5 2.4 0.1 0.4 0.2 3.2  500-749 95.7 1.6 # # # 2.3  750 or more 97.4 # 0.5 0.2 # 1.0 # Rounds to zero.

1 Multiple races, non-Hispanic includes all non-Hispanic respondents who selected more than one race. 2 Minority includes Black, non-Hispanic; American Indian/Alaska Native, non-Hispanic; Asian, non-Hispanic; Native Hawaiian or other Pacific Islander, non

Hispanic, single or multiple races; and multiple races, non-Hispanic.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Principal, BIA Sand Private School Principal Data Files.School type and selected school characteristic

Percentage distribution of school principals by race/ethnicity, percentage minority, school type, and selected school characteristic

Race/ethnicity
 67

Table 28.

 Less than Education specialist or 

bachelor's degree Bachelor's degree Master's degree professional diploma prof

 All schools 2.6 6.8 56.9 25.6 All public schools 0.1 1.7 59.2 30.3  School classification Traditional public 0.1 1.3 59.4 30.8  Charter school 2.6 18.9 51.7 13.0  Community type Central city 0.1 1.7 54.3 32.0 

 Urban fringe/large town # 1.1 60.5 29.2  Rural/small town 0.4 3.0 61.3 30.8  School level  Elementary 0.2 1.0 59.9 30.5  Secondary # 2.9 56.4 30.7 

 Combined 0.4 5.3 60.9 27.9  Student enrollment Less than 100 1.5 10.4 57.6 24.0  100-199 # 5.4 58.7 29.9  200-499 0.1 0.6 60.9 31.7  500-749 # 0.7 58.0 31.0  750-999 0.1 0.2 60.3 28.8  1,000 or more # 0.7 55.4 29.7 All BIA schools # 7.5 69.8 16.1 See notes at end of table.

Percentage distribution of school principals by highest degree earned, school type, and selected school characteristics: 2003-04

School type and selected school characteristic
 68

Table 28.

 Less than Education specialist or 

bachelor's degree Bachelor's degree Master's degree professional diploma prof

All private schools 10.5 22.7 49.5 10.7  School classification Catholic 0.1 9.7 68.0 17.3  Other religious 16.7 31.8 39.5 6.7  Nonsectarian 10.5 20.1 47.4 10.7  Community type Central city 6.2 20.5 53.7 11.8 

 Urban fringe/large town 9.3 23.7 49.1 11.2  Rural/small town 23.9 24.1 41.6 6.4  School level  Elementary 9.3 24.1 50.0 12.0  Secondary 4.0 9.3 62.9 13.0  Combined 14.7 23.7 44.7 7.3  Student enrollment Less than 100 21.0 31.4 36.6 5.9  100-199 2.0 22.8 54.1 14.5  200-499 1.2 10.7 66.1 14.1  500-749 # 8.9 64.7 16.5  750 or more 2.5 4.8 56.2 18.0 # Rounds to zero.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a district. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Principal, BIA Sand Private School Principal Data Files.School type and selected school characteristic

Percentage distribution of school principals by highest degree earned, school type, and selected school characteristics: 2003-04—
 69

Table 29. 

Assistant Athletic 

Curriculum principal or Library media coach/ Sponsor for

Department specialist or program Guidance specialist/ athletic student clubs/

head coordinator director counselor librarian director debate teams

 All schools 35.4 24.1 62.1 8.1 1.6 31.1 49.8 All public schools 35.6 23.4 68.0 7.5 1.3 33.9 52.7  School classification Traditional public 35.4 23.1 68.2 7.5 1.2 34.1 52.7  Charter school 43.3 37.8 58.0 5.2 2.9 24.2 53.3  Community type Central city 34.4 33.6 78.2 8.7 1.6 20.3 48.2 

 Urban fringe/large town 35.0 22.8 71.9 6.7 1.1 32.9 53.3  Rural/small town 37.6 15.2 51.6 7.7 1.3 48.2 55.9  School level  Elementary 31.3 24.9 66.6 6.9 1.3 25.7 47.5  Secondary 46.1 18.9 78.3 8.8 1.0 54.6 67.0  Combined 44.1 23.0 49.2 9.1 1.8 48.1 59.7  Student enrollment Less than 100 45.0 23.3 52.7 8.7 1.1 34.2 52.8  100-199 34.3 19.7 44.0 6.6 2.1 41.1 51.8  200-499 32.6 23.6 59.5 7.2 1.1 31.1 48.6  500-749 33.2 23.0 77.7 6.8 1.4 31.1 51.4  750-999 37.0 24.7 88.8 7.0 1.0 30.7 55.3  1,000 or more 45.4 25.7 92.4 10.0 1.4 47.4 70.3 All BIA schools 50.0 31.1 57.8 8.3 4.1 33.8 52.3 

Experience of school principals, by school type and selected school characteristics: 2003-04

Percentage who held selected school positions before becoming a principal

See notes at end of table. 

p

School type and selected school characteristics
 70

Table 29. 

Assistant Athletic 

Curriculum principal or Library media coach/ Sponsor for

Department specialist or program Guidance specialist/ athletic student clubs/

head coordinator director counselor librarian director debate teams

All private schools 34.9 26.2 43.5 9.9 2.6 22.2 40.4  School classification Catholic 43.5 31.7 52.1 6.5 2.0 21.6 57.4 

 Other religious 30.2 21.7 38.6 11.0 3.2 25.3 33.8  Nonsectarian 33.8 28.4 43.1 12.0 2.2 16.7 33.4  Community type Central city 35.6 29.0 45.0 10.8 1.9 21.9 44.1  Urban fringe/large town 36.2 26.7 46.4 9.3 3.1 20.7 39.4  Rural/small town 28.8 18.1 31.0 10.2 2.8 27.6 35.6  School level  Elementary 31.7 27.8 40.9 6.3 2.6 16.4 37.8 

 Secondary 47.7 26.7 60.8 17.1 0.3 34.2 59.0  Combined 37.3 22.9 43.5 15.0 3.4 30.2 40.2  Student enrollment Less than 100 24.9 22.7 33.6 9.9 3.4 15.3 25.4  100-199 40.1 29.3 43.6 8.7 2.1 25.0 45.6  200-499 44.4 28.4 54.9 9.2 1.7 28.0 55.2  500-749 53.4 34.9 63.4 13.5 2.6 32.7 67.2  750 or more 44.0 25.6 74.1 20.2 2.3 43.8 74.7 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a 

Experience of school principals, by school type and selected school characteristics: 2003-04—Continued

School Principal Data Files.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Principal, BIA SSchool type and selected school characteristics

Percentage who held selected school positions before becoming a principal 

p
 71

Table 30.

Average annual salary Fewer than 3 years 3-9 years 

 All schools $68,900 $63,700 $70,200 All public schools 75,500 71,100 75,800  School classification Traditional public 75,800 71,600 76,000  Charter school 64,000 57,200 65,400  Community type Central city 80,200 75,500 81,600 

 Urban fringe/large town 79,700 75,200 79,000  Rural/small town 63,700 59,800 64,300  School level  Elementary 75,400 71,000 75,700  Secondary 79,400 75,700 79,700  Combined 64,700 59,500 64,700  Student enrollment Less than 100 62,100 56,900 63,000  100-199 65,600 60,000 66,300  200-499 73,000 68,700 72,600  500-749 78,700 73,900 78,700  750-999 82,800 80,400 81,800  1,000 or more 90,100 86,200 90,200 All BIA schools 65,300 57,700 67,600 

Average annual salary for school principals and average annual salary by years of experience as a principal, by school type and secharacteristics: 2003-04

See notes at end of table. School type and selected school characteristic

Average annual salary for principals by years of experience
 72

Table 30.

Average annual salary Fewer than 3 years 3-9 years 

All private schools $48,000 $39,800 $46,800  School classification Catholic 48,800 45,600 49,000  Other religious 38,800 31,500 36,500  Nonsectarian 65,200 51,400 66,800  Community type Central city 52,900 47,400 51,500 

 Urban fringe/large town 49,900 41,200 48,200  Rural/small town 31,000 25,800 30,700  School level  Elementary 45,700 38,400 44,300  Secondary 63,700 54,500 62,900  Combined 48,100 38,600 45,900  Student enrollment Less than 100 36,500 31,200 34,900  100-199 50,400 43,800 51,000  200-499 58,300 56,100 56,700  500-749 73,800 67,800 66,700  750 or more 87,300 86,100 79,600 

Average annual salary for school principals and average annual salary by years of experience as a principal, by school type and secharacteristics: 2003-04—Continued

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Principal, BIA SPrivate School Principal Data Files. 

Average annual salary for principals by years of experience

NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a School type and selected school characteristic
 73

Table 31. 

All school-related activities 

 All schools 57.9 All public schools 59.0  School classification Traditional public 59.0  Charter school 59.6  Community type Central city 60.0 

 Urban fringe/large town 59.3  Rural/small town 57.5  School level  Elementary 58.6  Secondary 60.8  Combined 57.0  Student enrollment Less than 100 49.5  100-199 56.3  200-499 59.1  500-749 59.7  750-999 61.4  1,000 or more 63.8 All BIA schools 59.0 

Average hours per week that school principals spent on all school-related activities and interacting with students, by school type acharacteristics: 2003-04

See notes at end of table. 

Average hours per week School type and selected 

school characteristic
 74

Table 31. 

All school-related activities 

All private schools 54.6  School classification Catholic 58.8  Other religious 52.0  Nonsectarian 54.7  Community type Central city 55.8 

 Urban fringe/large town 54.9  Rural/small town 51.2  School level  Elementary 54.7  Secondary 60.3  Combined 52.6  Student enrollment Less than 100 49.6  100-199 57.5  200-499 59.1  500-749 60.9  750 or more 64.2 

Average hours per week that school principals spent on all school-related activities and interacting with students, by school type acharacteristics: 2003-04—Continued

Private School Principal Data Files.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Principal, BIA SNOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a 

Average hours per week School type and selected 

school characteristic
 75

Table 32.

Percentage of principals who were Averag

currently teaching in addition to serving as principal teaching bef

 All schools 54.4 All public schools 27.7  School classification Traditional public 25.0  Charter school 60.8  Community type Central city 16.4 

 Urban fringe/large town 21.9  Rural/small town 37.6  School level  Elementary 21.2  Secondary 28.1  Combined 55.3  Student enrollment Less than 100 58.7  100-199 37.5  200-499 15.9  500-749 6.0  750-999 12.0  1,000 or more 14.9 All BIA schools 11.7 See notes at end of table.

Percentage of school principals who were currently teaching in addition to serving as principal and average number of years spent becoming a principal, by school type and selected school characteristics: 2003-04

School type and selected school characteristic
 76

Table 32.

Percentage of principals who were Averag

currently teaching in addition to serving as principal teaching bef

All private schools 71.7  School classification Catholic 50.3  Other religious 79.0  Nonsectarian 70.3  Community type Central city 67.6 

 Urban fringe/large town 70.5  Rural/small town 81.8  School level  Elementary 68.2  Secondary 66.8  Combined 78.4  Student enrollment Less than 100 85.2  100-199 65.9  200-499 47.2  500-749 40.5  750 or more 49.7 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a school characteristicPrivate School Principal Data Files.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Principal, BIA S

Percentage of school principals who were currently teaching in addition to serving as principal and average number of years spent becoming a principal, by school type and selected school characteristics: 2003-04—Continued

School type and selected 
 77

Table 33.

average yearly base teacher salary, by various levels of degrees and experience and selected public school district and private sc

characteristics: 2003-04

Percent with Bachelor's degree Master's degree1 

salary schedules and no teaching and no teaching 

for teachers experience experience 

All public school districts 92.7 $29,100 $37,500 $31,900 $41,60District size 1 school 81.6 27,100 34,300 29,900 38,00 2-3 schools 96.1 28,300 36,300 30,900 39,90 4-5 schools 97.5 30,100 39,600 32,900 43,90 6-9 schools 98.6 30,800 40,400 33,800 45,20 10-19 schools 98.6 31,500 40,600 34,600 45,90 20 or more schools 99.7 31,700 40,300 34,500 44,90Community type Central city 79.9 31,100 40,300 34,300 45,00 Urban fringe/large town 93.9 31,100 40,700 34,000 45,20 Rural/small town 94.1 26,800 34,000 29,500 37,50District K-12 enrollment Less than 250 76.5 26,300 33,100 29,100 36,80 250-999 94.2 27,600 35,200 30,200 38,70 1,000-1,999 97.1 29,500 38,700 32,100 42,70 2,000-4,999 99.5 31,100 40,800 34,200 45,50 5,000-9,999 98.7 32,200 42,000 35,400 47,40 10,000 or more 98.9 32,600 41,500 35,800 46,70Percent of K-12 students in district who were approved for free or reduced-price lunches Less than 5 96.8 34,100 45,700 37,600 51,00 5-24.9 95.2 30,100 40,200 33,300 45,10 25-49.9 96.6 28,100 36,000 30,700 39,70 50-74.9 91.5 28,500 35,700 31,100 39,50 75 or more 92.4 29,500 37,600 32,200 41,40 District did not participate in free or reduced-price lunch program 63.0 28,700 36,000 32,200 40,70

Percentage of public school districts and private schools that had salary schedules for teachers and among those that had salary 

Among districts and private schools that had salary schedules, average yearly base t

Selected public school Master's degree

and 10 years o

teaching experienc

Bachelor's degree 

and 10 years of 

teaching experience

See notes at end of table.district and privateschool characteristic
 78

Table 33.

average yearly base teacher salary, by various levels of degrees and experience and selected public school district and private sc

Percent with Bachelor's degree Master's degree1 

salary schedules and no teaching and no teaching 

for teachers experience experience 

All private schools 61.1 $23,300 $29,200 $26,300 $32,30 School classification Catholic 91.5 23,900 29,400 26,300 32,20 Other religious 52.0 21,400 26,800 24,600 29,90 Nonsectarian 43.9 26,400 34,600 30,700 38,30 Community type Central city 66.7 24,100 30,200 27,200 33,40

 Urban fringe/large town 59.9 23,500 29,400 26,400 32,60 Rural/small town 52.5 20,300 25,100 23,200 27,80 School level  Elementary 66.7 23,400 29,100 26,400 32,20 Secondary 62.5 26,100 32,900 28,700 35,90 Combined 48.9 22,000 27,700 25,200 31,10 Student enrollment Less than 100 43.9 22,200 28,200 26,300 31,80 100-199 69.3 22,700 28,100 25,200 31,00 200-499 82.0 24,100 29,700 26,500 32,50 500-749 82.2 26,000 32,900 28,300 35,50 750 or more 81.5 27,600 34,600 29,400 37,20

1 A teacher with a master's degree or its equivalent in credit hours beyond a bachelor's degree.2 A teacher with a master's degree or its equivalent in credit hours.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District and Private School Da

Percentage of public school districts and private schools that had salary schedules for teachers and among those that had salary 

characteristics: 2003-04—Continued

Among districts and private schools that had salary schedules, average yearly base t

district and privateschool characteristic

Bachelor's degree 

and 10 years of 

teaching experience

Master's degree

and 10 years o

teaching experienc

Selected public school
 79

Table 34.

characteristics: 2003-04

Housing,

housing

General subsidies,

medical Dental Group life Retirement Tuition or rent 

insurance insurance insurance plan reimbursement assistance 

All public school districts 96.9 80.9 80.5 90.5 41.8 2.8 District size 1 school 92.9 72.8 69.3 89.6 33.1 5.5  2-3 schools 98.3 76.1 80.8 87.3 47.6 1.6  4-5 schools 98.1 86.9 85.0 93.0 44.6 1.8  6-9 schools 99.3 89.5 88.6 92.7 46.2 0.5  10-19 schools 99.5 93.6 91.3 94.4 39.1 2.5  20 or more schools 99.6 96.9 94.6 96.0 43.5 3.9 Community type Central city 98.2 92.6 83.0 95.1 37.1 1.1  Urban fringe/large town 98.7 89.5 87.0 90.5 45.1 0.9  Rural/small town 95.0 70.5 73.9 89.7 39.6 4.9 District K-12 enrollment Less than 250 88.4 68.6 62.8 90.3 28.2 7.4  250-999 98.8 76.3 79.5 87.3 42.6 2.4  1,000-1,999 98.6 83.2 85.7 91.4 49.6 0.9  2,000-4,999 99.8 90.3 89.4 92.8 49.0 0.9  5,000-9,999 99.4 95.1 90.5 94.0 41.4 1.0  10,000 or more 99.2 95.9 92.2 96.1 37.6 3.2 Percent of K-12 students in district who were approved for free or reduced-price lunches Less than 5 100.0 89.0 86.1 87.7 61.0 2.8  5-24.9 98.9 86.0 84.5 89.2 50.2 0.7  25-49.9 97.7 77.5 79.5 89.2 39.4 2.5  50-74.9 96.9 80.7 81.6 92.9 33.4 3.2  75 or more 97.1 84.4 80.8 92.7 39.7 5.0  District did not participate in free or reduced-price lunch program 83.4 72.2 63.6 93.2 45.1 7.9 

Percentage of public school districts and private schools that offered various benefits to teachers, by selected public school distr

See notes at end of table.district and privateschool characteristicSelected public school
 80

Table 34.

Housing,

housing

General subsidies,

medical Dental Group life Retirement Tuition or rent 

insurance insurance insurance plan reimbursement assistance 

All private schools 74.5 55.2 52.3 60.1 53.4 10.0  School classification Catholic 98.7 84.8 84.8 95.7 51.3 1.8  Other religious 59.4 37.6 33.3 39.7 52.4 16.8  Nonsectarian 76.7 56.1 52.7 59.7 58.0 6.0  Community type Central city 82.4 63.8 60.9 68.1 55.4 6.8 

 Urban fringe/large town 75.7 56.1 51.9 60.2 55.6 9.5  Rural/small town 53.8 33.8 35.4 42.6 42.2 18.5  School level  Elementary 78.5 58.8 55.8 67.1 50.9 8.6  Secondary 87.4 72.1 66.1 76.3 58.2 16.7  Combined 62.2 42.4 40.9 40.5 57.1 10.8  Student enrollment Less than 100 56.2 35.9 30.6 37.3 45.1 12.3  100-199 86.7 63.4 62.6 71.8 58.8 11.3  200-499 93.4 78.0 76.5 85.6 60.1 4.6  500-749 97.2 80.5 84.8 91.5 66.5 8.5  750 or more 99.3 91.5 91.8 95.3 76.7 9.2 SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District and Private School Da

characteristics: 2003-04—ContinuedPercentage of public school districts and private schools that offered various benefits to teachers, by selected public school distr

district and privateschool characteristicSelected public school
 81

Table 35.

To reward teachers To reward 

who have attained completion To recruit or retain 

National Board for To reward of in-service teachers to teach 

Professional Teaching excellence professional in a less 

Standards certification in teaching development desirable location1 

All public school districts 18.4 7.9 24.2 4.6 District size 1 school 10.5 11.7 16.9 #  2-3 schools 12.8 5.0 25.1 3.3  4-5 schools 19.4 6.3 26.9 3.9  6-9 schools 25.1 6.1 27.9 3.7  10-19 schools 36.7 7.3 30.7 5.9  20 or more schools 53.0 14.6 35.5 17.6 Community type Central city 27.8 19.1 30.5 9.0  Urban fringe/large town 19.2 9.3 26.5 4.8  Rural/small town 15.7 4.5 20.7 3.8 District K-12 enrollment Less than 250 9.2 13.4 20.5 3.2  250-999 11.6 7.3 19.9 3.6  1,000-1,999 16.8 4.4 23.5 3.1  2,000-4,999 26.5 5.3 29.7 3.9  5,000-9,999 34.8 7.3 30.7 5.2  10,000 or more 49.6 13.5 38.6 15.5 Percent of K-12 students in district who were approved for

 free or reduced-price lunches Less than 5 25.0 3.4 35.1 0.9  5-24.9 16.6 5.0 23.8 1.8  25-49.9 17.2 5.7 26.2 4.3  50-74.9 22.1 10.9 17.7 6.7  75 or more 23.1 12.6 29.2 10.6  District did not participate in free or reduced-price lunch program 7.3 17.1 22.9 6.5 

Percentage of public school districts and private schools that used pay incentives for various reasons, by selected public school d

See notes at end of table.

private school characteristics: 2003-04

Selected public schooldistrict and privateschool characteristic
 82

Table 35.

To reward teachers To reward 

who have attained completion To recruit or retain 

National Board for To reward of in-service teachers to teach 

Professional Teaching excellence professional in a less 

Standards certification in teaching development desirable location 

All private schools 6.3 19.7 15.9 †  School classification Catholic 5.3 9.1 17.7 †  Other religious 5.6 17.5 13.1 †  Nonsectarian 8.7 36.4 19.2 † 

 Community type Central city 6.3 22.7 20.5 † 

 Urban fringe/large town 7.6 19.3 14.1 †  Rural/small town 2.2 14.7 11.5 †  School level  Elementary 6.6 18.5 17.4 †  Secondary 7.0 20.4 14.7 †  Combined 5.4 22.1 13.1 † 

 Student enrollment Less than 100 6.3 22.6 14.2 †  100-199 5.2 17.0 15.8 †  200-499 6.8 14.8 17.2 †  500-749 6.8 22.8 21.3 † 

 750 or more 8.4 29.0 25.3 † 

† Not applicable.# Rounds to zero.

1 For districts, this item had a final weighted response rate of less than 70 percent.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District and Private School Da

private school characteristics: 2003-04—Continued

district and privateschool characteristicSelected public school

Percentage of public school districts and private schools that used pay incentives for various reasons, by selected public school d
 83

Table 36.

Training to use 

technology for 

Training in Training in planning, budgeting, 

management evaluation or decisionmaking, 

techniques supervision or reporting 

All public school districts 60.5 75.2 73.2 District size 1 school 56.8 79.7 61.1  2-3 schools 51.3 65.4 65.0  4-5 schools 59.8 75.0 73.8  6-9 schools 67.5 82.5 80.0  10-19 schools 71.5 86.8 82.6  20 or more schools 82.6 94.1 90.0 Community type Central city 76.9 89.8 83.7  Urban fringe/large town 61.7 77.4 76.4  Rural/small town 56.6 70.4 67.9 District K-12 enrollment Less than 250 51.4 58.8 54.8  250-999 51.9 67.5 63.5  1,000-1,999 55.9 70.6 73.3  2,000-4,999 64.8 80.5 79.2  5,000-9,999 71.4 87.9 82.6  10,000 or more 84.5 94.5 89.9 Percent of K-12 students in district who were approved for

 free or reduced-price lunches Less than 5 72.2 88.4 86.6  5-24.9 61.1 73.2 73.5  25-49.9 59.9 74.4 72.4  50-74.9 56.5 76.3 69.9  75 or more 65.9 76.3 77.6  District did not participate in free or reduced-price lunch program 60.6 67.1 74.0 

See notes at end of table.

Percentage of public school districts and private schools that provided professional development training for school or district 

administrators, by selected public school district and private school characteristics: 2003-04

district and privateschool characteristicSelected public school
 84

Table 36.

Training to use 

technology for 

Training in Training in planning, budgeting, 

management evaluation or decisionmaking, 

techniques supervision or reporting 

All private schools 26.2 31.4 28.9  School classification Catholic 26.0 34.5 39.5  Other religious 22.8 27.2 22.0  Nonsectarian 33.4 36.4 30.2  Community type Central city 25.1 32.1 31.6 

 Urban fringe/large town 27.4 31.9 29.0  Rural/small town 25.0 28.7 22.4  School level  Elementary 24.0 28.6 27.5  Secondary 25.5 33.6 34.2  Combined 31.0 36.7 29.9  Student enrollment Less than 100 23.4 26.7 21.7  100-199 28.4 34.0 28.4  200-499 28.0 35.4 38.6  500-749 28.7 38.0 43.2  750 or more 38.5 49.3 52.3 

administrators, by selected public school district and private school characteristics: 2003-04—Continued

district and privateschool characteristicSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District and Private School DaSelected public school

Percentage of public school districts and private schools that provided professional development training for school or district 
 85

Table 37.

Reimbursement to Funding for Opportunities to 

attend local, university serve as mentors Strategic Opportunities to 

state, or national or college within the planning visit other schools Administrative 

conferences course work district/school retreats or districts internships 

All public school districts 94.7 45.0 77.3 56.4 92.8 52.1 District size 1 school 92.5 20.9 67.4 41.8 83.6 45.6  2-3 schools 93.3 47.0 69.1 47.4 90.0 42.4  4-5 schools 96.4 45.0 78.4 56.1 95.5 52.8  6-9 schools 96.4 48.4 84.8 67.3 95.9 61.5  10-19 schools 94.7 39.0 85.8 67.0 94.8 61.8  20 or more schools 91.8 39.7 91.1 67.0 90.8 67.3 Community type Central city 91.0 36.6 83.9 69.2 91.9 60.5  Urban fringe/large town 95.8 48.5 80.3 62.4 94.9 55.0  Rural/small town 93.9 42.2 72.8 47.3 90.6 47.3 District K-12 enrollment Less than 250 93.7 29.9 57.7 31.7 91.2 39.3  250-999 91.7 41.6 68.4 45.9 87.0 41.7  1,000-1,999 97.1 51.4 77.3 56.7 95.8 48.1  2,000-4,999 96.4 49.8 85.8 64.3 96.8 61.9  5,000-9,999 95.2 42.0 80.8 67.7 93.6 60.7  10,000 or more 92.4 36.8 90.5 70.1 91.7 66.7 Percent of K-12 students in district who were approved for free or reduced-price lunches Less than 5 98.7 63.0 83.2 69.7 98.2 61.1  5-24.9 94.1 57.4 80.9 63.2 93.9 57.2  25-49.9 94.2 43.2 74.2 53.9 90.8 50.9  50-74.9 94.7 32.6 76.8 49.5 93.4 45.9  75 or more 95.2 37.4 83.4 57.0 94.0 57.9  District did not participate in free or reduced-price lunch program 97.7 49.6 61.8 60.8 95.6 33.8 

See notes at end of table.

Percentage of public school districts and private schools that provided professional development opportunities for school or distradministrators, by selected public school district and private school characteristics: 2003-04

district and privateschool characteristicSelected public school
 86

Table 37.

Reimbursement to Funding for Opportunities to 

attend local, university serve as mentors Strategic Opportunities to 

state, or national or college within the planning visit other schools Administrative 

conferences course work district/school retreats or districts internships 

All private schools 66.2 38.1 46.5 31.5 73.7 13.6  School classification Catholic 67.1 38.1 54.5 38.0 80.7 21.7  Other religious 61.6 35.9 41.7 24.6 69.5 10.1  Nonsectarian 74.5 42.7 46.9 37.7 74.0 11.0  Community type Central city 69.2 40.2 52.8 38.9 78.2 13.5 

 Urban fringe/large town 66.4 38.9 46.9 30.8 72.1 13.9  Rural/small town 59.1 31.5 31.7 17.5 69.0 12.6  School level  Elementary 64.2 36.3 43.7 30.7 76.0 12.5  Secondary 76.2 49.6 59.3 40.0 77.0 16.3  Combined 67.3 38.3 48.3 30.4 67.9 14.9  Student enrollment Less than 100 57.5 30.1 38.0 19.7 66.1 9.1  100-199 68.1 37.4 45.7 34.4 73.4 14.5  200-499 75.8 47.6 58.5 45.7 83.7 18.6  500-749 84.7 60.4 63.8 48.5 92.1 20.7  750 or more 91.3 68.6 71.3 65.0 94.2 30.0 SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District and Private School Da

administrators, by selected public school district and private school characteristics: 2003-04—Continued

district and privateschool characteristicSelected public school

Percentage of public school districts and private schools that provided professional development opportunities for school or distr
 87

Table 38.

At least 

emergency 

Average or Pas

number of temporary Graduation Passing sc

teachers who Full state from a Passing score on a l

were newly standard certification state- College score on a DISTR

hired for grades state or approved major on a STATE te

Selected public K-12 and certification endorsement teacher or minor STATE test of basic s

school district comparable for field for field education in field to test of subject or subcharacteristic ungraded levels to be taught to be taught program be taught basic skills knowledge knowle All public school districts 18.5 77.4 70.9 66.4 62.6 64.1 58.2 District size 1 school 2.7 76.9 61.9 68.0 67.0 60.9 54.3  2-3 schools 5.4 79.0 71.0 66.9 63.4 64.5 59.4  4-5 schools 11.8 77.2 72.8 64.5 59.0 65.0 60.1  6-9 schools 20.1 77.8 78.8 66.2 62.0 67.8 62.1  10-19 schools 43.7 75.4 81.9 66.7 58.2 66.4 59.1  20 or more schools 191.2 73.1 81.0 59.4 49.8 64.8 56.7 Community type Central city 51.6 66.2 65.1 59.8 59.3 64.3 53.2  Urban fringe/large town 24.5 77.7 74.9 65.4 60.0 68.8 63.6  Rural/small town 6.4 79.2 68.2 68.7 65.7 59.7 54.1 District K-12 enrollment Less than 250 2.1 73.8 59.1 69.2 59.9 53.2 44.2  250-999 3.9 77.3 69.1 65.9 65.5 64.3 59.7  1,000-1,999 8.6 79.8 71.3 65.7 64.6 68.3 62.5  2,000-4,999 18.7 80.5 79.5 67.2 64.1 69.1 65.0  5,000-9,999 39.5 77.3 79.9 65.8 57.9 68.9 63.4  10,000 or more 173.6 72.1 82.4 60.1 49.8 66.8 57.2 Percent of K-12 students in district who were  approved for free or reduced-price lunches Less than 5 26.1 82.4 75.7 51.8 57.1 71.5 71.7  5-24.9 17.9 83.3 73.5 69.4 67.7 66.0 60.9  25-49.9 19.8 77.1 69.8 67.0 60.8 62.1 56.9  50-74.9 18.4 74.0 73.4 67.7 59.9 65.4 57.9  75 or more 21.7 75.5 71.2 65.2 61.3 68.5 60.6  District did not participate in free or  reduced-price lunch program 4.3 69.4 54.8 58.3 69.4 52.9 45.0 

Average number of public school teachers who were newly hired by public school districts for grades K-12 and comparable ungraded l

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District Data File.

school districts that required selected criteria when considering teaching applicants, by selected public school district characteristics: 

Percent of districts that required selected criteria when considering teaching 
 88

Table 39.

characteristics: 2003-04

Full standard

Selected public state Pschool district administrative Master's or Prior teaching administra

characteristic certification higher degree experience experie All public school districts 0.7 83.5 76.5 72.8 District size 1 school 0.3 72.3 70.4 67.5  2-3 schools 0.3 86.7 77.8 71.8  4-5 schools 0.5 87.8 77.0 74.6  6-9 schools 0.7 89.1 80.8 77.3  10-19 schools 1.1 91.1 81.5 79.1  20 or more schools 2.8 93.3 85.6 83.9 Community type Central city 1.8 66.1 70.2 75.4  Urban fringe/large town 0.7 86.6 77.0 74.2  Rural/small town 0.5 84.1 77.2 71.0 District K-12 enrollment Less than 250 0.3 65.9 60.6 60.7  250-999 0.3 84.7 79.6 74.3  1,000-1,999 0.5 89.8 79.8 73.7  2,000-4,999 0.6 88.9 80.5 76.2  5,000-9,999 1.0 91.2 84.3 79.7  10,000 or more 2.5 93.3 81.8 85.2 Percent of K-12 students in district who were  approved for free or reduced-price lunches Less than 5 0.8 92.2 78.7 76.8  5-24.9 0.6 87.7 80.7 76.4  25-49.9 0.6 85.0 78.2 72.3  50-74.9 0.7 82.8 74.1 70.8  75 or more 1.1 79.9 75.6 71.7  District did not participate in free or  reduced-price lunch program 0.3 62.0 59.4 68.9 

Average number of public school principals who were newly hired by public school districts for grades K-12 and comparable ungra

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District Data File.

percentage of public school districts that required selected criteria when considering principal applicants, by selected public schoo

Percent of districts that required selected criteria when considering princ

Average number of 

principals who were 

newly hired for 

grades K-12 and 

comparable 

ungraded levels
 89

Table 40.

Teachers with 3 or fewer 

years of experience 

 All public school districts 3.1 1.2 District size 1 school 1.5 0.4  2-3 schools 1.0 0.4  4-5 schools 1.7 0.8  6-9 schools 3.1 1.4  10-19 schools 6.9 2.5  20 or more schools 26.5 11.0 Community type Central city 12.4 4.7  Urban fringe/large town 3.0 1.3  Rural/small town 1.4 0.4 District K-12 enrollment Less than 250 0.7 0.2  250-999 1.4 0.4  1,000-1,999 2.4 0.8  2,000-4,999 2.0 1.1  5,000-9,999 7.8 2.8  10,000 or more 23.1 9.7 Percent of K-12 students in district who were  approved for free or reduced-price lunches Less than 5 3.5 1.4  5-24.9 2.3 1.0  25-49.9 3.9 1.2  50-74.9 2.9 1.2  75 or more 3.8 2.2  District did not participate in free or  reduced-price lunch program 1.3 0.4 SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District Data File.

Average number of teachers in districts did not have their contracts renewed, by ye

who were dismissed or did not have their 

contracts renewed

Selected public school district characteristic

Average number of teachers in districts who 

Average number of public school teachers in public school districts who were dismissed in the previous year or did not have their 

based on poor performance, by years of teaching experience and selected public school district characteristics: 2003-04 
 90

Table 41.

Districts that required all Districts that permitted

Selected public Districts that required all schools, except charter schools with designated Dschool district schools with designated schools, with designated students to participate characteristic students to participate students to participate on a voluntary basis  All public school districts 98.2 0.3 0.8 District size 1 school 96.9 # 1.9  2-3 schools 98.3 0.3 0.3  4-5 schools 99.2 0.2 0.5  6-9 schools 99.1 0.5 0.1  10-19 schools 98.6 1.2 0.1  20 or more schools 98.2 1.4 # Community type Central city 98.5 0.8 0.1  Urban fringe/large town 98.4 0.4 0.7  Rural/small town 97.9 0.2 0.9 District K-12 enrollment Less than 250 97.0 # 1.5  250-999 97.8 0.2 1.1  1,000-1,999 99.3 # 0.3  2,000-4,999 99.0 0.6 0.4  5,000-9,999 98.9 0.9 0.2  10,000 or more 97.7 2.0 # Percent of K-12 students in district who were  approved for free or reduced-price lunches Less than 5 100.0 # #  5-24.9 98.6 0.5 0.5  25-49.9 99.4 0.2 0.1  50-74.9 97.8 0.7 1.5  75 or more 98.0 0.1 1.1  District did not participate in free or  reduced-price lunch program 89.7 # 3.3 # Rounds to zero.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District Data File.

selected public school district characteristics: 2003-04Percentage of public school districts that required all schools to participate in state or district assessments, that required all schooschools to participate, that permitted schools to participate on a voluntary basis, and that had no state or district-level assessment 
 91

Table 42.

Among districts that

required instruction in 

Among districts that Among districts that social sciences, social re

required instruction in required instruction studies (e.g. history, 

English/language arts, in mathematics, geography, economics), or 

Selected public average number of average number of average number of school district years instruction years instruction years instruction characteristic was required was required was required  All public school districts 3.9 2.8 3.2 District size 1 school 3.9 2.8 3.2  2-3 schools 3.9 2.8 3.1  4-5 schools 3.9 2.8 3.2  6-9 schools 3.9 2.8 3.2  10-19 schools 3.9 2.8 3.2  20 or more schools 3.9 2.8 3.1 Community type Central city 3.9 2.9 3.2  Urban fringe/large town 3.9 2.8 3.2  Rural/small town 3.9 2.8 3.1 District K-12 enrollment Less than 250 3.9 2.8 3.2  250-999 3.9 2.8 3.2  1,000-1,999 3.8 2.8 3.1  2,000-4,999 3.9 2.9 3.2  5,000-9,999 3.9 2.9 3.2  10,000 or more 3.9 2.8 3.2 Percent of K-12 students in district who were  approved for free or reduced-price lunches Less than 5 4.0 2.8 3.2  5-24.9 3.9 2.7 3.1  25-49.9 3.9 2.7 3.2  50-74.9 3.9 2.9 3.2  75 or more 4.0 3.1 3.2  District did not participate in free or  reduced-price lunch program 3.8 3.1 3.2 NOTE: Seventy-eight percent of all public school districts granted high school diplomas in 2004.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District Data File.

Graduation requirements for standard diplomas in 2004 among public school districts that granted high school diplomas, by selecschool district characteristics: 2003-04
 92

Table 43. 

Associate's Bachelor's Master's Doctoral

degree degree degree degree

All public schools 88,113 82,569 50,553 2.4 21.7 68.0 1.4  School classification Traditional public 85,934 81,204 50,355 2.3 21.5 68.3 1.4  Charter school 2,179 1,364 198 13.4 40.8 33.8 1.7 

 Community type Central city 21,985 20,427 12,639 1.2 19.1 71.2 1.7 

 Urban fringe/large town 42,326 39,830 25,835 2.8 19.3 70.4 1.5  Rural/small town 23,802 22,312 12,080 2.5 28.6 60.6 0.8  School level  Elementary 61,572 60,172 33,053 2.7 21.8 67.4 1.3  Secondary 19,886 17,035 14,972 1.5 17.6 73.8 1.8  Combined 6,655 5,361 2,529 2.6 37.4 50.5 0.2  Student enrollment Less than 100 6,895 4,175 516 1.7 42.9 47.8 0.9 

 100-199 7,922 6,953 1,487 3.0 31.7 57.5 0.1 

 200-499 35,685 34,289 18,698 2.5 23.3 64.7 1.6  500-749 20,156 19,868 13,777 2.5 20.9 69.3 1.2  750-999 8,396 8,265 6,191 2.2 18.0 73.3 1.2  1,000 or more 9,059 9,018 9,884 1.8 14.0 78.4 1.8 All BIA schools 168 160 88 4.8 40.5 48.3 1.5 

Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a regular school district.

Of schools with library media centers, characteristics of library media center staff, by school type and selected school characteris

Library Media Center, and BIA School Library Media Center Data Files.School type and selected school characteristic

Highest degree earned among all paid professional staff

1The school data files were used to generate these estimates. The school library media center data files were used to generate the remaining estimates.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, PuNOTE: The 2003-04 Schools and Staffing Survey did not collect School Library Media Center data from private schools. BIA school refers to schools fund

pr

l

Total 

number of 

schools1

Number of 

schools with 

library media 

centers1

Total number of 

full-time, paid, 

state-certified 

library media 

center specialists
 93

Table 44. 

Number of Individual Small group Large group Work area

Total schools with reading, (five persons (more than (where library Media 

number library viewing, and or fewer) five persons) staff order, production 

of schools1 media centers1 listening areas activity areas activity areas label, etc.) area 

All public schools 88,113 82,569 61.2 69.6 84.1 86.7 24.3  School classification Traditional public 85,934 81,204 61.4 69.6 84.4 86.9 24.4  Charter school 2,179 1,364 45.6 63.1 59.3 65.2 11.1  Community type Central city 21,985 20,427 63.8 69.3 85.8 86.1 22.5 

 Urban fringe/large town 42,326 39,830 61.6 70.2 84.8 88.3 27.3  Rural/small town 23,802 22,312 58.2 68.6 81.3 84.2 20.3  School level  Elementary 61,572 60,172 60.8 69.7 85.9 85.4 22.0  Secondary 19,886 17,035 63.8 69.8 81.0 92.7 33.5  Combined 6,655 5,361 57.0 67.1 71.5 81.4 20.1  Student enrollment Less than 100 6,895 4,175 44.1 60.2 66.1 61.2 9.9  100-199 7,922 6,953 46.9 63.3 74.4 73.9 12.4  200-499 35,685 34,289 59.0 68.9 83.7 85.7 19.2  500-749 20,156 19,868 65.4 72.6 87.4 90.0 28.8  750-999 8,396 8,265 69.7 71.4 87.0 90.1 30.2  1,000 or more 9,059 9,018 67.7 71.2 87.7 96.5 40.0 All BIA schools 168 160 68.5 75.6 82.0 85.0 18.6 Library Media Center, and BIA School Library Media Center Data Files.

1The school data files were used to generate these estimates. The school library media center data files were used to generate the remaining estimates.

NOTE: The 2003-04 Schools and Staffing Survey did not collect School Library Media Center data from private schools. BIA school refers to schools fundIndian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a regular school district.

Of schools with library media centers, percentage that contained various types of work areas, by school type and selected school 

School type and selected school characteristicSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, Pu
 94

Table 45. 

Video

Number of Digital video cassette Technology

schools Automated disc (DVD) recorders to assist

with catalog(s) player(s) (VCR) for students 

Total library Automated for student for student student and 

number media circulation and and and staff with 

of schools1 centers1 Telephone system staff use staff use staff use disabilities w

All public schools 88,113 82,569 90.5 86.9 82.7 44.1 86.3 11.9  School classification Traditional public 85,934 81,204 90.7 87.2 83.0 44.3 86.5 11.9  Charter school 2,179 1,364 73.7 66.2 51.1 33.4 69.7 8.5  Community type Central city 21,985 20,427 91.5 87.4 81.7 43.1 84.5 10.1 

 Urban fringe/large town 42,326 39,830 92.7 90.9 87.6 46.5 86.7 12.8  Rural/small town 23,802 22,312 85.8 79.3 74.5 40.6 87.2 11.7  School level  Elementary 61,572 60,172 89.9 86.7 81.9 39.3 85.4 10.2  Secondary 19,886 17,035 95.3 92.8 90.6 61.3 89.4 18.0  Combined 6,655 5,361 82.1 68.8 63.7 43.2 86.8 11.7  Student enrollment Less than 100 6,895 4,175 72.2 49.2 47.1 27.4 67.1 9.1  100-199 7,922 6,953 76.2 68.5 64.0 31.0 80.4 7.4  200-499 35,685 34,289 89.1 85.3 80.4 41.0 86.8 9.6  500-749 20,156 19,868 93.9 93.3 90.0 43.9 88.2 12.3  750-999 8,396 8,265 96.6 95.5 88.6 52.3 87.3 14.1  1,000 or more 9,059 9,018 98.8 96.1 93.8 62.7 89.9 21.3 All BIA schools 168 160 68.1 63.3 56.1 46.2 84.2 10.7 

Of schools with library media centers, percentage with various technological services, average number of computer workstations, an

School type and selected school characteristicSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, Publi

Various technological services

NOTE: The 2003-04 Schools and Staffing Survey did not collect School Library Media Center data from private schools. BIA school refers to schools funded 

Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a regular school district.Library Media Center, and BIA School Library Media Center Data Files.

number of computer workstations with Internet access in the library media center, by school type and selected school characteristic

1The school data files were used to generate these estimates. The school library media center data files were used to generate the remaining estimates.
 95

Table 46. 

Total 

number Before A

of schools1 school sc

All public schools 88,113 82,569 97.5 75.9 62.4  School classification Traditional public 85,934 81,204 97.7 76.1 62.5  Charter school 2,179 1,364 87.7 61.4 51.4  Community type Central city 21,985 20,427 97.8 76.6 59.4 

 Urban fringe/large town 42,326 39,830 98.1 78.8 60.8  Rural/small town 23,802 22,312 96.2 70.1 67.8  School level  Elementary 61,572 60,172 97.4 72.0 54.3  Secondary 19,886 17,035 99.1 90.9 88.2  Combined 6,655 5,361 94.3 71.2 72.3  Student enrollment Less than 100 6,895 4,175 90.8 52.9 53.1  100-199 7,922 6,953 90.2 54.4 50.9  200-499 35,685 34,289 97.8 70.6 56.1  500-749 20,156 19,868 98.8 81.3 63.3  750-999 8,396 8,265 99.1 87.2 68.3  1,000 or more 9,059 9,018 99.3 93.5 88.4 All BIA schools 168 160 91.7 73.3 61.2 Library Media Center, and BIA School Library Media Center Data Files.

1The school data files were used to generate these estimates. The school library media center data files were used to generate the remaining estimates.

available for independent 

Percent of library media cen

Number of 

schools with 

library media 

centers1

Of schools with library media centers, percentage with space for a full class of students at one time, for other activities concurren

School type and selected school characteristicSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, Pu

and for independent student use, by school type and selected school characteristics: 2003-04

NOTE: The 2003-04 Schools and Staffing Survey did not collect School Library Media Center data from private schools. BIA school refers to schools fundof Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a regular school district.

Of library media 

centers that had 

space for a full 

class, percent 

that could 

accommodate 

other activities 

concurrent with 

a full class

Percent of 

library media 

centers that had 

space for a full 

class of students 

at one time
 96

Table 47. 

Book Video CD-ROM Book Video CD-ROM Boo

titles materials titles titles materials titles title

All public schools 88,113 82,569 10,900 391 69 574 25 4.3 $6,30

 School classification Traditional public 85,934 81,204 11,000 393 69 571 25 4.3 6,40 Charter school 2,179 1,364 8,000 191 46 815 25 6.4 5,40 Community type Central city 21,985 20,427 11,400 425 76 711 25 4.8 8,50

 Urban fringe/large town 42,326 39,830 11,800 415 77 588 27 3.8 6,50 Rural/small town 23,802 22,312 9,000 317 48 427 21 4.7 4,30 School level  Elementary 61,572 60,172 10,600 349 81 591 22 4.7 5,80 Secondary 19,886 17,035 12,600 557 35 558 37 2.9 8,80 Combined 6,655 5,361 9,100 331 38 413 22 3.7 3,90 Student enrollment Less than 100 6,895 4,175 5,700 191 38 260 13 3.7 2,10 100-199 7,922 6,953 6,400 159 32 311 11 2.4 2,60 200-499 35,685 34,289 9,800 314 57 482 19 4.1 4,90 500-749 20,156 19,868 11,600 423 102 652 26 5.3 6,90 750-999 8,396 8,265 13,300 469 85 727 33 3.5 7,20 1,000 or more 9,059 9,018 16,300 753 60 882 51 4.9 13,60All BIA schools 168 160 10,100 383 34 758 33 4.9 9,60Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a regular school district.

holdings at the end 

of the 2002-03 school year Total 

number of 

schools1

Library Media Center, and BIA School Library Media Center Data Files.

various kinds of materials, by school type and selected school characteristics: 2003-04

Average number of 

1The school data files were used to generate these estimates. The school library media center data files were used to generate the remaining estimates.

during the 2002-03 school year the 

school characteristicSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, PuNOTE: The 2003-04 Schools and Staffing Survey did not collect School Library Media Center data from private schools. BIA school refers to schools fund

Number of 

schools with 

library media 

centers1

Of schools with library media centers, average number of total holdings, additions, and expenditures in library media centers duri

School type and selected 

A

Average number acquired e
Appendix A: Standard Error Tables 

 99

Table A-1.

Students Teachers1 Schools Principals1 Libraries 

 Total 494,015.7 29,534.6 361.6 699.1 548.2 

All public schools 497,798.0 29,182.9 282.8 306.6 548.2 

 School classification Traditional public 507,180.7 29,587.1 284.7 308.6 540.5 

 Charter school 42,084.0 2,414.5 41.9 41.8 87.7  Community type Central city 351,650.9 22,844.4 425.4 416.9 389.6 

 Urban fringe/large town 432,486.8 23,987.3 530.9 535.3 600.4 

 Rural/small town 184,145.2 13,699.1 386.1 375.4 409.1 

 School level  Elementary 307,714.7 20,531.4 387.9 360.6 439.8 

 Secondary 443,330.8 23,013.0 305.4 272.0 313.4  Combined 124,511.9 9,544.6 292.3 263.3 201.4  Student enrollment Less than 100 21,810.8 3,957.7 399.5 390.5 345.0  100-199 61,110.5 6,510.2 394.1 391.2 384.7  200-499 231,284.8 19,048.9 611.2 628.5 627.7  500-749 341,558.5 26,869.5 561.3 553.3 598.4  750-999 360,854.8 23,644.9 417.8 416.5 387.0  1,000 or more 520,677.7 27,127.4 330.3 333.5 298.7 All BIA schools 1,687.0 158.9 4.5 4.5 4.4 See notes at end of table.school characteristic

characteristics: 2003-04Standard errors for Table 1: Number of students, teachers, schools, principals, school libraries, and districts, by school type an

School type and selected 
 100

Table A-1.

Students Teachers1 Schools Principals1 Libraries 

All private schools 104,286.8 10,287.6 262.0 676.5 † 

 School classification Catholic 49,155.8 3,514.9 34.9 149.5 † 

 Other religious 63,089.4 5,759.5 203.3 419.7 †  Nonsectarian 71,518.5 7,716.7 136.0 230.3 †  Community type Central city 84,459.9 10,369.7 293.1 373.8 †  Urban fringe/large town 75,325.4 11,353.9 378.3 427.3 †  Rural/small town 37,584.4 20,141.5 264.8 306.4 †  School level  Elementary 55,713.8 13,879.1 261.6 327.3 †  Secondary 54,050.9 4,490.6 205.7 364.1 †  Combined 82,058.4 13,759.2 217.3 281.2 †  Student enrollment Less than 100 19,538.0 38,010.4 345.3 476.5 †  100-199 41,449.8 10,119.8 281.8 316.5 †  200-499 63,247.4 17,589.4 216.1 243.6 †  500-749 58,119.8 6,221.2 97.9 122.5 †  750 or more 79,873.6 6,284.3 74.5 67.5 † † Not applicable.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bdistrict. Detail may not sum to totals because of rounding. Community type for students, teachers, schools, principals, and libraries is based on the locschool. Community type for district is based upon the locale of the majority of the schools located in the district and may differ from the community typsampled from the district.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, Public School Teacher, BIA School Teacher, Private School Teacher, Public School Principal, BIA School Principal, Private School Principal, Public ScMedia Center, BIA School Library Media Center, and District Data Files.

characteristics: 2003-04—ContinuedStandard errors for Table 1: Number of students, teachers, schools, principals, school libraries, and districts, by school type an

school characteristic

1 Includes full- and part-time head counts.

School type and selected 
Table A-2. 

Hispanic, American

White, Black, regardless Indian/Alaska Asia

Male Female non-Hispanic non-Hispanic of race Native 

 All schools 0.13 0.13 0.46 0.33 0.45 0.03 All public schools 0.14 0.14 0.48 0.35 0.49 0.04  School classification Traditional public 0.14 0.14 0.49 0.35 0.49 0.04  Charter school 1.32 1.32 3.24 3.06 2.29 0.24  Community type Central city 0.39 0.39 0.89 0.96 1.23 0.04  Urban fringe/large town 0.16 0.16 0.66 0.34 0.59 0.04  Rural/small town 0.21 0.21 0.73 0.56 0.64 0.13  School level  Elementary 0.20 0.20 0.63 0.46 0.69 0.05  Secondary 0.23 0.23 1.00 0.52 0.81 0.06  Combined 0.40 0.40 1.57 1.12 1.10 0.29  Student enrollment Less than 100 1.41 1.41 2.48 1.42 2.87 0.60  100-199 0.52 0.52 1.57 1.46 0.99 0.41  200-499 0.17 0.17 0.80 0.66 0.45 0.10  500-749 0.21 0.21 1.13 0.68 1.10 0.07  750-999 0.72 0.72 1.68 1.30 1.38 0.07  1,000 or more 0.29 0.29 1.16 0.68 1.03 0.07 All BIA schools 0.24 2 0.24 2 0.24 0.27 0.22 0.69 

See notes at end of table.school characteristic

Standard errors for Table 2: Percentage distribution of students, by sex, race/ethnicity, percentage minority, school type, and sele

School type and selected 

2003-04

Sex Race/ethnicity

101
Table A-2. 

Hispanic, American

White, Black, regardless Indian/Alaska Asia

Male Female non-Hispanic non-Hispanic of race Native 

All private schools 0.42 0.42 0.63 0.41 0.38 0.12  School classification Catholic 0.66 0.66 1.10 0.69 0.72 0.21  Other religious 0.58 0.58 0.89 0.80 0.46 0.14  Nonsectarian 0.92 0.92 1.33 0.84 0.85 0.21  Community type Central city 0.84 0.84 1.24 0.87 0.73 0.09  Urban fringe/large town 0.61 0.61 0.82 0.44 0.59 0.15  Rural/small town 1.02 1.02 1.35 0.45 1.07 0.93  School level  Elementary 0.34 0.34 0.99 0.72 0.52 0.21  Secondary 1.74 1.74 1.84 0.82 1.21 0.20  Combined 0.80 0.80 1.15 0.63 0.79 0.13  Student enrollment Less than 100 0.61 0.61 1.18 1.04 0.63 0.22  100-199 0.54 0.54 1.54 1.19 0.73 0.59  200-499 0.44 0.44 1.12 0.79 0.61 0.14  500-749 1.39 1.39 1.75 1.13 1.05 0.05  750 or more 1.92 1.92 2.38 0.87 1.30 0.08 

1 Minority includes Black, non-Hispanic; Hispanic, regardless of race; American Indian/Alaska Native; and Asian/Pacific Islander.

2 For the item that measured male student enrollment in grades K-12 and comparable ungraded levels, the response rate was below 70 percent on the B

item was also used to calculate female student enrollment. NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, anSchool type and selected school characteristic

Sex Race/ethnicity

Standard errors for Table 2: Percentage distribution of students, by sex, race/ethnicity, percentage minority, school type, and sele

2003-04—Continued

102
 103

Table A-3. 

Most of So

All day the day th

 All schools 487.0 0.37 0.18 0.59 0.58 All public schools 412.4 0.31 0.19 0.61 0.59  School classification Traditional public 403.3 0.30 0.20 0.61 0.59  Charter school 84.9 3.44 0.82 4.30 3.77  Community type Central city 432.3 0.57 0.44 1.17 1.06  Urban fringe/large town 523.8 0.31 0.21 0.79 0.81  Rural/small town 413.5 0.87 0.28 1.05 1.33  School level  Elementary 425.6 0.27 0.26 0.85 0.84  Secondary 309.9 1.02 0.20 0.84 0.74  Combined 276.8 1.05 1.08 2.40 1.93  Student enrollment Less than 100 386.5 3.17 1.44 4.64 4.23  100-199 385.6 0.83 0.85 3.06 2.69  200-499 608.9 0.24 0.16 1.04 1.06  500-749 562.4 0.19 0.32 1.48 1.30  750-999 402.6 0.84 0.74 1.59 1.58  1,000 or more 325.2 0.48 0.28 0.92 1.11 All BIA schools 4.5 0.00 0.35 1.74 1.31 

Standard errors for Table 3: Number and percentage of schools that had students with an Individual Education Plan (IEP), perce

who had an IEP, and percentage of IEP students who spent varying amounts of time in regular classrooms, by school type and s

school characteristic

Number of 

schools that had 

any students with 

an IEP

Percent of all 

schools that had 

any students with 

an IEP

Percent of 

enrolled students 

who had an IEP

Among IEP students in schools that had any stud

percent who spent varying amounts of time in reg

See notes at end of table.

characteristics: 2003-04

School type and selected 
 104

Table A-3. 

Most of S

All day the day 

All private schools 313.0 1.04 0.19 2.28 2.41  School classification Catholic 124.6 1.52 0.19 2.75 3.09  Other religious 219.4 1.52 0.36 4.69 4.53  Nonsectarian 183.4 2.44 0.91 7.65 6.44  Community type Central city 203.7 1.91 0.27 4.06 3.85  Urban fringe/large town 282.0 1.60 0.39 3.34 3.65  Rural/small town 158.4 3.00 0.68 7.60 7.00  School level  Elementary 223.2 1.20 0.21 2.46 2.63  Secondary 158.1 3.82 0.59 7.69 7.10  Combined 175.3 1.85 0.53 6.67 6.91  Student enrollment Less than 100 251.5 1.74 0.95 6.12 6.13  100-199 193.6 2.17 0.68 4.41 4.46  200-499 144.9 2.07 0.25 3.35 3.52  500-749 71.1 4.22 0.70 9.07 8.45  750 or more 47.5 4.85 0.32 12.36 12.20 

Number of 

schools that had 

any students with 

an IEP

Percent of all 

schools that had 

any students with 

an IEP

Among IEP students in schools that had any stu

Percent of percent who spent varying amounts of time in re

enrolled students 

who had an IEP

characteristics: 2003-04—ContinuedStandard errors for Table 3: Number and percentage of schools that had students with an Individual Education Plan (IEP), perce

who had an IEP, and percentage of IEP students who spent varying amounts of time in regular classrooms, by school type and s

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, aschool characteristicNOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSchool type and selected 
 105

Table A-4. 

Percent Percent of

Number of schools of all schools K-12 students Number of Percen

receiving service1 receiving service1 participating participating schools all scho

 All schools 763.4 0.66 0.60 445.4 0All public schools 759.5 0.85 0.66 410.9 0 School classification Traditional public 747.7 0.86 0.66 400.7 0

 Charter school 72.8 3.27 2.98 102.9 4 Community type Central city 429.2 1.58 1.47 424.1 0 Urban fringe/large town 608.3 1.24 0.85 557.8 0 Rural/small town 426.0 1.38 1.07 391.8 0 School level  Elementary 685.9 0.99 0.86 412.9 0 Secondary 302.5 1.45 1.17 292.3 0 Combined 198.9 2.62 1.66 271.3 1 Student enrollment Less than 100 268.2 3.51 2.69 365.5 2 100-199 326.4 2.54 1.99 392.2 1 200-499 554.0 1.12 1.02 621.8 0 500-749 496.4 1.68 1.45 543.9 0 750-999 328.2 2.29 2.13 416.4 0 1,000 or more 212.3 1.77 1.49 328.9 0All BIA schools — — — 4.6 0

Standard errors for Table 4: Participation in Title I and the National School Lunch Program, by school type and selected school c

school characteristic

National School Lunch P

Title I services

School type and selected 

See notes at end of table.
 106

Table A-4. 

—Continued

Percent Percent of

Number of schools of all schools K-12 students Number of Percen

receiving service1 receiving service1 participating participating schools all scho

All private schools 202.1 0.71 0.23 235.4 0 School classification Catholic 140.8 1.78 0.43 119.2 1

 Other religious 105.8 0.78 0.20 142.1 1 Nonsectarian 99.4 1.47 0.47 103.8 1 Community type Central city 159.4 1.61 0.42 165.8 1 Urban fringe/large town 133.0 0.90 0.25 173.6 1 Rural/small town 98.0 1.87 1.02 94.9 2 School level  Elementary 173.6 1.05 0.37 196.2 1 Secondary 60.1 2.17 0.38 76.4 2 Combined 90.5 1.07 0.30 92.1 1 Student enrollment Less than 100 139.6 1.04 0.51 174.4 1 100-199 120.8 2.01 0.71 142.7 2 200-499 115.5 1.59 0.39 115.3 1 500-749 46.3 3.44 0.73 54.9 3 750 or more 11.1 1.48 0.15 28.7 3

— Not available.1 These services are received at the school or any other location.

NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not b

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, aFiles.

Standard errors for Table 4: Participation in Title I and the National School Lunch Program, by school type and selected school c

school characteristicSchool type and selected 

National School Lunch P

Title I services 
 107

Table A-5. 

Teacher

Information observation Home 

provided or language Student Student 

by parent referral survey interview records 

 All schools 635.2 0.54 0.36 0.50 0.82 0.62 0.97 0.44 All public schools 622.9 0.66 0.37 0.53 0.88 0.63 1.00 0.49  School classification Traditional public 613.2 0.66 0.37 0.53 0.89 0.63 1.02 0.50 

 Charter school 84.8 3.65 2.56 2.85 5.29 4.14 6.15 4.81  Community type Central city 411.0 1.36 0.85 1.21 1.63 1.10 1.69 0.76  Urban fringe/large town 556.0 1.04 0.48 0.63 1.20 0.95 1.45 0.69  Rural/small town 344.0 1.27 0.44 1.32 1.77 1.37 2.14 1.52 

 School level  Elementary 609.7 0.85 0.53 0.67 1.00 0.77 1.20 0.66 

 Secondary 293.7 1.20 0.47 1.22 1.78 0.96 1.80 0.65  Combined 195.6 2.35 0.82 2.41 2.45 3.29 3.74 2.52 

 Student enrollment Less than 100 315.9 3.59 4.69 4.58 9.18 3.70 8.87 2.98 

 100-199 252.4 2.72 1.48 2.19 3.19 2.45 4.01 2.00 

 200-499 510.0 1.01 0.54 0.85 1.52 1.31 1.89 0.95 

 500-749 518.2 1.25 0.70 1.14 1.78 0.96 1.79 1.33  750-999 388.1 1.74 1.14 1.94 1.91 1.79 2.57 1.59  1,000 or more 320.4 0.92 0.63 0.89 1.73 1.13 2.14 0.76 All BIA schools 3.7 1.42 1.70 1.26 1.71 1.37 1.72 1.58 

Standard errors for Table 5: Number and percentage of schools that had limited-English-proficient (LEP) students, percentage o

were LEP, and percentage of schools with LEP students that used various ways of determining LEP status, by school type and s

school characteristic

Number of 

schools that 

had any LEP 

students

Percent of all 

schools that 

had any LEP 

students

Percent of 

enrolled 

students who 

were LEP

used various ways of determining LEP status

See notes at end of table.

characteristics: 2003-04

Percent of schools with LEP students that

School type and selected 
 108

Table A-5. 

Teacher

Information observation Home 

provided or language Student Student 

by parent referral survey interview records 

All private schools 198.5 0.70 1.04 1.75 1.49 2.95 2.46 2.52  School classification Catholic 121.2 1.52 0.76 2.48 1.72 4.26 2.89 3.89 

 Other religious 130.1 1.00 2.75 2.47 1.91 4.14 4.21 3.90 

 Nonsectarian 115.3 1.60 1.05 4.26 4.41 5.94 6.31 5.46 

 Community type Central city 141.2 1.47 1.79 2.21 1.02 4.56 3.15 3.58  Urban fringe/large town 135.7 0.99 0.68 2.38 2.39 3.93 3.80 4.71  Rural/small town 79.4 1.61 2.97 9.42 9.51 9.34 13.01 8.12  School level  Elementary 170.7 0.97 1.78 2.11 1.26 3.62 3.30 3.62  Secondary 80.8 2.63 0.91 6.66 6.48 8.09 6.46 5.72 

 Combined 95.9 1.15 2.04 3.03 2.35 5.11 4.52 4.83 

 Student enrollment Less than 100 139.6 1.03 1.29 3.31 3.27 4.82 5.68 4.80  100-199 118.4 1.62 1.32 2.97 1.96 6.74 5.34 4.88  200-499 100.1 1.38 0.97 2.71 2.74 4.82 3.33 3.45  500-749 44.8 3.14 2.15 3.95 6.18 9.92 8.73 10.54  750 or more 36.4 4.31 4.96 5.37 8.37 6.77 5.39 6.42 

NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, Files.

Percent of schools with LEP students that

school characteristicSchool type and selected 

Number of 

schools that 

had any LEP 

students

Percent of all 

schools that 

had any LEP 

students

Percent of 

enrolled 

students who 

were LEP

used various ways of determining LEP status

characteristics: 2003-04—Continuedwere LEP, and percentage of schools with LEP students that used various ways of determining LEP status, by school type and s

Standard errors for Table 5: Number and percentage of schools that had limited-English-proficient (LEP) students, percentage o
 109

Table A-6. 

Percent Percent Percent

of all schools using ESL, Percent using Percent using using ESL, Percent us

with LEP bilingual, or regular English- their bilingual, or regular Engl

instructional immersion speaking native immersion speak

programs techniques classrooms language techniques classroo

 All schools 0.77 0.53 0.76 0.90 0.83 0All public schools 0.75 0.54 0.78 0.93 0.79 0 School classification Traditional public 0.76 0.53 0.78 0.94 0.78 0

 Charter school 5.08 6.43 3.70 3.80 6.35 4 Community type Central city 1.01 1.04 1.59 1.48 1.38  Urban fringe/large town 1.06 0.72 1.12 1.11 1.02  Rural/small town 1.41 1.37 1.35 2.36 2.11  School level  Elementary 0.78 0.64 0.98 1.19 0.91 0 Secondary 2.18 1.18 1.04 0.90 1.31 0 Combined 4.97 3.62 2.20 1.91 3.63 2 Student enrollment Less than 100 9.78 6.08 1.55 8.01 8.88 3 100-199 4.36 3.08 1.13 1.23 4.23  200-499 1.21 0.75 1.62 1.44 1.37  500-749 1.21 1.11 1.68 1.79 1.68  750-999 1.13 1.18 2.92 2.10 1.66 2 1,000 or more 1.01 0.95 1.66 1.71 1.24 All BIA schools 1.52 1.66 0.71 1.47 1.60 0

Standard errors for Table 6: Of schools that had limited-English-proficient (LEP) students, types of LEP programs, by school typ

characteristics: 2003-04

Schools with LEP instructional programs

Methods used in LEP instructional programs

Teaching English Teaching other subjects 

See notes at end of table.School type and selected school characteristic
 110

Table A-6. 

Percent Percent Percent

of all schools using ESL, Percent using Percent using using ESL, Percent us

with LEP bilingual, or regular English- their bilingual, or regular Engl

instructional immersion speaking native immersion speak

programs techniques classrooms language techniques classroo

All private schools 2.97 3.40 3.35 2.80 4.68 1 School classification Catholic 4.81 6.15 5.54 3.97 8.25 0

 Other religious 4.53 6.24 2.23 3.08 7.46  Nonsectarian 6.57 7.28 8.34 7.44 9.09 3 Community type Central city 4.20 6.08 4.14 4.23 6.75  Urban fringe/large town 4.11 5.51 4.22 3.02 7.51 2 Rural/small town 10.41 8.73 13.33 13.16 13.97 0 School level  Elementary 3.72 4.42 3.46 3.96 6.47 0 Secondary 8.65 7.58 8.95 6.77 8.99 0 Combined 5.70 8.20 5.73 4.88 8.70 4 Student enrollment Less than 100 5.57 8.07 7.66 7.54 9.90 0 100-199 5.62 4.88 5.26 3.06 8.75 3 200-499 4.40 8.07 4.75 5.22 8.46 2 500-749 13.11 11.03 12.70 7.79 17.67 0 750 or more 9.63 12.75 9.62 † 13.55 9† Not applicable.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, a

Teaching English Teaching other subjects

school characteristicSchool type and selected 

Standard errors for Table 6: Of schools that had limited-English-proficient (LEP) students, types of LEP programs, by school typ

Schools with LEP instructional programs

Methods used in LEP instructional programs

characteristics: 2003-04—Continued
 111

Table A-7. 

Student groups

Grades that remain 2

Traditional grades subdivided into or more years 

or academic small groups with the 

discipline-based such as "houses" same teacher Interdisciplinary Paired or 

departments or "families" (e.g., looping) teaching team teaching sche

 All schools 0.55 0.46 0.52 0.71 0.61 All public schools 0.59 0.62 0.64 0.82 0.74  School classification Traditional public 0.60 0.62 0.66 0.84 0.74 

 Charter school 3.86 3.01 4.24 4.21 3.92  Community type Central city 1.18 1.18 1.40 1.41 1.55  Urban fringe/large town 0.77 0.88 1.05 1.03 1.15  Rural/small town 1.20 0.82 1.25 1.26 1.30  School level  Elementary 0.77 0.75 0.84 0.99 0.88  Secondary 0.88 0.90 1.44 1.17 1.50  Combined 2.55 1.72 2.32 2.32 2.12  Student enrollment Less than 100 3.31 2.05 3.63 3.39 3.25  100-199 1.63 1.88 2.58 3.08 2.53  200-499 0.90 0.71 1.09 1.32 1.19  500-749 1.08 1.15 1.26 1.64 1.39  750-999 1.67 2.24 1.83 2.52 2.11  1,000 or more 1.15 1.45 1.36 1.75 1.96 All BIA schools 0.91 0.89 1.16 1.34 1.39 

Standard errors for Table 7: Percentage of schools that used various methods to organize classes or student groups and percen

year-round calendar, by school type and selected school characteristics: 2003-04

School type and selected 

Percent of schools that used various methods to organize classes or student groups

See notes at end of table.school characteristic
 112

Table A-7. 

Student groups

Grades that remain 2

Traditional grades subdivided into or more years 

or academic small groups with the 

discipline-based such as "houses" same teacher Interdisciplinary Paired or 

departments or "families" (e.g., looping) teaching team teaching sche

All private schools 1.06 0.53 0.98 1.07 0.89  School classification Catholic 1.10 1.02 1.14 1.89 1.37  Other religious 1.55 0.63 1.39 1.35 1.28  Nonsectarian 2.59 1.74 2.18 2.58 2.42  Community type Central city 1.67 1.07 1.86 1.52 1.75  Urban fringe/large town 1.55 0.80 1.60 1.52 1.31  Rural/small town 3.41 1.50 2.71 2.68 2.25  School level  Elementary 1.12 0.78 1.26 1.28 1.09  Secondary 3.06 1.78 2.23 3.41 3.92  Combined 2.49 0.99 1.98 1.85 1.79  Student enrollment Less than 100 1.90 1.09 1.75 1.58 1.54  100-199 1.54 0.91 1.83 2.15 1.51  200-499 1.06 1.12 1.08 1.65 1.59  500-749 2.44 1.78 1.72 4.14 2.65  750 or more 1.29 2.26 1.85 5.19 4.64 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, a

Standard errors for Table 7: Percentage of schools that used various methods to organize classes or student groups and percenyear-round calendar, by school type and selected school characteristics: 2003-04—Continued

Percent of schools that used various methods to organize classes or student groups

school characteristicSchool type and selected 
 113

Table A-8. 

Percent of Special

schools that student

had special Standardized Special aptitudes,

requirements Admission achievement Academic student skills, P

for admission test test record needs or talents i

 All schools 0.46 1.00 1.06 1.01 1.36 0.87 All public schools 0.49 1.32 1.58 2.37 2.80 1.74  School classification Traditional public 0.48 1.35 1.68 2.44 2.93 1.83 

 Charter school 3.93 5.06 4.42 10.64 10.78 3.64  Community type Central city 1.16 1.80 2.45 3.77 4.64 2.52  Urban fringe/large town 0.87 1.97 2.74 3.70 4.46 2.70  Rural/small town 0.89 2.92 3.40 4.50 4.83 3.39  School level  Elementary 0.56 2.31 3.02 3.82 3.60 2.95  Secondary 1.32 1.77 2.10 3.57 5.18 2.49  Combined 2.48 2.60 2.33 3.83 3.59 1.96  Student enrollment Less than 100 3.22 2.06 1.91 5.59 7.32 2.79  100-199 1.93 2.41 4.03 6.65 5.59 3.78  200-499 0.69 3.11 3.79 3.88 3.76 3.46  500-749 0.89 1.88 2.76 5.62 6.05 3.68  750-999 1.57 4.74 6.84 7.75 7.48 6.57  1,000 or more 1.11 4.82 5.82 5.81 5.88 6.00 All BIA schools 1.30 0.46 1.02 1.61 1.41 0.95 

Standard errors for Table 8: Percentage of schools that had various special requirements for admission other than proof of imm

residence, by school type and selected school characteristics: 2003-04

school characteristicSchool type and selected 

Of schools that had special requirements for admission, percent of schools that used vario

See notes at end of table.
 114

Table A-8. 

Percent of Special

schools that student

had special Standardized Special aptitudes,

requirements Admission achievement Academic student skills, P

for admission test test record needs or talents i

All private schools 1.12 1.41 1.30 1.07 1.24 0.97  School classification Catholic 1.68 2.45 2.13 1.35 2.10 1.79 

 Other religious 1.60 1.94 1.86 1.69 1.69 1.29  Nonsectarian 2.73 2.67 2.59 2.75 2.49 1.91  Community type Central city 1.73 2.15 2.33 1.74 2.07 1.79  Urban fringe/large town 1.78 1.75 1.53 1.63 1.67 1.43  Rural/small town 2.60 4.09 3.68 3.84 3.75 2.85  School level  Elementary 1.41 1.88 1.74 1.50 1.64 1.39  Secondary 2.47 3.10 3.57 3.94 3.37 2.92  Combined 1.58 2.21 2.00 1.94 1.80 1.90  Student enrollment Less than 100 1.65 2.42 2.25 2.30 2.03 1.56  100-199 2.12 2.56 2.41 2.10 2.61 2.34  200-499 1.38 2.27 2.05 1.21 1.93 1.88  500-749 2.52 4.62 4.20 2.67 4.01 3.93  750 or more 1.43 4.15 3.65 1.00 4.50 5.01 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, aFiles.

Standard errors for Table 8: Percentage of schools that had various special requirements for admission other than proof of imm

residence, by school type and selected school characteristics: 2003-04—Continued

school characteristicSchool type and selected 

Of schools that had special requirements for admission, percent of schools that used vario
 115

Table A-9. 

Percent of schools in Percent of schools Percent of scho

Number of schools Percent of all schools which 90 percent or in which 50 percent in which 50 perc

with students with students more of the 12th-grade or more of the or more of 

enrolled in the 12th enrolled in the 12th students graduated graduates from the graduates from 

grade during the grade during the with a diploma during previous year previous y

previous year previous year the previous year (2002-03) attended (2002-03) attend

(2002-03) (2002-03) (2002-03) a 4-year college a 2-year colle

 All schools 490.7 0.42 1.02 0.89 0All public schools 401.1 0.46 1.18 0.93 0 School classification Traditional public 390.8 0.46 1.20 0.94 0 Charter school 81.3 3.74 7.48 4.09 5 Community type Central city 259.2 1.08 2.92 2.09 2 Urban fringe/large town 304.6 0.71 1.89 1.49 1 Rural/small town 291.9 1.15 1.98 1.66 1 School level  Elementary 60.8 0.10 7.47 17.39  Secondary 369.4 1.22 1.35 0.95 1 Combined 245.7 2.07 2.48 2.21 1 Student enrollment Less than 100 336.1 3.92 4.76 1.87 2 100-199 170.3 2.12 3.41 2.55 3 200-499 240.3 0.61 1.89 2.28 1 500-749 155.1 0.65 2.22 2.39 2 750-999 144.2 1.77 3.70 3.25 2 1,000 or more 206.6 1.59 1.28 1.99 1All BIA schools 4.1 1.84 3.58 1.83 2School type and selected school characteristic

Standard errors for Table 9: Number and percentage of schools that had any 12th-grade students, graduation status and college 

type and selected school characteristics: 2003-04

Among schools that had any 12th-grade stude

See notes at end of table.
 116

Table A-9. 

Percent of schools in Percent of schools Percent of scho

Number of schools Percent of all schools which 90 percent or in which 50 percent in which 50 perc

with students with students more of the 12th-grade or more of the or more of 

enrolled in the 12th enrolled in the 12th students graduated graduates from the graduates from 

grade during the grade during the with a diploma during previous year previous y

previous year previous year the previous year (2002-03) attended (2002-03) attend

(2002-03) (2002-03) (2002-03) a 4-year college a 2-year colle

All private schools 261.5 0.90 1.38 1.97 1 School classification Catholic 43.0 0.54 0.97 3.05 1 Other religious 202.1 1.46 1.70 2.65 2 Nonsectarian 152.7 2.10 3.05 3.78 2 Community type Central city 181.5 1.71 2.92 3.43 2 Urban fringe/large town 220.8 1.42 1.94 3.29 2 Rural/small town 150.2 2.60 2.60 5.41 3 School level  Elementary 24.6 0.14 17.56 20.83 24 Secondary 201.7 2.54 2.49 3.53 2 Combined 203.2 1.90 1.58 2.40 2 Student enrollment Less than 100 212.9 1.47 3.20 3.60 3 100-199 148.4 2.07 2.64 5.27 4 200-499 171.0 1.91 1.54 3.28 2 500-749 70.1 3.73 0.71 3.04 2 750 or more 66.9 3.39 1.61 1.64 0† Not applicable.

1 The percent of schools in this column exceeds the sum of the previous two columns because it also includes schools in which the sum of students at

college exceeds 50 percent. NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, aFiles.school characteristicSchool type and selected 

Standard errors for Table 9: Number and percentage of schools that had any 12th-grade students, graduation status and college 

Among schools that had any 12th-grade stude

type and selected school characteristics: 2003-04—Continued
 117

Table A-10. 

A program in

which at least half

Programs of the core Advanced

with special Talented/Gifted subjects are placement (AP)

instructional program or taught in a courses for International Spe

approaches honors courses foreign language college credit Baccalaureate (IB) career ac

 All schools 0.58 0.58 0.32 0.36 0.09 All public schools 0.65 0.67 0.40 0.40 0.11  School classification Traditional public 0.67 0.68 0.40 0.41 0.11 

 Charter school 3.90 4.15 1.04 1.78 0.67  Community type Central city 1.25 1.57 1.09 0.69 0.28  Urban fringe/large town 0.95 1.13 0.49 0.58 0.18  Rural/small town 1.39 1.35 0.23 0.73 0.05  School level  Elementary 0.74 0.86 0.55 0.32 0.13  Secondary 1.62 1.47 0.41 1.28 0.25  Combined 2.69 2.53 0.29 2.00 0.21  Student enrollment Less than 100 3.68 3.40 0.31 1.34 †  100-199 2.46 2.79 0.23 1.33 0.13  200-499 1.21 1.26 0.50 0.53 0.06  500-749 1.30 1.33 1.16 0.77 0.32  750-999 2.15 1.88 1.24 1.56 0.61  1,000 or more 1.25 1.23 1.11 1.54 0.48 All BIA schools 1.55 0.83 0.58 0.75 0.21 See notes at end of table.

Standard errors for Table 10: Percentage of schools that offered various programs, by school type and selected school charact

School type and selected school characteristic
 118

Table A-10. 

—Continued

A program in

which at least half

Programs of the core Advanced

with special Talented/Gifted subjects are placement (AP)

instructional program or taught in a courses for International Spe

approaches honors courses foreign language college credit Baccalaureate (IB) career ac

All private schools 1.18 1.04 0.37 0.75 0.11  School classification Catholic 1.00 1.34 0.37 0.53 0.15 

 Other religious 1.57 1.47 0.45 1.27 0.04  Nonsectarian 2.68 2.25 0.92 1.37 0.37  Community type Central city 1.88 1.70 0.62 1.28 0.18  Urban fringe/large town 1.65 1.37 0.46 1.01 0.11  Rural/small town 3.52 2.82 0.46 2.72 0.35  School level  Elementary 1.20 0.94 0.49 0.36 0.10  Secondary 3.37 3.31 1.30 3.65 0.64  Combined 2.40 2.33 0.38 2.01 0.16  Student enrollment Less than 100 2.14 1.59 0.58 1.09 †  100-199 1.78 2.08 0.71 1.53 0.23  200-499 1.57 1.98 0.62 1.57 0.14  500-749 1.87 4.12 1.87 3.80 1.56  750 or more 2.65 2.83 1.15 3.30 1.57 † Not applicable.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, aFiles.

Standard errors for Table 10: Percentage of schools that offered various programs, by school type and selected school charact

school characteristicSchool type and selected 
 119

Table A-11. 

Before-school or Providing academi

after-school day assistance fo

care programs enrolled student

 All schools 0.59 0.34 0.57 0.66 0.5All public schools 0.78 0.46 0.72 0.81 0.5 School classification Traditional public 0.80 0.47 0.76 0.83 0.6

 Charter school 3.71 2.48 3.98 3.38 3.3 Community type Central city 1.67 1.17 1.39 1.51 1.0 Urban fringe/large town 1.18 0.69 1.08 1.22 0.8 Rural/small town 1.42 0.80 1.40 0.98 1.1 School level  Elementary 0.86 0.60 0.83 1.07 0.7 Secondary 1.80 0.74 1.33 0.54 1.1 Combined 2.56 2.07 2.30 1.90 2.5 Student enrollment Less than 100 3.96 1.55 3.46 2.24 3.1 100-199 2.23 1.75 2.82 2.44 2.4 200-499 1.00 0.77 1.29 1.25 1.1 500-749 1.49 0.89 1.55 1.60 1.3 750-999 2.21 1.97 2.34 3.15 1.6 1,000 or more 2.06 1.14 1.89 1.26 1.2All BIA schools 1.58 1.41 1.30 1.44 1.6

Summer school a

intersessions availab

2003 or the previous 

Extended day program 

providing instruction 

beyond the normal 

school day for students 

who need academic 

assistance

A separate, selfcontained program for 

students with discipline 

or adjustment problems

Medical health care 

services beyond 

those provided by a 

school nurse

Standard errors for Table 11: Percentage of schools that offered particular programs or services at the school for students, reg

source, by school type and selected school characteristics: 2003-04

school characteristicSchool type and selected 

Programs or services available during the 2003-04 school year

See notes at end of table.
 120

Table A-11. 

Before-school or Providing academi

after-school day assistance fo

care programs enrolled student

All private schools 0.53 0.38 0.95 1.01 1.0 School classification Catholic 0.39 0.57 1.50 1.42 1.6

 Other religious 0.66 0.39 1.31 1.62 1.6 Nonsectarian 1.79 1.24 2.18 2.24 2.3 Community type Central city 1.06 0.74 1.60 1.62 1.8 Urban fringe/large town 0.89 0.60 1.18 1.41 1.5 Rural/small town 1.57 1.45 2.41 3.43 2.8 School level  Elementary 0.56 0.43 1.27 1.27 1.2 Secondary 2.62 2.40 3.28 1.72 3.5 Combined 1.22 0.64 2.08 2.19 2.3 Student enrollment Less than 100 1.08 0.62 1.57 1.76 1.7 100-199 0.88 0.93 2.11 2.10 2.1 200-499 0.67 0.75 1.65 1.61 1.9 500-749 1.12 2.17 3.19 4.13 3.7 750 or more 1.66 2.08 3.49 4.06 4.7NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, aFiles.

A separate, selfcontained program for 

students with discipline 

or adjustment problems

Medical health care 

services beyond 

those provided by a 

school nurse

Standard errors for Table 11: Percentage of schools that offered particular programs or services at the school for students, reg

source, by school type and selected school characteristics: 2003-04—Continued

school characteristicSchool type and selected 

Programs or services available during the 2003-04 school year Summer school a

intersessions availab

2003 or the previous 

Extended day program 

providing instruction 

beyond the normal 

school day for students 

who need academic 

assistance
 121

Table A-12. 

Vice Instructional School

principals coordinators counselors,

and and excluding 

assistant supervisors, Library psychologists 

principals/ such as media and 

school curriculum specialists/ social 

heads1 specialists1 librarians1 workers1 

 All schools 1,069.9 1,582.2 853.1 1,637.9 All public schools 1,016.1 1,654.9 758.0 1,494.2  School classification Traditional public 1,035.1 1,645.4 759.5 1,476.2  Charter school 139.2 183.3 92.6 138.5  Community type Central city 737.4 1,033.2 464.3 1,050.4  Urban fringe/large town 756.1 1,209.4 732.4 1,063.4  Rural/small town 327.0 387.9 427.1 592.6  School level  Elementary 796.3 1,498.0 701.8 908.8  Secondary 669.1 629.0 485.4 1,191.5  Combined 195.0 274.1 250.4 375.0  Student enrollment Less than 100 200.3 265.5 268.1 365.4  100-199 183.2 217.4 364.0 389.4  200-499 525.1 1,043.3 759.9 713.9  500-749 558.2 785.7 640.3 792.7  750-999 580.2 841.3 436.5 781.0  1,000 or more 816.3 683.2 431.5 1,251.6 All BIA schools 4.9 7.9 5.5 12.0 

Standard errors for Table 12: Number of various school staff, by school type and selected school characteristics: 2003-04

School type and selected See notes at end of table.school characteristic
 122

Table A-12. 

Vice Instructional School

principals coordinators counselors,

and and excluding 

assistant supervisors, Library psychologists 

principals/ such as media and 

school curriculum specialists/ social 

heads1 specialists1 librarians1 workers1 

All private schools 515.2 455.1 436.7 643.0  School classification Catholic 201.4 231.4 191.0 253.1  Other religious 372.4 311.5 267.7 234.1  Nonsectarian 256.4 318.7 302.9 565.7  Community type Central city 333.4 306.7 309.9 592.8  Urban fringe/large town 349.3 314.9 280.6 349.9  Rural/small town 160.1 174.7 215.8 265.5  School level  Elementary 252.9 248.4 243.2 266.6  Secondary 217.0 229.6 185.4 358.3  Combined 389.8 326.3 341.7 569.9  Student enrollment Less than 100 261.8 241.7 188.3 539.9  100-199 248.9 167.8 229.4 288.6  200-499 270.6 234.0 273.0 258.9  500-749 188.8 139.2 130.8 211.7  750 or more 173.7 246.7 228.2 266.2 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bdistrict. Estimates of the number of principals and teachers are provided in Table 1. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA School Teacher, Public School Principal, BIA School Principal, Private School Principal, Public School, BIA School, and Private School Data Files.

2 Student support services professional staff includes nurses, social workers, psychologists, speech therapists or pathologists, and other professional s

school characteristic

1 Includes full- and part-time head counts.

School type and selected 

Standard errors for Table 12: Number of various school staff, by school type and selected school characteristics: 2003-04—Con
 123

Table A-13. 

Secretaries

and 

other 

clerical Food 

Instructional Noninstructional support service 

aides1-2 aides1,3 staff1 personnel1 

 All schools 8,838.4 3,508.4 3,248.3 4,543.6 All public schools 8,717.4 3,273.8 2,997.0 4,562.4  School classification Traditional public 8,469.2 3,322.3 3,009.1 4,561.3  Charter school 1,377.1 309.8 260.6 258.3  Community type Central city 4,903.0 2,102.3 2,193.8 2,566.7  Urban fringe/large town 7,300.6 3,027.3 2,032.0 3,735.8  Rural/small town 4,052.4 1,679.1 1,058.6 2,274.0  School level  Elementary 8,196.7 3,237.8 2,077.7 3,347.9  Secondary 3,788.0 1,158.6 2,616.1 2,511.4  Combined 2,302.7 1,395.1 1,068.7 1,096.3  Student enrollment Less than 100 1,210.2 384.6 585.0 582.3  100-199 2,619.7 867.9 1,181.4 1,301.9  200-499 6,137.8 2,854.9 1,426.7 2,786.1  500-749 7,019.1 2,726.3 1,701.6 3,557.2  750-999 5,426.2 1,999.8 1,633.0 2,591.9  1,000 or more 4,291.6 1,818.3 2,979.0 3,325.2 All BIA schools 64.9 9.2 19.8 22.3 See notes at end of table.

Standard errors for Table 13: Number of school instructional and noninstructional aides, secretaries and other clerical support 

school characteristicSchool type and selected 

personnel, and custodial maintenance and security personnel, by school type and selected school characteristics: 2003-04
 124

Table A-13. 

Secretaries

and 

other 

clerical Food 

Instructional Noninstructional support service 

aides1-2 aides1,3 staff1 personnel1 

All private schools 1,930.1 1,220.7 1,430.7 1,426.3  School classification Catholic 821.0 520.6 455.7 518.5  Other religious 936.2 719.8 795.2 694.1  Nonsectarian 1,509.6 722.6 1,033.2 1,156.3  Community type Central city 1,454.0 604.1 1,169.1 751.3  Urban fringe/large town 1,659.1 988.7 938.7 1,167.8  Rural/small town 633.4 190.7 510.1 803.7  School level  Elementary 1,326.4 698.7 592.1 601.1  Secondary 512.5 249.7 772.8 1,091.7  Combined 1,516.7 1,011.1 1,138.4 857.7  Student enrollment Less than 100 1,383.5 868.1 414.9 559.5  100-199 1,282.2 403.9 611.9 463.8  200-499 1,085.4 494.4 890.0 770.0  500-749 678.7 294.1 579.9 458.9  750 or more 544.5 257.8 742.0 1,068.4 

1 Includes full- and part-time head counts.2 Instructional aides include regular Title I aides, ESL/Bilingual aides, special education instructional aides, library media center instructional aides, and 

instructional aides.

3 Noninstructional aides include special education noninstructional aides, library media center noninstructional aides, and other noninstructional aides.

NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bDetail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, aFiles.

Standard errors for Table 13: Number of school instructional and noninstructional aides, secretaries and other clerical support 

school characteristicSchool type and selected 

personnel, and custodial maintenance and security personnel, by school type and selected school characteristics: 2003-04—Co
 125

Table A-14. 

Added 

sections to 

Used other 

Hired a Hired a less long-term Cancelled teachers' 

fully than fully or planned Expanded normal 

qualified qualified short-term course some class teaching 

Number Percent teacher teacher substitutes offerings sizes loads 

 All schools 768.5 0.66 0.41 0.56 0.62 0.19 0.46 0.43 

All public schools 713.2 0.78 0.44 0.69 0.79 0.25 0.55 0.50  School classification Traditional public 706.4 0.79 0.44 0.69 0.79 0.25 0.56 0.51 

 Charter school 95.3 4.04 3.81 3.71 4.59 2.04 2.74 2.63  Community type Central city 463.9 1.45 0.95 1.68 1.68 0.49 1.39 1.01  Urban fringe/large town 620.8 1.20 0.69 0.84 1.29 0.36 0.74 0.65  Rural/small town 387.4 1.11 0.92 1.03 1.13 0.51 0.86 0.72  School level  Elementary 659.0 0.94 0.60 0.80 0.98 0.29 0.67 0.49  Secondary 318.0 1.29 0.76 1.06 1.15 0.68 1.09 1.13  Combined 219.9 2.41 1.60 2.16 2.51 1.46 2.00 2.15  Student enrollment Less than 100 221.0 3.21 4.00 3.48 3.58 1.73 1.64 1.97  100-199 285.5 2.63 2.67 2.32 2.93 1.52 1.77 1.79  200-499 626.3 1.02 0.91 1.03 1.26 0.46 0.82 0.68  500-749 505.5 1.41 0.81 1.28 1.49 0.33 1.01 0.70  750-999 374.3 1.99 1.28 1.97 2.54 1.15 1.87 1.87  1,000 or more 298.8 1.13 0.88 1.83 1.94 0.79 1.50 1.68 All BIA schools 4.4 1.21 1.13 1.74 1.64 0.76 1.19 1.47 

Standard errors for Table 14. Number and percentage of schools that had teaching vacancies for the current school year, by me

school characteristic

percent of schools that used various methods for covering vacan

Of schools that had teaching vacancies for the current school y

teaching vacancies at the school, school type, and selected school characteristics: 2003-04

See notes at end of table.School type and selected 
 126

Table A-14. 

Added 

sections to 

Used other 

Hired a Hired a less long-term Cancelled teachers' 

fully than fully or planned Expanded normal 

qualified qualified short-term course some class teaching 

Number Percent teacher teacher substitutes offerings sizes loads 

All private schools 322.8 1.10 0.90 0.96 0.87 0.39 0.74 0.81 

 School classification Catholic 119.0 1.47 1.20 1.39 1.24 0.51 0.80 1.02 

 Other religious 260.9 1.71 1.20 1.71 1.33 0.77 1.48 1.29  Nonsectarian 183.4 2.36 2.07 2.48 2.02 0.78 1.66 1.82  Community type Central city 258.2 1.82 1.46 1.79 1.52 0.60 1.22 1.41  Urban fringe/large town 309.8 1.65 1.32 1.30 1.15 0.62 1.18 1.15  Rural/small town 201.4 3.22 2.99 3.66 2.94 1.00 2.41 2.99  School level  Elementary 270.9 1.25 1.16 1.23 1.03 0.35 0.89 0.83  Secondary 204.9 3.50 2.39 3.24 2.41 1.70 2.65 2.65  Combined 207.3 2.19 1.67 2.21 1.93 0.96 1.71 2.05  Student enrollment Less than 100 306.8 1.97 2.06 2.19 1.68 0.83 1.39 1.69  100-199 238.3 2.06 1.26 1.93 1.41 0.52 1.99 1.93  200-499 204.8 1.53 1.22 1.59 1.29 0.67 1.18 1.31  500-749 88.1 2.48 1.91 3.58 3.05 0.97 2.88 2.51  750 or more 65.3 2.57 1.56 3.01 4.03 1.38 3.01 3.21 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, aFiles.school characteristicSchool type and selected 

Standard errors for Table 14. Number and percentage of schools that had teaching vacancies for the current school year, by me

Of schools that had teaching vacancies for the current school y

percent of schools that used various methods for covering vacan

teaching vacancies at the school, school type, and selected school characteristics: 2003-04—Continued
 127

Table A-15. 

English as 

General English/ Biology a Second Fore

elemen- Special language Social Computer Math- or life Physical Language la

tary education arts studies science ematics sciences sciences (ESL)1 ua

 All schools 0.58 0.93 0.83 0.97 0.86 0.93 0.89 0.91 1.32 0All public schools 0.71 0.98 0.96 1.20 0.94 1.12 1.11 0.98 1.43 1 School classification Traditional public 0.71 0.99 0.98 1.18 0.97 1.12 1.12 0.97 1.44 

 Charter school 3.35 5.35 5.10 5.68 6.68 5.41 5.40 5.62 8.08 8 Community type Central city 1.58 1.90 2.33 2.50 2.13 2.46 2.40 2.29 2.53 2 Urban fringe/large town 1.10 1.43 1.59 1.74 1.59 1.68 1.78 1.71 1.78  Rural/small town 1.47 1.82 1.67 2.04 1.54 1.74 1.69 1.60 2.22  School level  Elementary 0.72 1.26 1.49 1.75 1.46 1.83 1.58 1.40 1.92  Secondary 3.25 1.42 1.24 1.46 1.53 1.12 1.60 1.54 1.73  Combined 3.24 3.24 3.18 3.54 3.35 3.19 3.24 3.11 3.62 3 Student enrollment Less than 100 5.46 5.12 5.26 6.10 4.91 5.02 5.27 5.90 4.39 6 100-199 3.67 4.59 4.61 4.92 5.19 4.61 3.88 3.25 4.35 4 200-499 1.02 1.75 1.87 2.29 2.03 2.23 1.83 1.58 2.58 2 500-749 1.32 1.89 2.27 2.27 2.05 2.11 2.42 2.06 2.44 2 750-999 1.98 2.71 3.18 3.34 2.90 3.56 3.59 3.29 3.87 4 1,000 or more 4.03 1.46 1.70 1.73 2.28 1.44 2.03 2.20 2.35 2All BIA schools 1.93 1.96 2.39 2.27 2.36 2.07 2.41 2.24 2.08 2

type and selected school characteristics: 2003-04Standard errors for Table 15: Of schools that had teaching vacancies for the current school year, percentage with vacancies in 

school characteristicSchool type and selected See notes at end of table.
 128

Table A-15. 

English as 

General English/ Biology a Second Fore

elemen- Special language Social Computer Math- or life Physical Language la

tary education arts studies science ematics sciences sciences (ESL)1 ua

All private schools 1.09 2.68 1.48 1.51 1.89 1.57 1.46 1.72 1.83 1 School classification Catholic 1.38 4.24 2.44 2.69 2.51 2.53 2.67 2.59 2.78 3

 Other religious 1.78 3.54 2.56 2.13 3.13 2.73 2.67 2.91 3.05 2 Nonsectarian 2.83 4.97 4.34 4.46 4.40 3.94 4.58 3.96 4.44 3 Community type Central city 1.65 4.65 2.75 2.72 2.87 2.77 2.90 3.01 3.15 2 Urban fringe/large town 1.74 3.66 1.88 1.98 2.57 2.32 2.16 2.36 2.29 2 Rural/small town 3.09 8.02 5.14 4.75 5.39 5.99 5.31 5.73 7.22 5 School level  Elementary 1.17 3.83 2.05 2.05 2.41 2.23 2.14 2.35 2.67 2 Secondary 14.41 9.35 4.29 4.53 3.83 4.03 4.91 4.35 4.87 5 Combined 2.24 4.15 2.92 2.57 3.31 2.82 2.78 3.13 3.33 2 Student enrollment Less than 100 2.39 4.75 3.74 3.07 4.05 3.44 4.10 4.25 5.06 3 100-199 1.70 5.81 2.95 3.33 3.70 3.41 3.70 3.69 3.85 3 200-499 1.49 4.17 2.71 2.63 2.70 2.60 2.63 2.44 2.43 3 500-749 3.71 8.17 5.33 5.83 5.24 4.91 5.30 5.16 8.13 4 750 or more 4.28 9.84 4.30 4.85 5.73 4.59 4.75 5.83 6.13 4

1 English as a Second Language (ESL) also includes English for Speakers of Other Languages (ESOL) and/or bilingual education.

NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bdistrict. SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, aFiles.

type and selected school characteristics: 2003-04—Continued

school characteristicSchool type and selected 

Standard errors for Table 15: Of schools that had teaching vacancies for the current school year, percentage with vacancies in 
 129

Table A-16. 

English as 

General English/ Biology a Second Fore

elemen- Special language Social Computer Math- or life Physical Language la

tary education arts studies science ematics sciences sciences (ESL)1 ua

 All schools 0.38 1.16 0.66 0.46 1.47 0.99 1.04 1.46 1.93 All public schools 0.48 1.21 0.81 0.54 1.73 1.20 1.18 1.56 2.00 1 School classification Traditional public 0.47 1.23 0.83 0.53 1.77 1.18 1.25 1.58 2.00 

 Charter school 4.70 6.09 1.40 6.85 7.91 7.84 8.55 6.53 12.13 6 Community type Central city 1.21 2.26 1.77 1.25 2.93 2.36 2.62 2.85 3.38 3 Urban fringe/large town 0.66 1.58 1.19 0.66 1.94 1.40 1.68 2.12 3.61 2 Rural/small town 1.09 2.31 1.70 1.28 3.57 2.01 2.44 3.25 4.88 3 School level  Elementary 0.51 1.61 1.44 0.90 2.08 2.17 2.18 3.06 2.61 3 Secondary 2.64 1.42 1.04 0.65 2.22 1.59 1.38 1.76 2.89  Combined 0.81 3.37 2.97 3.51 7.59 3.81 3.57 4.42 7.58 5 Student enrollment Less than 100 3.59 6.72 6.05 5.57 15.24 7.79 6.32 9.12 27.93 20 100-199 1.44 4.61 5.67 3.59 7.33 7.39 6.92 9.69 12.02 1 200-499 0.72 2.21 2.22 1.20 2.60 2.84 2.44 3.61 4.62 5 500-749 0.90 2.18 1.11 0.92 2.66 2.89 3.03 3.87 3.65 3 750-999 1.05 2.91 0.48 1.52 3.58 2.82 3.51 3.97 5.23 3 1,000 or more 0.97 2.08 1.25 0.74 3.10 2.02 1.80 2.10 3.01 All BIA schools 1.70 2.19 2.88 2.18 3.73 3.76 5.12 3.98 2.60 6

Standard errors for Table 16: Of schools that had teaching vacancies in various fields for the current school year, percentage t

school characteristicSchool type and selected See notes at end of table.

or were not able to fill the vacancies in these fields, by school type and selected school characteristics: 2003-04
 130

Table A-16. 

English as 

General English/ Biology a Second Fore

elemen- Special language Social Computer Math- or life Physical Language la

tary education arts studies science ematics sciences sciences (ESL)1 ua

All private schools 0.70 4.31 1.14 0.90 2.49 1.92 2.05 2.56 6.41 1 School classification Catholic 1.30 6.41 1.91 0.33 4.54 3.54 3.94 4.46 † 3

 Other religious 1.04 5.03 2.00 1.84 4.42 2.75 3.33 3.74 10.59 2 Nonsectarian 1.69 6.47 1.79 1.30 4.65 3.91 3.51 4.94 14.14 4 Community type Central city 0.82 7.24 1.45 1.24 4.51 3.36 3.50 4.19 12.58 3 Urban fringe/large town 1.05 5.10 1.78 1.01 3.46 2.77 3.00 3.53 10.92 2 Rural/small town 2.87 17.84 3.43 3.54 9.68 4.87 5.65 6.97 14.70 7 School level  Elementary 0.81 7.47 2.13 0.67 3.74 3.09 3.25 4.10 13.58 3 Secondary † 10.96 2.43 2.59 5.38 4.51 4.74 5.73 † 5 Combined 1.30 4.71 1.42 1.52 4.36 3.21 3.20 3.94 8.67 2 Student enrollment Less than 100 1.55 7.22 3.04 2.76 5.28 4.51 4.78 5.56 17.31 4 100-199 1.23 7.69 1.98 1.28 5.00 3.92 4.34 4.90 5.34 4 200-499 0.99 5.16 1.63 1.48 5.18 3.44 3.25 4.05 5.64 3 500-749 1.90 12.30 2.48 2.20 4.25 4.03 5.43 6.80 † 3 750 or more 2.20 8.54 1.55 † 6.07 4.69 4.58 7.01 † 4† Not applicable.

1 English as a Second Language (ESL) also includes English for Speakers of Other Languages (ESOL) and/or bilingual education.

NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, aFiles.school characteristicSchool type and selected 

Standard errors for Table 16: Of schools that had teaching vacancies in various fields for the current school year, percentage t

or were not able to fill the vacancies in these fields, by school type and selected school characteristics: 2003-04—Continued
 131

Table A-17. 

Percent of schools 

with enrollment Percent of schools 

that exceeded Percent of schools Average student that routinely used 

permanent and that had one or capacity of common areas for 

temporary building more temporary temporary instructiona

capacity buildings buildings purposes 

 All schools 0.32 0.46 5.85 0.50 All public schools 0.41 0.59 6.68 0.58  School classification Traditional public 0.42 0.60 6.77 0.59 

 Charter school 1.92 3.19 18.00 3.88  Community type Central city 0.69 1.25 14.67 1.34  Urban fringe/large town 0.65 1.10 9.44 0.90  Rural/small town 0.56 1.06 6.64 1.06  School level  Elementary 0.52 0.78 6.58 0.74  Secondary 0.72 0.94 20.64 0.77  Combined 0.92 2.13 16.77 2.17  Student enrollment Less than 100 0.86 3.67 6.01 2.30  100-199 0.76 2.35 10.40 2.74  200-499 0.55 0.89 7.50 0.93  500-749 0.80 1.43 11.25 1.39  750-999 1.60 2.41 21.33 1.91  1,000 or more 1.77 1.98 19.73 1.59 All BIA schools 0.28 1.53 3.77 1.36 School type and selected 

Standard errors for Table 17: Percentage of schools with physical space limitations, by school type and selected school charac

See notes at end of table.school characteristic
 132

Table A-17. 

—Continued

Percent of schools 

with enrollment Percent of schools 

that exceeded Percent of schools Average student that routinely used 

permanent and that had one or capacity of common areas for 

temporary building more temporary temporary instructiona

capacity buildings buildings purposes 

All private schools 0.36 0.82 8.86 0.83  School classification Catholic 0.38 1.11 22.31 1.20 

 Other religious 0.52 1.12 12.53 1.31  Nonsectarian 1.04 1.96 10.27 1.51  Community type Central city 0.77 1.35 16.94 1.37  Urban fringe/large town 0.30 1.25 5.84 1.09  Rural/small town 0.90 1.99 45.87 2.57  School level  Elementary 0.45 1.07 13.38 1.08  Secondary 0.60 2.03 10.55 2.48  Combined 0.66 1.44 11.81 1.51  Student enrollment Less than 100 0.58 1.36 21.87 1.48  100-199 0.47 1.79 23.54 1.72  200-499 0.51 1.51 7.09 1.17  500-749 1.60 3.64 26.22 3.30  750 or more 2.53 3.42 33.85 2.43 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, aschool characteristic

Standard errors for Table 17: Percentage of schools with physical space limitations, by school type and selected school charac

School type and selected 
 133

Table A-18.

Native 

American Hawaiian or Hispanic,

Indian/Alaska other Pacific single or

White, Black, Native, Asian, Islander, multiple Multip

non-Hispanic non-Hispanic non-Hispanic non-Hispanic non-Hispanic races non-H

 All schools 0.54 0.35 0.06 0.07 0.02 0.34 All public schools 0.53 0.34 0.04 0.08 0.03 0.34  School classification Traditional public 0.53 0.34 0.04 0.08 0.03 0.34  Charter school 2.72 2.20 0.20 0.53 0.19 1.40  Community type Central city 1.12 0.90 0.07 0.21 0.04 0.82  Urban fringe/large town 0.53 0.30 0.05 0.08 0.04 0.40  Rural/small town 0.67 0.36 0.09 0.13 0.03 0.74  School level  Elementary 0.59 0.44 0.05 0.10 0.03 0.43  Secondary 0.93 0.41 0.05 0.13 0.04 0.57  Combined 0.79 0.63 0.25 0.20 0.07 0.49  Student enrollment Less than 100 3.26 1.70 0.46 0.19 0.34 2.82  100-199 1.39 1.24 0.17 0.09 † 0.87  200-499 0.77 0.57 0.10 0.14 0.05 0.41  500-749 1.03 0.68 0.08 0.15 0.04 0.87  750-999 1.72 1.13 0.07 0.29 0.07 1.17  1,000 or more 1.05 0.66 0.07 0.18 0.04 0.72 All BIA schools 2.01 0.28 1.90 0.80 0.43 0.90 

Race/ethnicity

Standard errors for Table 18: Percentage distribution of school teachers by race/ethnicity, percentage minority, school type, an

characteristics: 2003-04

School type and selected See notes at end of table. school characteristic
 134

Table A-18.

Native 

American Hawaiian or Hispanic,

Indian/Alaska other Pacific single or

White, Black, Native, Asian, Islander, multiple Multip

non-Hispanic non-Hispanic non-Hispanic non-Hispanic non-Hispanic races non-H

All private schools 0.99 0.65 0.38 0.20 0.07 0.71  School classification Catholic 0.97 0.66 0.16 0.33 0.12 0.70  Other religious 2.33 1.18 0.72 0.34 0.04 1.19  Nonsectarian 1.29 0.72 0.49 0.55 0.21 0.89  Community type Central city 1.18 0.98 0.29 0.35 0.21 0.75  Urban fringe/large town 1.00 0.58 0.15 0.35 0.04 0.73  Rural/small town 2.32 1.44 2.09 0.28 0.14 1.11  School level  Elementary 1.79 1.39 0.13 0.29 0.07 0.69  Secondary 1.21 0.72 0.39 0.72 0.14 1.25  Combined 1.24 0.66 1.04 0.38 0.18 0.93  Student enrollment Less than 100 5.24 2.94 1.34 1.24 0.19 2.19  100-199 1.27 0.92 0.40 0.43 0.22 0.65  200-499 0.95 0.56 0.17 0.30 0.06 0.55  500-749 1.66 0.75 0.35 0.73 0.22 1.16  750 or more 1.62 0.50 0.22 0.99 0.47 1.57 † Not applicable.

Race/ethnicity

Private School Teacher Data Files.School type and selected school characteristic

characteristics: 2003-04—ContinuedStandard errors for Table 18: Percentage distribution of school teachers by race/ethnicity, percentage minority, school type, an

NOTE: Teachers include both full-time and part-time teachers. BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operaSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA 

1 Multiple races, non-Hispanic includes all non-Hispanic respondents who selected more than one race. 2 Minority includes Black, non-Hispanic; American Indian/Alaska Native, non-Hispanic; Asian, non-Hispanic; Native Hawaiian or other Pacific Islander, 

Hispanic, single or multiple races; and multiple races, non-Hispanic.private contractor and not by a regular school district. Detail may not sum to totals because of rounding.
 135

Table A-19. 

Average age of teachers Male 

 All schools 0.25 0.39 All public schools 0.24 0.32  School classification Traditional public 0.24 0.33  Charter school 0.52 2.12  Community type Central city 0.26 0.67  Urban fringe/large town 0.25 0.50  Rural/small town 0.35 0.67  School level  Elementary 0.33 0.44  Secondary 0.14 0.50  Combined 0.29 1.09  Student enrollment Less than 100 0.57 2.53  100-199 0.46 1.38  200-499 0.39 0.59  500-749 0.34 0.66  750-999 0.32 1.09  1,000 or more 0.22 0.86 All BIA schools 0.58 2.19 See notes at end of table. 

Standard errors for Table 19: Average age of school teachers and percentage distribution of teachers by sex, by school type an

characteristics: 2003-04

School type and selected school characteristic

Sex
 136

Table A-19. 

Average age of teachers Male 

All private schools 0.47 1.93  School classification Catholic 0.58 1.09  Other religious 1.60 3.53  Nonsectarian 0.49 2.79  Community type Central city 0.62 1.32  Urban fringe/large town 0.56 2.34  Rural/small town 2.73 7.37  School level  Elementary 0.44 1.58  Secondary 0.59 2.04  Combined 1.36 3.28  Student enrollment Less than 100 2.93 7.15  100-199 0.51 1.48  200-499 0.44 1.31  500-749 0.62 2.17  750 or more 0.84 2.91 

Private School Teacher Data Files.school characteristicSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA 

Standard errors for Table 19: Average age of school teachers and percentage distribution of teachers by sex, by school type an

characteristics: 2003-04—Continued

School type and selected NOTE: Teachers include both full-time and part-time teachers. BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operatribe, or a private contractor and not by a regular school district. Detail may not sum to totals because of rounding.

Sex
 137

Table A-20.

Less than Bachelor's Master's 

bachelor's degree degree 

 All schools 0.55 0.74 0.41 All public schools 0.08 0.56 0.56  School classification Traditional public 0.08 0.56 0.56 

 Charter school 0.87 2.16 1.90  Community type Central city 0.17 1.06 0.98  Urban fringe/large town 0.10 0.68 0.67  Rural/small town 0.13 0.84 0.85  School level  Elementary 0.06 0.75 0.71  Secondary 0.20 0.57 0.64  Combined 0.23 1.82 1.77  Student enrollment Less than 100 0.39 2.61 2.61  100-199 0.24 1.54 1.41  200-499 0.16 0.95 0.98  500-749 0.16 1.04 1.01  750-999 0.17 1.55 1.27  1,000 or more 0.16 0.97 1.00 All BIA schools 0.72 2.08 1.82 See notes at end of table. 

Standard errors for Table 20: Percentage distribution of school teachers by highest degree earned, school type, and selected s2003-04

school characteristicSchool type and selected 
 138

Table A-20.

Less than Bachelor's Master's 

bachelor's degree degree 

All private schools 4.41 2.90 1.35  School classification Catholic 0.40 1.65 1.48 

 Other religious 11.45 8.51 2.79  Nonsectarian 0.77 1.86 2.01  Community type Central city 1.00 1.32 1.52  Urban fringe/large town 0.95 1.15 1.15  Rural/small town 27.43 19.33 7.47  School level  Elementary 1.00 1.21 1.33  Secondary 1.31 2.71 2.98  Combined 11.83 8.53 3.05  Student enrollment Less than 100 13.66 10.90 3.04  100-199 0.91 1.67 1.36  200-499 0.95 1.42 1.41  500-749 1.36 2.51 2.64  750 or more 1.80 2.70 2.89 

1 For the item that measured degrees earned, the final weighted response rate for Ph.D. was less than 70 percent on the BIA School Teacher Data File

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA school characteristicNOTE: Teachers include both full-time and part-time teachers. BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operaprivate contractor and not by a regular school district. Detail may not sum to totals because of rounding.Private School Teacher Data Files.

Standard errors for Table 20: Percentage distribution of school teachers by highest degree earned, school type, and selected s

2003-04—Continued

School type and selected 
 139

Table A-21.

3 or 4 or 3 or 

fewer years more years fewer years 

 All schools 1.01 1.01 0.99 All public schools 1.50 1.50 1.51  School classification Traditional public 1.51 1.51 1.52 

 Charter school 2.31 2.31 2.16  Community type Central city 1.52 1.52 1.54  Urban fringe/large town 1.40 1.40 1.48  Rural/small town 1.99 1.99 2.10  School level  Elementary 1.97 1.97 2.08  Secondary 0.66 0.66 0.66  Combined 1.54 1.54 1.72  Student enrollment Less than 100 2.32 2.32 2.94  100-199 2.59 2.59 2.55  200-499 2.34 2.34 2.22  500-749 1.84 1.84 2.11  750-999 1.35 1.35 1.51  1,000 or more 0.63 0.63 0.96 All BIA schools 2.77 2.77 2.47 See notes at end of table. 

Standard errors for Table 21: Percentage distribution of school teachers by total years of full-time teaching experience, years t

school, school type, and selected school characteristics: 2003-04

School type and selected school characteristic

Full-time teaching experience Years teaching at current 
 140

Table A-21.

3 or 4 or 3 or 

fewer years more years fewer years 

All private schools 2.88 2.88 3.18  School classification Catholic 2.18 2.18 2.14 

 Other religious 6.18 6.18 5.27  Nonsectarian 2.46 2.46 3.06  Community type Central city 2.16 2.16 2.33  Urban fringe/large town 1.51 1.51 2.13  Rural/small town 13.04 13.04 10.99  School level  Elementary 1.79 1.79 2.41  Secondary 2.99 2.99 3.45  Combined 5.97 5.97 5.51  Student enrollment Less than 100 6.20 6.20 6.22  100-199 1.86 1.86 2.01  200-499 1.76 1.76 1.86  500-749 2.87 2.87 2.46  750 or more 3.47 3.47 3.30 NOTE: Teachers include both full-time and part-time teachers. BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operaor a private contractor and not by a regular school district. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA school characteristic

Full-time teaching experience Years teaching at current 

Standard errors for Table 21: Percentage distribution of school teachers by total years of full-time teaching experience, years t

school, school type, and selected school characteristics: 2003-04—Continued

Private School Teacher Data Files.School type and selected 
 141

Table A-22.

Praxis I Praxis I Praxis I An 

Pre-Professional Pre-Professional Pre-Professional The Praxis II: Subject National 

Skills Test (PPST) Skills Test (PPST) Skills Test (PPST) Assessment in a Professional 

in Reading in Mathematics in Writing specific content area Standards ce

 All schools 0.44 0.39 0.43 0.44 All public schools 0.43 0.38 0.44 0.40  School classification Traditional public 0.43 0.38 0.44 0.40 

 Charter school 2.47 2.34 2.28 2.34  Community type Central city 0.92 0.80 0.82 0.78  Urban fringe/large town 0.58 0.54 0.57 0.53  Rural/small town 0.75 0.70 0.76 0.87  School level  Elementary 0.55 0.48 0.57 0.58  Secondary 0.54 0.53 0.51 0.46  Combined 1.10 0.98 0.93 1.28  Student enrollment Less than 100 2.28 2.31 2.32 2.08  100-199 1.68 1.61 1.58 1.81  200-499 0.80 0.75 0.80 0.77  500-749 0.83 0.79 0.78 0.86  750-999 1.02 1.02 1.01 1.14  1,000 or more 0.90 0.80 0.88 0.85 All BIA schools 1.82 1.80 1.81 2.03 

Standard errors for Table 22: Percentage of school teachers who took and passed various tests, by school type and selected s

school characteristicSchool type and selected See notes at end of table.
 142

Table A-22.

Praxis I Praxis I Praxis I An 

Pre-Professional Pre-Professional Pre-Professional The Praxis II: Subject National 

Skills Test (PPST) Skills Test (PPST) Skills Test (PPST) Assessment in a Professional 

in Reading in Mathematics in Writing specific content area Standards ce

All private schools 0.97 1.00 1.35 1.34  School classification Catholic 1.00 0.95 0.99 1.10 

 Other religious 3.14 2.79 2.92 3.07  Nonsectarian 2.84 3.03 6.17 2.53  Community type Central city 1.64 1.30 1.47 1.30  Urban fringe/large town 1.37 1.32 2.66 1.45  Rural/small town 8.25 7.23 7.22 6.67  School level  Elementary 1.32 1.36 2.61 1.46  Secondary 1.72 1.53 1.64 1.43  Combined 3.05 2.48 2.45 2.87  Student enrollment Less than 100 3.27 3.24 4.70 3.59  100-199 1.48 1.30 1.34 1.75  200-499 0.98 0.93 0.98 1.06  500-749 2.29 2.50 2.37 1.94  750 or more 2.55 2.23 2.28 2.27 SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA School Teacher Data Files.NOTE: Teachers include both full-time and part-time teachers. BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operaprivate contractor and not by a regular school district. Estimates include teachers who did not take the test as part of the denominator.school characteristic

Standard errors for Table 22: Percentage of school teachers who took and passed various tests, by school type and selected s

—Continued

School type and selected 
 143

Table A-23.

Percent Average amount Percent Average amount 

 All schools 131.6 0.45 58.9 0.28 78.7 All public schools 244.8 0.50 62.4 0.31 83.3  School classification Traditional public 247.1 0.51 63.0 0.31 84.2  Charter school 625.3 2.43 247.2 1.66 393.5  Community type Central city 303.8 1.05 167.0 0.67 86.5  Urban fringe/large town 343.5 0.63 81.1 0.41 157.6  Rural/small town 283.6 0.99 117.6 0.68 125.0  School level  Elementary 297.0 0.73 104.3 0.47 112.3  Secondary 273.2 0.61 60.2 0.38 88.1  Combined 648.1 1.70 149.7 0.85 161.9  Student enrollment Less than 100 645.0 2.86 250.4 2.60 237.2  100-199 573.2 2.19 225.3 1.58 280.1  200-499 323.0 0.95 117.0 0.65 124.4  500-749 414.2 1.10 164.9 0.70 171.8  750-999 489.7 1.48 156.1 1.34 182.5  1,000 or more 386.4 1.11 95.0 0.62 203.8 All BIA schools 367.7 2.40 430.3 1.14 1,643.9 

teachers, by school type and selected school characteristics: 2003-04Standard errors for Table 23: Average base salary and earnings from salary supplements during the current school year for reg

Salary Supplements

Extracurricular activities Other school sources (merit pay 

in same school system bonus, state supplement, other) 

Average academic 

year base 

teaching salary of 

regular full-time 

teachers

School type and selected school characteristicSee notes at end of table. 
 144

Table A-23.

Percent Average amount Percent Average amount 

All private schools 1,632.7 2.16 135.0 0.70 234.3  School classification Catholic 362.1 1.24 136.6 0.63 525.2  Other religious 2,894.2 3.92 268.0 1.59 320.6  Nonsectarian 2,108.5 2.81 298.0 1.14 418.0  Community type Central city 733.2 1.65 253.6 0.88 546.8  Urban fringe/large town 1,252.9 1.43 145.7 0.78 230.5  Rural/small town 4,183.3 7.17 472.5 2.42 1,001.2  School level  Elementary 1,399.9 1.55 225.6 0.62 288.3  Secondary 560.2 2.86 147.7 1.14 669.7  Combined 3,018.7 4.23 290.2 1.52 451.3  Student enrollment Less than 100 4,168.8 3.38 307.2 1.57 654.3  100-199 398.8 1.61 317.3 0.92 340.4  200-499 480.8 1.21 175.6 0.94 442.2  500-749 847.1 3.63 194.9 1.66 312.1  750 or more 970.0 3.29 350.8 1.32 749.9 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bA regular full-time teacher is any teacher whose primary position in a school is not an itinerant teacher, a long-term substitute, a short-term substitute, teacher aide, an administrator, a library media specialist or librarian, another type of professional staff (e.g., counselor, curriculum coordinator, social w(e.g., secretary), or a part-time teacher.

Standard errors for Table 23: Average base salary and earnings from salary supplements during the current school year for reg

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA Private School Teacher Data Files.

teachers, by school type and selected school characteristics: 2003-04—Continued

Other school sources (merit pay 

Average academic 

year base 

teaching salary of 

regular full-time 

teachers

School type and selected school characteristic

in same school system bonus, state supplement, other) 

Salary Supplements

Extracurricular activities 
 145

Table A-24.

Percent Average amount Percent Average amount 

 All schools 131.6 0.34 56.0 0.21 99.9 All public schools 244.8 0.38 49.5 0.19 100.7  School classification Traditional public 247.1 0.38 49.3 0.19 101.6  Charter school 625.3 1.52 268.4 1.03 329.3  Community type Central city 303.8 0.92 98.4 0.36 238.3  Urban fringe/large town 343.5 0.45 56.4 0.27 130.6  Rural/small town 283.6 0.68 52.5 0.29 177.7  School level  Elementary 297.0 0.51 46.8 0.28 157.1  Secondary 273.2 0.50 65.3 0.28 100.8  Combined 648.1 1.31 417.9 0.72 352.2  Student enrollment Less than 100 645.0 2.76 171.2 1.46 400.1  100-199 573.2 1.42 247.6 0.61 358.4  200-499 323.0 0.65 79.2 0.33 148.4  500-749 414.2 0.78 108.8 0.36 210.0  750-999 489.7 1.23 100.2 0.50 205.9  1,000 or more 386.4 0.77 118.9 0.41 181.3 All BIA schools 367.7 2.18 136.4 1.14 543.0 See notes at end of table. 

Standard errors for Table 24: Average base salary and earnings from salary supplements during the summer of 2003 for regula

Summer salary supplements

Summer School Non-teaching job in a school

by school type and selected school characteristics: 2003-04

Average academic 

year base teaching 

salary of regular fulltime teachers School type and selected school characteristic
 146

Table A-24.

Percent Average amount Percent Average amount 

All private schools 1,632.7 1.13 273.3 0.67 281.4  School classification Catholic 362.1 0.79 166.0 0.65 382.1  Other religious 2,894.2 2.36 330.7 1.57 665.2  Nonsectarian 2,108.5 3.85 546.0 1.26 330.8  Community type Central city 733.2 1.23 168.5 0.83 500.5  Urban fringe/large town 1,252.9 2.05 549.4 0.84 312.7  Rural/small town 4,183.3 2.61 1,225.0 1.97 417.2  School level  Elementary 1,399.9 1.76 494.5 0.63 455.2  Secondary 560.2 2.00 422.7 1.45 723.3  Combined 3,018.7 2.27 302.4 1.46 340.2  Student enrollment Less than 100 4,168.8 5.18 926.6 2.29 668.3  100-199 398.8 1.44 408.1 0.78 665.2  200-499 480.8 0.73 185.5 0.96 571.5  500-749 847.1 1.83 318.9 1.52 763.3  750 or more 970.0 1.97 241.7 1.53 451.1 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bA regular full-time teacher is any teacher whose primary position in a school is not an itinerant teacher, a long-term substitute, a short-term substitute, teacher, a teacher aide, an administrator, a library media specialist or librarian, another type of professional staff (e.g., counselor, curriculum coordinator support staff (e.g., secretary), or a part-time teacher.Private School Teacher Data Files.

by school type and selected school characteristics: 2003-04—ContinuedStandard errors for Table 24: Average base salary and earnings from salary supplements during the summer of 2003 for regula

Average academic 

year base teaching 

salary of regular fulltime teachers School type and selected school characteristic

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA 

Summer salary supplements

Summer School Non-teaching job in a school 
 147

Table A-25.

profe

sta

cou

Regular Regular Library media cur

full-time part-time Itinerant Long-term specialist coor

teacher teacher teacher substitute Administrator or librarian social 

 All schools 0.31 0.17 0.16 0.09 0.10 0.02 All public schools 0.28 0.13 0.18 0.11 0.05 0.02  School classification Traditional public 0.29 0.13 0.18 0.11 0.05 0.02 

 Charter school 1.75 1.40 0.51 0.46 0.46 †  Community type Central city 0.47 0.24 0.26 0.25 0.09 0.04 

 Urban fringe/large town 0.36 0.20 0.26 0.10 0.07 0.03 

 Rural/small town 0.49 0.25 0.28 0.05 0.05 0.08  School level  Elementary 0.42 0.19 0.26 0.13 0.07 0.03  Secondary 0.22 0.21 0.09 0.10 0.06 0.03  Combined 0.67 0.47 0.33 0.17 0.10 0.08  Student enrollment Less than 100 1.83 1.20 1.11 0.31 0.28 0.14 

 100-199 1.02 0.62 0.97 0.24 0.14 0.21 

 200-499 0.72 0.28 0.43 0.18 0.09 0.05  500-749 0.48 0.26 0.29 0.16 0.04 0.05 

 750-999 0.55 0.37 0.26 0.15 0.20 0.03 

 1,000 or more 0.32 0.26 0.13 0.12 0.05 † All BIA schools 1.22 0.44 0.23 0.28 0.36 0.56 

Standard errors for Table 25: Percentage of school teachers by main activity in school, by school type and selected school cha

See notes at end of table. School type and selected school characteristic
 148

Table A-25.

profe

sta

cou

Regular Regular Library media cur

full-time part-time Itinerant Long-term specialist coor

teacher teacher teacher substitute Administrator or librarian social 

All private schools 1.35 1.07 0.12 0.10 0.76 0.07  School classification Catholic 1.18 0.95 0.22 0.30 0.28 0.17  Other religious 3.06 2.49 0.15 0.10 0.76 0.15  Nonsectarian 2.30 1.53 0.17 0.17 3.00 †  Community type Central city 1.20 1.04 0.21 0.14 0.46 0.10  Urban fringe/large town 2.50 1.71 0.13 0.23 1.59 0.11  Rural/small town 8.39 6.28 0.40 0.31 1.35 0.07  School level  Elementary 2.25 1.52 0.19 0.11 1.80 0.07  Secondary 1.51 1.15 0.32 0.32 0.77 0.28  Combined 3.74 2.70 0.13 0.27 1.12 0.14  Student enrollment Less than 100 4.39 4.05 0.21 0.27 2.73 0.14  100-199 1.70 1.54 0.28 0.47 0.60 0.30  200-499 1.62 1.41 0.22 0.17 0.40 0.14 

 500-749 2.35 2.12 0.20 † 1.14 0.24  750 or more 2.40 2.16 0.25 0.31 1.05 0.10 

† Not applicable.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bdistrict. A regular full-time teacher is any teacher whose primary position in a school is not an itinerant teacher, a long-term substitute, a short-term subteacher, a teacher aide, an administrator, a library media specialist or librarian, another type of professional staff (e.g., counselor, curriculum coordinator support staff (e.g., secretary), or a part-time teacher.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA and Private School Teacher Data Files. School type and selected school characteristic

—ContinuedStandard errors for Table 25: Percentage of school teachers by main activity in school, by school type and selected school cha
 149

Table A-26.

Required to work to receive Spent delivering spent on all tea

base pay during a typical full week instruction to a class of students related activities d

 All schools 0.04 0.05 All public schools 0.03 0.04  School classification Traditional public 0.03 0.04 

 Charter school 0.18 0.28  Community type Central city 0.08 0.11  Urban fringe/large town 0.05 0.08  Rural/small town 0.05 0.08  School level  Elementary 0.05 0.07  Secondary 0.05 0.07  Combined 0.14 0.15  Student enrollment Less than 100 0.16 0.41  100-199 0.24 0.21  200-499 0.07 0.10  500-749 0.08 0.12  750-999 0.14 0.15  1,000 or more 0.10 0.10 All BIA schools 0.10 0.28 School type and selected school characteristicSee notes at end of table. 

Standard errors for Table 26: Average number of hours per week that regular full-time school teachers spent on selected activi

typical full week, by school type and selected school characteristics: 2003-04

Average hours per week
 150

Table A-26.

Required to work to receive Spent delivering spent on all tea

base pay during a typical full week instruction to a class of students related activities d

All private schools 0.21 0.23  School classification Catholic 0.11 0.22 

 Other religious 0.23 0.68  Nonsectarian 0.67 0.38  Community type Central city 0.30 0.23  Urban fringe/large town 0.31 0.25  Rural/small town 0.58 0.96  School level  Elementary 0.31 0.23  Secondary 0.49 0.45  Combined 0.25 0.54  Student enrollment Less than 100 0.68 0.73  100-199 0.27 0.28  200-499 0.19 0.25  500-749 0.23 0.40  750 or more 0.23 0.36 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bdistrict. A regular full-time teacher is any teacher whose primary position in a school is not an itinerant teacher, a long-term substitute, a short-term subteacher, a teacher aide, an administrator, a library media specialist or librarian, another type of professional staff (e.g., counselor, curriculum coordinator support staff (e.g., secretary), or a part-time teacher.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Teacher, BIA Private School Teacher Data Files.

Standard errors for Table 26: Average number of hours per week that regular full-time school teachers spent on selected activi

typical full week, by school type and selected school characteristics: 2003-04—Continued

School type and selected school characteristic

Average hours per week
 151

Table A-27.

Native 

American Hawaiian or Hispanic,

Indian/Alaska other Pacific single or

White, Black, Native, Asian, Islander, multiple Multip

non-Hispanic non-Hispanic non-Hispanic non-Hispanic non-Hispanic races non-

 All schools 0.46 0.38 0.10 0.09 0.02 0.32 All public schools 0.52 0.43 0.09 0.10 0.02 0.40  School classification Traditional public 0.54 0.43 0.09 0.10 0.02 0.41  Charter school 3.07 2.74 0.93 0.44 0.39 1.54  Community type Central city 1.22 1.23 0.09 0.35 0.05 1.18  Urban fringe/large town 0.72 0.50 0.13 0.13 0.03 0.42  Rural/small town 0.88 0.54 0.26 0.04 0.04 0.77  School level  Elementary 0.67 0.55 0.11 0.14 0.02 0.50  Secondary 0.99 0.55 0.10 0.14 0.04 0.93  Combined 1.08 0.92 0.58 0.08 0.18 0.55  Student enrollment Less than 100 3.27 1.44 0.34 0.06 † 2.96  100-199 1.56 1.65 0.40 0.09 0.08 1.09  200-499 0.97 0.86 0.16 0.19 0.03 0.47  500-749 1.28 1.15 0.14 0.24 0.03 0.81  750-999 2.17 1.61 0.30 0.22 0.04 1.52  1,000 or more 1.57 1.22 0.13 0.33 0.14 1.04 All BIA schools 1.59 0.47 1.74 † 0.45 0.64 

School type and selected See notes at end of table. school characteristic

Standard errors for Table 27: Percentage distribution of school principals by race/ethnicity, percentage minority, school type, a

characteristics: 2003-04

Race/ethnicity
 152

Table A-27.

Native 

American Hawaiian or Hispanic,

Indian/Alaska other Pacific single or

White, Black, Native, Asian, Islander, multiple Multip

non-Hispanic non-Hispanic non-Hispanic non-Hispanic non-Hispanic races non-

All private schools 0.88 0.57 0.27 0.29 0.06 0.41  School classification Catholic 1.05 0.60 † 0.32 † 0.69  Other religious 1.12 0.90 0.54 0.28 † 0.40  Nonsectarian 2.18 1.53 0.27 0.91 0.24 1.17  Community type Central city 1.53 1.22 0.16 0.63 0.13 0.82  Urban fringe/large town 1.13 0.65 0.33 0.33 0.09 0.66  Rural/small town 1.84 1.01 1.41 † † 0.25  School level  Elementary 1.21 0.86 0.31 0.43 0.10 0.55  Secondary 1.98 1.92 0.10 0.39 † 0.72  Combined 1.28 0.72 0.68 0.26 † 0.79  Student enrollment Less than 100 1.60 1.15 0.50 0.58 0.10 0.81  100-199 1.51 0.98 0.47 0.50 † 0.84  200-499 1.13 0.65 0.14 0.28 0.19 0.73  500-749 1.75 1.02 ††† 1.18  750 or more 1.21 † 0.36 0.21 † 0.94 † Not applicable.

1 Multiple races, non-Hispanic includes all non-Hispanic respondents who selected more than one race. 2 Minority includes Black, non-Hispanic; American Indian/Alaska Native, non-Hispanic; Asian, non-Hispanic; Native Hawaiian or other Pacific Islander, 

Hispanic, single or multiple races; and multiple races, non-Hispanic.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bDetail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Principal, BIA and Private School Principal Data Files.school characteristic

characteristics: 2003-04—ContinuedStandard errors for Table 27: Percentage distribution of school principals by race/ethnicity, percentage minority, school type, a

Race/ethnicity

School type and selected 
 153

Table A-28.

 Less than Education specialist or 

bachelor's degree Bachelor's degree Master's degree professional diploma 

 All schools 0.25 0.33 0.56 0.53 All public schools 0.08 0.24 0.71 0.69  School classification Traditional public 0.08 0.19 0.72 0.70  Charter school 0.86 3.68 3.71 2.63  Community type Central city 0.07 0.38 1.77 1.33  Urban fringe/large town † 0.26 1.00 1.02  Rural/small town 0.29 0.55 1.38 1.25  School level  Elementary 0.12 0.20 0.98 0.99  Secondary † 0.70 1.30 1.21  Combined 0.18 1.03 2.07 1.96  Student enrollment Less than 100 1.05 2.02 3.84 3.22  100-199 † 1.32 2.55 2.73  200-499 0.03 0.12 1.15 1.04  500-749 † 0.32 1.57 1.41  750-999 0.07 0.06 2.11 1.84  1,000 or more † 0.43 1.90 1.50 All BIA schools † 0.99 1.54 1.21 

Standard errors for Table 28: Percentage distribution of school principals by highest degree earned, school type, and selected 

characteristics: 2003-04

See notes at end of table.School type and selected school characteristic
 154

Table A-28.

 Less than Education specialist or 

bachelor's degree Bachelor's degree Master's degree professional diploma 

All private schools 0.98 1.08 1.20 0.61  School classification Catholic 0.11 1.16 1.69 1.23  Other religious 1.68 1.71 1.91 0.86  Nonsectarian 1.77 2.37 2.99 1.49  Community type Central city 1.03 1.48 1.86 1.26  Urban fringe/large town 1.40 1.62 1.66 0.91  Rural/small town 3.75 3.02 3.47 1.22  School level  Elementary 1.19 1.41 1.57 0.81  Secondary 1.75 3.08 4.33 2.76  Combined 1.98 1.73 2.35 0.93  Student enrollment Less than 100 1.99 2.05 2.15 0.81  100-199 0.73 1.91 2.20 1.71  200-499 0.43 1.45 1.76 1.16  500-749 † 2.60 3.46 3.02  750 or more 1.20 1.95 4.75 3.50 † Not applicable.NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bdistrict. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Principal, BIA School type and selected school characteristicand Private School Principal Data Files.

Standard errors for Table 28: Percentage distribution of school principals by highest degree earned, school type, and selected 

characteristics: 2003-04—Continued
 155

Table A-29. 

Assistant Athletic 

Curriculum principal or Library media coach/ Sponsor for

Department specialist or program Guidance specialist/ athletic student clubs/

head coordinator director counselor librarian director debate teams

 All schools 0.60 0.63 0.57 0.40 0.17 0.64 0.81 All public schools 0.70 0.71 0.61 0.51 0.18 0.70 0.98  School classification Traditional public 0.71 0.73 0.63 0.52 0.18 0.72 0.98  Charter school 4.40 3.77 4.34 1.54 1.51 3.73 4.85  Community type Central city 1.36 1.48 1.43 1.12 0.44 1.11 1.60  Urban fringe/large town 1.10 1.04 1.02 0.60 0.27 1.18 1.36  Rural/small town 1.32 0.92 1.23 0.83 0.28 1.37 1.38  School level  Elementary 0.88 0.89 0.84 0.63 0.23 0.88 1.23  Secondary 0.96 1.26 1.12 0.77 0.22 1.68 1.58  Combined 2.36 1.79 2.45 1.30 0.73 2.26 2.38  Student enrollment Less than 100 3.37 2.88 4.37 2.07 0.44 3.84 4.52  100-199 2.68 1.93 3.07 1.22 0.93 3.19 3.00  200-499 1.32 1.22 1.29 0.77 0.30 1.15 1.42  500-749 1.70 1.28 1.35 0.94 0.44 1.49 1.86  750-999 2.45 2.21 1.26 1.16 0.47 2.04 2.42  1,000 or more 1.75 1.78 0.96 1.21 0.40 1.80 1.64 All BIA schools 1.43 1.41 1.44 0.66 0.62 1.62 1.72 

Standard errors for Table 29: Experience of school principals, by school type and selected school characteristics: 2003-04

Percentage who held selected school positions before becoming a principal 

See notes at end of table. School type and selected school characteristics
 156

Table A-29. 

Assistant Athletic 

Curriculum principal or Library media coach/ Sponsor for

Department specialist or program Guidance specialist/ athletic student clubs/

head coordinator director counselor librarian director debate teams

All private schools 1.24 1.23 1.27 0.73 0.42 1.06 1.40  School classification Catholic 1.83 1.81 1.70 0.74 0.52 1.43 1.84 

 Other religious 2.21 1.72 1.84 1.04 0.72 1.76 2.04  Nonsectarian 2.47 2.49 2.74 1.88 0.88 2.03 2.97  Community type Central city 1.86 1.79 1.87 1.18 0.48 1.67 2.00  Urban fringe/large town 1.77 1.68 1.50 1.05 0.67 1.34 1.70  Rural/small town 3.08 2.48 2.81 2.24 1.35 2.96 3.40  School level  Elementary 1.42 1.52 1.29 0.88 0.44 1.01 1.64  Secondary 3.39 3.16 3.68 2.92 0.86 3.63 3.89  Combined 2.09 2.00 2.37 1.51 0.98 1.88 2.25  Student enrollment Less than 100 1.93 2.00 1.86 1.34 0.84 1.75 1.91  100-199 2.40 2.11 2.10 1.51 0.57 1.85 2.53  200-499 1.96 1.81 2.05 1.19 0.48 1.96 2.08  500-749 4.11 4.45 3.51 3.03 2.15 3.60 4.23  750 or more 4.48 4.21 4.29 3.59 1.32 3.95 3.43 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSchool Principal Data Files.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Principal, BIA 

Standard errors for Table 29: Experience of school principals, by school type and selected school characteristics: 2003-04—Co

school characteristics

School type and selected 

Percentage who held selected school positions before becoming a principal
 157

Table A-30.

Average annual salary Fewer than 3 years 3-9 years 

 All schools 237.7 559.0 391.7 All public schools 185.5 481.9 330.8  School classification Traditional public 191.1 484.5 338.3  Charter school 1,494.1 2,258.6 2,363.3  Community type Central city 406.9 1,021.1 613.1  Urban fringe/large town 325.1 820.0 557.3  Rural/small town 345.0 758.8 394.5  School level  Elementary 224.6 633.4 440.5  Secondary 441.6 921.9 863.9  Combined 615.5 1,105.4 904.9  Student enrollment Less than 100 1,149.1 2,475.6 1,816.9  100-199 782.3 1,424.7 1,437.6  200-499 331.2 717.8 515.3  500-749 464.2 951.0 651.4  750-999 696.7 1,364.5 1,068.2  1,000 or more 711.2 1,340.2 1,103.9 All BIA schools 476.9 701.4 719.9 

Average annual salary for principals by years of experienc

Standard errors for Table 30: Average annual salary for school principals and average annual salary by years of experience as 

type and selected school characteristics: 2003-04

See notes at end of table. School type and selected school characteristic
 158

Table A-30.

Average annual salary Fewer than 3 years 3-9 years 

All private schools 629.1 1,277.3 1,052.3  School classification Catholic 662.5 1,335.3 909.8  Other religious 873.8 1,565.4 1,297.1  Nonsectarian 1,570.8 3,014.2 3,687.6  Community type Central city 1,068.9 1,800.1 1,992.7  Urban fringe/large town 946.0 1,823.2 1,385.5  Rural/small town 1,355.1 1,855.7 2,619.4  School level  Elementary 713.4 1,373.8 1,241.1  Secondary 2,597.4 3,165.1 3,973.6  Combined 1,496.1 2,841.8 2,440.0  Student enrollment Less than 100 1,017.5 1,646.8 1,563.4  100-199 1,252.4 1,630.0 2,223.3  200-499 1,151.2 2,684.0 1,734.4  500-749 3,234.3 8,186.8 4,472.7  750 or more 3,634.2 9,463.2 5,835.3 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Principal, BIA Private School Principal Data Files. 

Average annual salary for principals by years of experienc

School type and selected school characteristic

Standard errors for Table 30: Average annual salary for school principals and average annual salary by years of experience as 

type and selected school characteristics: 2003-04—Continued
 159

Table A-31. 

All school-related activities 

 All schools 0.21 All public schools 0.22  School classification Traditional public 0.23  Charter school 1.20  Community type Central city 0.43  Urban fringe/large town 0.25  Rural/small town 0.50  School level  Elementary 0.24  Secondary 0.50  Combined 0.72  Student enrollment Less than 100 1.61  100-199 0.80  200-499 0.26  500-749 0.35  750-999 0.61  1,000 or more 0.42 All BIA schools 0.39 See notes at end of table. 

Standard errors for Table 31: Average hours per week that school principals spent on all school-related activities and interactin

school type and selected school characteristics: 2003-04

Average hours per week School type and selected 

school characteristic
 160

Table A-31. 

All school-related activities 

All private schools 0.41  School classification Catholic 0.45  Other religious 0.67  Nonsectarian 0.86  Community type Central city 0.57  Urban fringe/large town 0.58  Rural/small town 1.28  School level  Elementary 0.52  Secondary 1.13  Combined 0.75  Student enrollment Less than 100 0.75  100-199 0.51  200-499 0.42  500-749 1.24  750 or more 1.01 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not b

Standard errors for Table 31: Average hours per week that school principals spent on all school-related activities and interactin

school type and selected school characteristics: 2003-04—Continued

Private School Principal Data Files.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Principal, BIA 

Average hours per week School type and selected 

school characteristic
 161

Table A-32.

Percent of principals who were Ave

currently teaching in addition to serving as principal teaching 

 All schools 1.38 All public schools 2.00  School classification Traditional public 1.95  Charter school 6.67  Community type Central city 3.53  Urban fringe/large town 3.15  Rural/small town 3.92  School level  Elementary 2.47  Secondary 4.21  Combined 4.42  Student enrollment Less than 100 7.58  100-199 5.09  200-499 2.43  500-749 2.91  750-999 5.80  1,000 or more 4.52 All BIA schools 1.90 See notes at end of table.

Standard errors for Table 32: Percentage of school principals who were currently teaching in addition to serving as principal ayears spent teaching before becoming a principal, by school type and selected school characteristics: 2003-04

School type and selected school characteristic
 162

Table A-32.

Percent of principals who were Ave

currently teaching in addition to serving as principal teaching 

All private schools 1.46  School classification Catholic 2.77  Other religious 1.63  Nonsectarian 3.64  Community type Central city 2.37  Urban fringe/large town 2.42  Rural/small town 2.99  School level  Elementary 1.89  Secondary 4.87  Combined 2.67  Student enrollment Less than 100 1.90  100-199 3.84  200-499 3.25  500-749 6.71  750 or more 6.52 NOTE: BIA school refers to schools funded by the Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not bschool characteristicPrivate School Principal Data Files.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School Principal, BIA 

Standard errors for Table 32: Percentage of school principals who were currently teaching in addition to serving as principal a

years spent teaching before becoming a principal, by school type and selected school characteristics: 2003-04—Continued

School type and selected 
 163

Table A-33.

Percent with Bachelor's degree Master's degree1 

salary schedules and no teaching and no teaching 

for teachers experience experience 

All public school districts 1.78 198.4 282.5 215.8 331.0 District size 1 school 4.58 575.4 721.5 613.7 759.7 

 2-3 schools 1.36 400.7 667.1 442.8 707.9  4-5 schools 1.43 315.1 457.6 346.2 501.7  6-9 schools 0.39 242.6 315.5 240.2 419.8  10-19 schools 0.24 411.9 517.9 473.6 708.8  20 or more schools 0.05 206.7 276.4 219.1 422.0 Community type Central city 3.33 545.9 1,052.5 595.4 1,395.9  Urban fringe/large town 3.27 314.5 450.5 367.6 491.7  Rural/small town 1.47 269.0 307.7 282.4 332.7 District K-12 enrollment Less than 250 6.34 818.7 979.4 890.3 1,136.0  250-999 1.40 472.8 645.0 455.4 695.5  1,000-1,999 1.34 310.2 509.6 365.2 598.4  2,000-4,999 0.19 277.5 362.9 314.0 469.7  5,000-9,999 0.35 341.1 370.9 358.3 651.0  10,000 or more 0.64 423.7 626.4 513.4 849.4 Percent of K-12 students in district who were approved for free or reduced-price lunches Less than 5 4.17 734.0 1,048.8 1,009.4 1,299.9  5-24.9 1.68 334.8 481.5 335.9 596.8  25-49.9 1.07 276.9 404.6 282.9 453.9  50-74.9 5.49 473.5 799.0 471.8 822.9  75 or more 2.25 561.5 948.4 650.5 1,089.4  District did not participate in free or reduced-price lunch program 8.86 1,208.7 1,248.0 1,024.7 1,473.1 See notes at end of table.Selected public school

Bachelor's degree 

and 10 years of 

teaching 

experience

Master's degree2 

and 10 years of 

teaching 

experience

district and privateschool characteristic

Standard errors for Table 33: Percentage of public school districts and private schools that had salary schedules for teachers 

and private school characteristics: 2003-04

Among districts and private schools that had salary schedules, average yearly base te

that had salary schedules, the average yearly base teacher salary, by various levels of degrees and experience and selected pu
 164

Table A-33.

Percent with Bachelor's degree Master's degree1 

salary schedules and no teaching and no teaching 

for teachers experience experience 

All private schools 1.04 161.4 174.7 161.8 197.0  School classification Catholic 1.10 140.6 168.7 163.7 202.0 

 Other religious 1.79 291.5 354.5 334.9 409.5  Nonsectarian 2.34 563.1 528.8 440.5 649.0  Community type Central city 1.66 284.8 347.9 311.8 394.1  Urban fringe/large town 1.58 241.8 271.1 242.2 290.4  Rural/small town 3.02 396.0 470.7 535.1 569.4  School level  Elementary 1.15 165.6 204.2 180.8 231.0  Secondary 3.77 349.7 484.1 476.7 547.7  Combined 2.07 405.4 478.6 398.7 532.2  Student enrollment Less than 100 1.90 385.2 452.0 462.8 553.9  100-199 2.29 299.8 378.9 384.8 456.5  200-499 1.53 176.1 248.7 189.2 266.8  500-749 2.95 402.3 567.3 399.0 589.1  750 or more 3.42 417.7 710.8 558.9 745.6 

1 A teacher with a master's degree or its equivalent in credit hours beyond a bachelor's degree.2 A teacher with a master's degree or its equivalent in credit hours.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District and Private School D

Standard errors for Table 33: Percentage of public school districts and private schools that had salary schedules for teachers 

district and privateschool characteristicSelected public school

Bachelor's degree 

and 10 years of 

teaching 

experience

Master's degree2 

and 10 years of 

teaching 

experience

and private school characteristics: 2003-04—Continued

Among districts and private schools that had salary schedules, average yearly base te

that had salary schedules, the average yearly base teacher salary, by various levels of degrees and experience and selected pu
 165

Table A-34.

Housing,

housing

General subsidies,

medical Dental Group life Retirement Tuition or rent 

insurance insurance insurance plan reimbursement assistance 

All public school districts 0.84 1.19 1.64 1.13 1.63 0.59 District size 1 school 2.63 3.65 4.26 2.89 6.07 1.84 

 2-3 schools 0.66 2.71 2.98 2.71 3.45 0.54  4-5 schools 1.27 1.91 2.53 1.61 3.16 0.68  6-9 schools 0.43 0.94 1.47 1.58 2.31 0.07  10-19 schools 0.10 0.62 1.10 0.51 2.25 0.24  20 or more schools 0.02 0.12 0.64 0.35 1.17 0.18 Community type Central city 1.22 1.93 3.10 2.12 7.13 0.20  Urban fringe/large town 0.54 1.52 2.00 1.61 2.49 0.34  Rural/small town 1.66 2.14 2.55 1.91 2.43 1.20 District K-12 enrollment Less than 250 4.35 5.74 6.40 3.74 4.48 2.61  250-999 0.81 3.02 3.47 2.61 4.46 1.08  1,000-1,999 0.80 2.26 2.27 2.67 3.22 0.36  2,000-4,999 0.03 1.25 1.70 1.27 2.51 0.15  5,000-9,999 0.13 0.59 1.75 1.04 2.72 0.20  10,000 or more 0.64 0.68 1.81 0.33 2.61 0.15 Percent of K-12 students in district who were approved for free or reduced-price lunches Less than 5 0.00 4.96 5.76 5.16 7.89 4.20  5-24.9 1.06 2.34 3.03 2.54 4.43 0.28  25-49.9 1.35 2.26 3.03 2.14 2.65 0.80  50-74.9 1.71 3.19 3.38 1.81 3.48 1.60  75 or more 2.30 3.51 4.59 2.95 4.70 0.88  District did not participate in free or reduced-price lunch program 7.26 7.16 8.20 6.85 6.68 4.70 school characteristicSee notes at end of table.

Standard errors for Table 34: Percentage of public school districts and private schools that offered various benefits to teacher

district and private school characteristics: 2003-04

district and privateSelected public school
 166

Table A-34.

Housing,

housing

General subsidies,

medical Dental Group life Retirement Tuition or rent 

insurance insurance insurance plan reimbursement assistance 

All private schools 1.07 1.03 1.13 1.04 1.11 0.75  School classification Catholic 0.45 1.37 1.21 0.78 1.58 0.59 

 Other religious 1.55 1.41 1.45 1.40 1.72 1.34  Nonsectarian 2.44 2.52 2.92 2.59 2.99 0.99  Community type Central city 1.80 1.78 2.07 1.88 1.80 0.97  Urban fringe/large town 1.53 1.47 1.67 1.69 1.65 0.92  Rural/small town 2.97 2.33 2.84 2.89 3.05 2.67  School level  Elementary 1.22 1.48 1.43 1.35 1.33 0.71  Secondary 2.55 3.02 3.28 3.07 3.60 3.45  Combined 2.21 1.82 2.07 1.87 2.18 1.70  Student enrollment Less than 100 1.76 1.42 1.61 1.50 1.88 1.25  100-199 1.61 2.03 2.44 2.15 2.48 1.46  200-499 0.99 1.63 1.56 1.27 1.94 0.85  500-749 1.49 3.54 3.49 2.27 3.74 3.20  750 or more 0.61 2.60 2.22 1.85 3.83 2.51 SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District and Private School D

Standard errors for Table 34: Percentage of public school districts and private schools that offered various benefits to teacher

district and private school characteristics: 2003-04—Continued

district and privateschool characteristicSelected public school
 167

Table A-35.

To reward teachers To reward 

who have attained completion To recruit or retain 

National Board for To reward of in-service teachers to teach 

Professional Teaching excellence professional in a less 

Standards certification in teaching development desirable location1 

All public school districts 1.49 1.43 1.60 0.60 District size 1 school 2.58 3.88 3.33 † 

 2-3 schools 2.33 1.79 2.94 1.33  4-5 schools 1.88 1.90 3.13 0.94  6-9 schools 1.69 1.04 1.79 0.68  10-19 schools 1.10 0.66 1.42 0.56  20 or more schools 0.67 0.63 0.55 0.52 Community type Central city 4.12 3.76 3.74 0.82  Urban fringe/large town 2.03 3.33 2.39 0.87  Rural/small town 1.67 0.91 2.43 0.79 District K-12 enrollment Less than 250 2.57 5.76 4.59 2.61  250-999 2.19 2.09 3.13 1.80  1,000-1,999 1.99 1.07 2.91 0.73  2,000-4,999 2.04 0.88 1.98 0.65  5,000-9,999 1.78 0.85 1.64 0.73  10,000 or more 1.89 1.66 1.48 0.61 Percent of K-12 students in district who were approved for free or reduced-price lunches Less than 5 4.38 1.21 6.95 0.33  5-24.9 2.39 1.09 2.70 0.44  25-49.9 1.99 1.41 3.02 0.50  50-74.9 2.75 5.25 3.47 1.94  75 or more 3.87 2.56 4.90 2.09  District did not participate in free or reduced-price lunch program 3.68 4.31 6.75 4.25 

Standard errors for Table 35: Percentage of public school districts and private schools that used pay incentives for various reaschool district and private school characteristics: 2003-04

district and privateSelected public schoolschool characteristicSee notes at end of table.
 168

Table A-35.

To reward teachers To reward 

who have attained completion To recruit or retain 

National Board for To reward of in-service teachers to teach 

Professional Teaching excellence professional in a less 

Standards certification in teaching development desirable location 

All private schools 0.56 1.03 0.88 † 

 School classification Catholic 0.77 1.00 1.36 † 

 Other religious 0.78 1.57 0.96 †  Nonsectarian 1.65 2.84 2.54 †  Community type Central city 0.96 1.85 1.60 †  Urban fringe/large town 0.88 1.35 1.13 †  Rural/small town 0.82 2.50 2.14 †  School level  Elementary 0.75 1.25 1.27 †  Secondary 2.35 3.11 2.40 †  Combined 0.96 1.87 1.42 †  Student enrollment Less than 100 0.98 1.71 1.50 †  100-199 1.11 1.97 1.56 †  200-499 0.95 1.33 1.56 †  500-749 1.80 3.38 3.94 †  750 or more 2.63 4.09 3.71 † † Not applicable.

1 For districts, this item had a final weighted response rate of less than 70 percent.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District and Private School D

Standard errors for Table 35: Percentage of public school districts and private schools that used pay incentives for various rea

school district and private school characteristics: 2003-04—Continued

district and privateschool characteristicSelected public school
 169

Table A-36.

Training to use T

technology for 

Training in Training in planning, budgeting, 

management evaluation or decisionmaking, 

techniques supervision or reporting 

All public school districts 1.72 1.58 1.66 District size 1 school 12.15 7.60 10.92 

 2-3 schools 3.72 3.49 3.76  4-5 schools 3.12 3.02 2.64  6-9 schools 1.60 1.23 1.35  10-19 schools 1.26 1.17 1.11  20 or more schools 0.46 0.26 0.26 Community type Central city 2.84 3.01 3.08  Urban fringe/large town 2.89 2.80 2.71  Rural/small town 2.25 2.07 2.18 District K-12 enrollment Less than 250 10.16 10.17 9.97  250-999 4.46 4.11 4.58  1,000-1,999 3.29 3.43 3.05  2,000-4,999 1.83 1.60 1.64  5,000-9,999 1.58 1.04 1.07  10,000 or more 0.68 0.44 0.56 Percent of K-12 students in district who were approved for free or reduced-price lunches Less than 5 6.01 4.59 3.42  5-24.9 3.06 3.16 2.78  25-49.9 2.37 2.06 2.30  50-74.9 4.65 5.00 4.97  75 or more 4.12 3.44 3.60  District did not participate in free or reduced-price lunch program 15.75 16.57 15.08 See notes at end of table.

Standard errors for Table 36: Percentage of public school districts and private schools that provided professional developmen

district and privateschool characteristic

school or district administrators, by selected public school district and private school characteristics: 2003-04

Selected public school
 170

Table A-36.

Training to use T

technology for 

Training in Training in planning, budgeting, 

management evaluation or decisionmaking, 

techniques supervision or reporting 

All private schools 1.14 1.14 1.16  School classification Catholic 1.80 2.04 1.99 

 Other religious 1.64 1.71 1.46  Nonsectarian 2.67 2.76 2.43  Community type Central city 1.81 1.75 1.92  Urban fringe/large town 1.66 1.57 1.56  Rural/small town 3.15 3.61 2.84  School level  Elementary 1.34 1.40 1.42  Secondary 3.22 3.26 3.16  Combined 2.30 2.17 2.12  Student enrollment Less than 100 1.61 1.75 1.42  100-199 2.21 2.13 2.07  200-499 1.75 1.99 2.09  500-749 3.74 4.18 4.16  750 or more 3.85 4.33 4.42 

Standard errors for Table 36: Percentage of public school districts and private schools that provided professional developmen

district and privateschool characteristic

school or district administrators, by selected public school district and private school characteristics: 2003-04—Continued

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District and Private School DSelected public school
 171

Table A-37.

Reimbursement to Funding for Opportunities to 

attend local, university serve as mentors Strategic Opportunities to 

state, or national or college within the planning visit other schools Administrative 

conferences course work district/school retreats or districts internships 

All public school districts 0.68 1.69 1.68 1.77 0.79 1.77 District size 1 school 5.62 10.05 11.70 14.22 11.54 11.32 

 2-3 schools 1.57 3.46 3.59 3.41 1.77 3.40  4-5 schools 0.84 3.44 2.79 3.73 1.35 3.34  6-9 schools 0.71 2.40 1.46 1.52 0.85 1.83  10-19 schools 0.94 2.32 1.07 1.16 0.58 1.75  20 or more schools 0.28 1.36 0.36 0.39 0.21 0.75 Community type Central city 1.09 2.93 3.03 2.37 2.17 3.53  Urban fringe/large town 1.03 2.78 2.59 2.91 1.13 2.43  Rural/small town 0.95 2.01 2.24 2.30 1.45 2.51 District K-12 enrollment Less than 250 3.53 8.36 9.19 7.91 3.05 9.29  250-999 2.06 4.00 4.62 4.24 2.45 4.36  1,000-1,999 0.80 3.16 2.86 3.59 1.29 3.18  2,000-4,999 0.66 2.63 1.53 2.13 0.96 2.22  5,000-9,999 0.81 2.41 2.22 1.82 1.05 2.29  10,000 or more 0.58 2.39 0.90 0.83 0.48 2.39 Percent of K-12 students in district who were approved for free or reduced-price lunches Less than 5 0.94 7.07 6.54 6.77 1.07 7.31  5-24.9 1.90 2.90 2.51 3.11 1.91 2.54  25-49.9 0.93 2.27 2.44 2.41 1.47 2.76  50-74.9 0.99 3.39 4.53 5.31 1.44 4.09  75 or more 2.41 5.12 4.09 5.38 1.98 6.04  District did not participate in free or reduced-price lunch program 0.85 17.36 14.92 12.40 3.85 15.07 See notes at end of table.

Standard errors for Table 37: Percentage of public school districts and private schools that provided professional developmen

for school or district administrators, by selected public school district and private school characteristics: 2003-04

district and privateschool characteristicSelected public school
 172

Table A-37.

Reimbursement to Funding for Opportunities to 

attend local, university serve as mentors Strategic Opportunities to 

state, or national or college within the planning visit other schools Administrative 

conferences course work district/school retreats or districts internships 

All private schools 1.18 1.06 1.30 1.22 1.17 0.70  School classification Catholic 1.80 1.54 2.18 1.90 1.44 1.52 

 Other religious 1.95 1.60 1.89 1.43 1.72 1.20  Nonsectarian 2.59 2.63 2.56 2.70 2.58 1.43  Community type Central city 1.81 1.98 1.88 2.08 1.52 1.24  Urban fringe/large town 1.70 1.51 1.95 1.53 1.77 1.04  Rural/small town 3.27 2.39 3.05 2.29 3.54 2.60  School level  Elementary 1.30 1.29 1.66 1.42 1.32 0.83  Secondary 3.14 3.52 3.68 3.34 2.94 2.07  Combined 2.59 1.96 2.07 2.10 2.33 1.82  Student enrollment Less than 100 1.89 1.59 1.85 1.55 2.10 1.16  100-199 2.34 2.28 2.45 2.29 2.11 1.56  200-499 1.58 1.66 2.09 2.12 1.46 1.54  500-749 2.53 3.98 4.52 4.22 2.89 3.16  750 or more 2.43 3.88 3.90 3.97 2.08 3.74 SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District and Private School D

for school or district administrators, by selected public school district and private school characteristics: 2003-04—Continued

district and privateschool characteristicSelected public school

Standard errors for Table 37: Percentage of public school districts and private schools that provided professional developmen
 173

Table A-38.

characteristics: 2003-04

At least 

emergency 

Average or P

number of temporary Graduation Passing 

teachers who Full state from a Passing score on 

were newly standard certification state- College score on a DIS

hired for grades state or approved major on a STATE 

Selected public K-12 and certification endorsement teacher or minor STATE test of basschool district comparable for field for field education in field to test of subject or characteristic ungraded levels to be taught to be taught program be taught basic skills knowledge kno

 All public school districts 0.71 1.69 2.06 1.97 1.66 1.91 1.92 District size 1 school 0.37 5.80 5.60 5.66 5.75 5.52 5.90  2-3 schools 0.43 2.47 3.64 3.39 3.54 3.54 3.76  4-5 schools 0.59 2.88 2.55 3.10 3.37 2.69 2.84  6-9 schools 0.61 1.78 1.45 1.62 2.06 1.60 1.56  10-19 schools 0.89 1.58 1.04 1.25 1.27 2.09 1.49  20 or more schools 4.63 0.58 0.50 0.54 0.56 1.26 0.67 Community type Central city 4.76 7.15 4.56 6.27 6.17 4.09 4.92  Urban fringe/large town 1.06 2.42 2.71 2.49 2.75 2.87 2.55  Rural/small town 0.45 1.65 2.83 2.76 2.67 2.55 2.70 District K-12 enrollment Less than 250 0.32 6.17 6.42 5.83 7.42 7.67 7.13  250-999 0.30 4.13 4.14 4.50 4.79 3.28 4.06  1,000-1,999 0.40 2.64 3.14 3.04 3.21 2.81 3.60  2,000-4,999 0.45 2.09 1.56 2.09 2.23 1.84 2.12  5,000-9,999 1.22 2.32 1.81 1.77 2.92 2.30 1.75  10,000 or more 9.87 1.61 0.76 1.14 1.24 2.47 1.03 Percent of K-12 students in district who were  approved for free or reduced-price lunches Less than 5 3.22 6.83 6.77 8.47 7.63 8.13 7.89  5-24.9 1.15 4.80 3.25 4.63 4.52 3.00 3.39  25-49.9 1.01 2.28 3.20 2.71 2.88 2.93 2.89  50-74.9 1.54 4.67 4.68 4.40 4.84 5.45 5.17  75 or more 1.70 4.08 4.53 4.42 4.26 3.77 4.39  District did not participate in free or  reduced-price lunch program 1.11 6.80 9.36 6.83 6.02 9.21 9.84 

Standard errors for Table 38: Average number of public school teachers who were newly hired by public school districts for grades 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District Data File.

levels and percentage of public school districts that required selected criteria when considering teaching applicants, by selected pu

Percent of districts that required selected criteria when considering teach
 174

Table A-39.

district characteristics: 2003-04

Full standard

Selected public state school district administrative Master's or Prior teaching admicharacteristic certification higher degree experience ex All public school districts 0.02 1.86 1.86 2.32 District size 1 school 0.11 4.69 5.93 5.57  2-3 schools 0.05 3.30 3.15 3.37  4-5 schools 0.04 1.66 3.36 2.63  6-9 schools 0.03 1.05 1.75 1.52  10-19 schools 0.03 0.79 2.43 0.90  20 or more schools 0.04 0.39 0.94 0.35 Community type Central city 0.10 4.05 5.01 7.33  Urban fringe/large town 0.04 3.08 2.81 3.33  Rural/small town 0.03 2.43 2.94 2.85 District K-12 enrollment Less than 250 0.09 6.45 7.92 7.00  250-999 0.05 2.97 3.35 4.17  1,000-1,999 0.05 1.86 2.41 2.88  2,000-4,999 0.03 1.15 2.56 1.99  5,000-9,999 0.05 0.94 2.39 1.38  10,000 or more 0.11 0.46 2.47 0.68 Percent of K-12 students in district who were  approved for free or reduced-price lunches Less than 5 0.11 3.06 6.88 6.92  5-24.9 0.04 1.68 2.94 5.36  25-49.9 0.03 2.44 2.40 2.68  50-74.9 0.07 5.88 5.44 6.74  75 or more 0.10 3.56 4.72 4.65  District did not participate in free or  reduced-price lunch program 0.18 6.49 9.20 6.44 

Standard errors for Table 39: Average number of public school principals who were newly hired by public school districts for g

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District Data File.

ungraded levels and percentage of public school districts that required selected criteria when considering principal applicants

Percent of districts that required selected criteria when considering 

Average number of 

principals who were 

newly hired for 

grades K-12 and 

comparable 

ungraded levels
 175

Table A-40.

Teachers with 3 or fewer 

years of experience 

 All public school districts 0.21 0.08 District size 1 school 0.49 0.13  2-3 schools 0.29 0.07  4-5 schools 0.43 0.08  6-9 schools 0.52 0.18  10-19 schools 0.36 0.15  20 or more schools 1.76 0.25 Community type Central city 1.37 0.43  Urban fringe/large town 0.39 0.13  Rural/small town 0.27 0.06 District K-12 enrollment Less than 250 0.19 0.09  250-999 0.36 0.06  1,000-1,999 0.52 0.14  2,000-4,999 0.27 0.08  5,000-9,999 0.88 0.31  10,000 or more 1.36 0.39 Percent of K-12 students in district who were  approved for free or reduced-price lunches Less than 5 1.28 0.29  5-24.9 0.37 0.12  25-49.9 0.40 0.09  50-74.9 0.39 0.17  75 or more 0.53 0.24  District did not participate in free or  reduced-price lunch program 0.36 0.13 

Standard errors for Table 40: Average number of public school teachers in public school districts who were dismissed in the phave their contracts renewed based on poor performance, by years of teaching experience and selected public school district c

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District Data File.

did not have their contracts renewed, by 

Average number of teachers in districts w

Average number of teachers in districts 

who were dismissed or did not have their 

contracts renewed

Selected public school district characteristic
 176

Table A-41.

Districts that required all Districts that permitted

Selected public Districts that required all schools, except charter schools with designated school district schools with designated schools, with designated students to participate characteristic students to participate students to participate on a voluntary basis  All public school districts 0.43 0.07 0.36 District size 1 school 1.33 † 1.27  2-3 schools 0.81 0.19 0.19  4-5 schools 0.30 0.13 0.26  6-9 schools 0.30 0.23 0.10  10-19 schools 0.19 0.19 0.01  20 or more schools 0.07 0.06 † Community type Central city 0.31 0.16 0.09  Urban fringe/large town 0.52 0.11 0.42  Rural/small town 0.82 0.07 0.71 District K-12 enrollment Less than 250 1.33 † 0.93  250-999 1.04 0.09 0.97  1,000-1,999 0.53 † 0.18  2,000-4,999 0.32 0.25 0.19  5,000-9,999 0.19 0.19 0.02  10,000 or more 0.27 0.27 † Percent of K-12 students in district who were  approved for free or reduced-price lunches Less than 5 0.00 † †  5-24.9 0.55 0.20 0.32  25-49.9 0.19 0.05 0.02  50-74.9 1.36 0.14 1.34  75 or more 1.38 0.01 1.28  District did not participate in free or  reduced-price lunch program 4.23 † 3.00 † Not applicable.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District Data File.

assessment program, by selected public school district characteristics: 2003-04Standard errors for Table 41: Percentage of public school districts that required all schools to participate in state or district as

all schools except charter schools to participate, that permitted schools to participate on a voluntary basis, and that had no sta
 177

Table A-42.

Among districts that

required instruction in Am

Among districts that Among districts that social sciences, social requ

required instruction in required instruction studies (e.g. history, 

English/language arts, in mathematics, geography, economics), or bi

Selected public average number of average number of average number of aschool district years instruction years instruction years instruction characteristic was required was required was required  All public school districts 0.02 0.02 0.02 District size 1 school 0.04 0.06 0.06  2-3 schools 0.04 0.04 0.05  4-5 schools 0.02 0.04 0.04  6-9 schools 0.03 0.02 0.03  10-19 schools 0.01 0.02 0.02  20 or more schools 0.00 0.02 0.01 Community type Central city 0.06 0.07 0.06  Urban fringe/large town 0.02 0.03 0.03  Rural/small town 0.02 0.03 0.03 District K-12 enrollment Less than 250 0.05 0.07 0.08  250-999 0.04 0.05 0.05  1,000-1,999 0.03 0.04 0.04  2,000-4,999 0.02 0.02 0.03  5,000-9,999 0.01 0.03 0.03  10,000 or more 0.01 0.03 0.02 Percent of K-12 students in district who were  approved for free or reduced-price lunches Less than 5 0.03 0.08 0.10  5-24.9 0.03 0.04 0.03  25-49.9 0.02 0.03 0.03  50-74.9 0.04 0.05 0.06  75 or more 0.03 0.06 0.07  District did not participate in free or  reduced-price lunch program 0.06 0.13 0.12 NOTE: Seventy-eight percent of all public school districts granted high school diplomas in 2004.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, District Data File.

Standard errors for Table 42: Graduation requirements for standard diplomas in 2004 among public school districts that grante

diplomas, by selected public school district characteristics: 2003-04
 178

Table A-43. 

school characteristics: 2003-04

Associate's Bachelor's Master's Doctoral

degree degree degree degree

All public schools 282.8 471.6 701.0 0.27 0.64 0.70 0.19 

 School classification Traditional public 284.7 460.7 704.2 0.27 0.64 0.70 0.19 

 Charter school 41.9 88.2 42.1 4.37 6.79 6.81 1.31  Community type Central city 425.4 387.6 433.0 0.29 1.35 1.53 0.54  Urban fringe/large town 530.9 565.3 555.1 0.45 0.86 1.00 0.27  Rural/small town 386.1 412.2 314.9 0.52 1.27 1.50 0.25  School level  Elementary 387.9 377.4 603.2 0.36 0.84 0.84 0.27  Secondary 305.4 367.3 278.5 0.34 0.73 0.95 0.32  Combined 292.3 260.2 172.2 0.73 2.62 3.36 0.11  Student enrollment Less than 100 399.5 387.9 87.2 1.12 5.28 5.58 0.85  100-199 394.1 400.3 143.2 0.97 3.38 3.36 0.11  200-499 611.2 631.1 525.4 0.51 1.07 1.17 0.38  500-749 561.3 563.1 484.7 0.47 1.38 1.71 0.39  750-999 417.8 417.8 337.6 0.75 1.82 1.92 0.48  1,000 or more 330.3 330.4 318.3 0.45 1.25 1.36 0.40 All BIA schools 4.5 4.4 3.9 0.60 1.78 1.55 0.29 Bureau of Indian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a regular school district.

Standard errors for Table 43: Of schools with library media centers, characteristics of library media center staff, by school type 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, Library Media Center, and BIA School Library Media Center Data Files.School type and selected school characteristic

Highest degree earned among all paid professional staff

1 The school data files were used to generate these estimates. The school library media center data files were used to generate the remaining estimate

NOTE: The 2003-04 Schools and Staffing Survey did not collect School Library Media Center data from private schools. BIA school refers to schools fu

Total number of 

full-time, paid, 

state-certified 

library media 

center specialists

Number of 

schools with 

library media 

centers1

Total number of 

schools1
 179

Table A-44. 

Number of Individual Small group Large group Work area

Total schools with reading, (five persons (more than (where library Media 

number library viewing, and or fewer) five persons) staff order, production 

of schools1 media centers1 listening areas activity areas activity areas label, etc.) area 

All public schools 282.8 471.6 0.87 0.82 0.72 0.64 0.52 

 School classification Traditional public 284.7 460.7 0.86 0.82 0.72 0.65 0.53 

 Charter school 41.9 88.2 6.62 7.52 6.04 5.94 3.23  Community type Central city 425.4 387.6 1.70 1.61 1.36 1.42 1.08  Urban fringe/large town 530.9 565.3 1.21 1.10 1.03 0.93 0.96  Rural/small town 386.1 412.2 1.57 1.64 1.00 1.18 1.03  School level  Elementary 387.9 377.4 1.14 0.99 0.88 0.81 0.64  Secondary 305.4 367.3 1.22 1.30 1.09 0.79 1.17  Combined 292.3 260.2 2.72 2.38 2.59 2.09 2.03  Student enrollment Less than 100 399.5 387.9 5.96 6.32 4.97 5.62 2.36  100-199 394.1 400.3 3.15 3.14 2.66 2.77 1.90  200-499 611.2 631.1 1.39 1.25 1.21 1.04 1.10  500-749 561.3 563.1 1.80 1.67 1.07 1.07 1.22  750-999 417.8 417.8 2.16 2.26 1.57 1.76 2.17  1,000 or more 330.3 330.4 1.94 1.86 1.22 0.67 1.72 All BIA schools 4.5 4.4 1.43 1.27 1.07 1.22 1.03 NOTE: The 2003-04 Schools and Staffing Survey did not collect School Library Media Center data from private schools. BIA school refers to schools fuIndian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a regular school district.Library Media Center, and BIA School Library Media Center Data Files.

1 The school data files were used to generate these estimates. The school library media center data files were used to generate the remaining estimate

school characteristics: 2003-04 Standard errors for Table 44: Of schools with library media centers, percentage that contained various types of work areas, by 

School type and selected school characteristicSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, 
 180

Table A-45. 

Video

Number of Digital video cassette Technology

schools Automated disc (DVD) recorders to assist

with catalog(s) player(s) (VCR) for students 

Total library Automated for student for student student and 

number media circulation and and and staff with 

of schools1 centers1 Telephone system staff use staff use staff use disabilities 

All public schools 282.8 471.6 0.55 0.61 0.66 0.84 0.65 0.50  School classification Traditional public 284.7 460.7 0.55 0.62 0.67 0.84 0.65 0.51 

 Charter school 41.9 88.2 5.93 6.05 5.74 5.50 5.74 3.36  Community type Central city 425.4 387.6 1.11 1.28 1.47 1.96 1.30 0.93  Urban fringe/large town 530.9 565.3 0.68 0.81 1.00 1.21 0.89 0.79  Rural/small town 386.1 412.2 1.02 1.06 1.13 1.50 1.25 0.69  School level  Elementary 387.9 377.4 0.69 0.82 0.89 1.02 0.77 0.61  Secondary 305.4 367.3 0.62 0.80 0.76 1.47 1.21 0.79  Combined 292.3 260.2 1.94 2.45 2.59 2.21 1.69 1.34  Student enrollment Less than 100 399.5 387.9 4.32 5.49 5.83 5.24 5.47 2.33  100-199 394.1 400.3 2.76 2.84 3.35 2.90 2.59 1.27  200-499 611.2 631.1 0.89 1.03 1.19 1.33 0.99 0.82  500-749 561.3 563.1 0.81 0.82 0.93 1.50 1.08 1.12  750-999 417.8 417.8 0.95 1.09 2.00 2.53 1.61 1.84  1,000 or more 330.3 330.4 0.25 1.10 1.19 1.98 1.24 1.52 All BIA schools 4.5 4.4 1.47 1.56 1.67 1.47 1.29 0.71 NOTE: The 2003-04 Schools and Staffing Survey did not collect School Library Media Center data from private schools. BIA school refers to schools fuIndian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a regular school district.Library Media Center, and BIA School Library Media Center Data Files.

workstations, and average number of computer workstations with Internet access in the library media center, by school type an

1 The school data files were used to generate these estimates. The school library media center data files were used to generate the remaining estimate

characteristics: 2003-04

Various technological services

Standard errors for Table 45: Of schools with library media centers, percentage with various technological services, average n

School type and selected school characteristicSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, 
 181

Table A-46. 

Total 

number Before 

of schools1 school s

All public schools 282.8 471.6 0.24 0.77 0.84  School classification Traditional public 284.7 460.7 0.24 0.76 0.84 

 Charter school 41.9 88.2 5.10 7.59 6.62  Community type Central city 425.4 387.6 0.58 1.59 1.65  Urban fringe/large town 530.9 565.3 0.29 0.96 1.26  Rural/small town 386.1 412.2 0.56 1.36 1.55  School level  Elementary 387.9 377.4 0.32 1.00 1.05  Secondary 305.4 367.3 0.22 0.65 0.80  Combined 292.3 260.2 1.26 2.05 2.21  Student enrollment Less than 100 399.5 387.9 1.79 5.79 4.90  100-199 394.1 400.3 2.13 3.65 3.08  200-499 611.2 631.1 0.33 1.38 1.31  500-749 561.3 563.1 0.41 1.25 1.79  750-999 417.8 417.8 0.50 1.84 1.86  1,000 or more 330.3 330.4 0.36 1.07 1.29 All BIA schools 4.5 4.4 0.68 1.59 1.70 NOTE: The 2003-04 Schools and Staffing Survey did not collect School Library Media Center data from private schools. BIA school refers to schools fuIndian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a regular school district.Library Media Center, and BIA School Library Media Center Data Files.

1 The school data files were used to generate these estimates. The school library media center data files were used to generate the remaining estimate

available for independen

Percent of library media c

Of library media 

centers that had 

space for a full 

class, percent 

that could 

accommodate 

other activities 

concurrent with 

a full class

Percent of library 

media centers that 

had space for a 

full class of 

students at one 

time

Number of 

schools with 

library media 

centers1

Standard errors for Table 46: Of schools with library media centers, percentage with space for a full class of students at one tim

School type and selected school characteristicSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, 

concurrent with a full class, and for independent student use, by school type and selected school characteristics: 2003-04
 182

Table A-47. 

Book Video CD-ROM Book Video CD-ROM Book 

titles materials titles titles materials titles titles 

All public schools 282.8 471.6 277.6 20.6 5.1 12.4 1.0 0.50 181. School classification Traditional public 284.7 460.7 279.7 20.9 5.2 12.2 1.0 0.51 182.0 

 Charter school 41.9 88.2 998.4 29.2 9.6 130.8 5.6 2.20 847.9  Community type Central city 425.4 387.6 306.5 73.7 10.2 30.5 2.1 0.99 619. Urban fringe/large town 530.9 565.3 531.6 15.4 7.5 16.4 1.2 0.48 152. Rural/small town 386.1 412.2 141.8 17.0 8.0 17.1 1.7 1.45 119.8  School level  Elementary 387.9 377.4 372.9 26.3 6.9 16.7 1.2 0.68 234.2  Secondary 305.4 367.3 197.2 18.3 2.8 17.5 1.7 0.25 324. Combined 292.3 260.2 276.1 50.3 6.5 27.8 2.8 0.88 203.9  Student enrollment Less than 100 399.5 387.9 460.4 31.7 8.9 36.8 2.6 1.48 280.0  100-199 394.1 400.3 221.2 9.8 5.7 22.3 1.1 0.79 188.3  200-499 611.2 631.1 589.5 42.7 6.0 16.5 1.4 0.95 222. 500-749 561.3 563.1 229.5 24.3 15.5 27.1 1.8 0.97 444.6  750-999 417.8 417.8 431.9 26.0 11.0 46.6 2.6 0.71 263.2  1,000 or more 330.3 330.4 306.2 40.3 12.4 40.3 3.1 1.58 650.9 All BIA schools 4.5 4.4 246.6 13.9 1.7 26.4 2.5 0.60 505.NOTE: The 2003-04 Schools and Staffing Survey did not collect School Library Media Center data from private schools. BIA school refers to schools fuIndian Affairs (BIA) that are operated by the BIA, a tribe, or a private contractor and not by a regular school district.

Standard errors for Table 47: Of schools with library media centers, average number of total holdings, additions, and expenditu

School type and selected school characteristicSOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 2003-04, Public School, BIA School, 

Average number acquired ex

Av

Number of 

schools with 

library 

media 

centers1

Library Media Center, and BIA School Library Media Center Data Files.

centers during 2002-03 for various kinds of materials, by school type and selected school characteristics: 2003-04

Average number of 

1 The school data files were used to generate these estimates. The school library media center data files were used to generate the remaining estimate

during the 2002-03 school year the 2

holdings at the end 

of the 2002-03 school year Total 

number of 

schools1
 183

Appendix B: Methodology and Technical Notes 

Overview of SASS 

The Schools and Staffing Survey (SASS) is conducted by the United States Census 

Bureau and sponsored by the National Center for Education Statistics (NCES) in order to 

collect extensive data on American public and private elementary and secondary schools. 

SASS provides data on the characteristics and qualifications of teachers and principals, 

teacher hiring practices, professional development, class size, and other conditions in 

schools across the nation. 

SASS is the largest, most extensive survey of K-12 school districts, schools, teachers, 

administrators, and school libraries in the United States today. It includes data from 

public, public charter, private, and Bureau of Indian Affairs (BIA) school sectors. 

Therefore, SASS provides a multitude of opportunities for analysis and reporting on 

elementary and secondary education issues. 

NCES initiated SASS in the mid-1980’s in response to the need for information about 

critical aspects of teacher supply and demand, the qualifications and working conditions 

of teacher and principals, and the basic conditions in schools as workplaces and learning 

environments. SASS has been conducted five times: in school years 1987-88, 1990-91, 

1993-94, 1999-2000, and 2003-04 by the United States Census Bureau. For each 

administration of SASS, NCES has reviewed the content to expand, retain, or eliminate 

topics covered in the previous administration. In this way, the survey’s capability for 

trend analysis is maintained, yet at the same time new topics are added to address current 

concerns. 

In the first two administrations (1987-88 and 1990-91), SASS had five components: the 

School Survey, the School Administrator Survey (now called the School Principal 

Survey), the Teacher Demand and Shortage Survey (now called the School District 

Survey), the Teacher Survey, and the Teacher Follow-up Survey with the latter survey 

conducted the year after the core surveys (1988-89 and 1991-92). SASS data from these 

first two rounds provided a basis for addressing five major policy issues: teacher supply 

and demand, characteristics of elementary and secondary school teachers, teacher 

workplace conditions, characteristics of school principals, and school programs and 

policies. 

For the third administration (1993-94), the addition of the School Library Media Center 

Survey, the School Library Media Specialist/Librarian Survey, and the Student Records 

Survey resulted in a system of eight surveys which also included the 1994-95 Teacher 

Follow-up Survey. These new surveys addressed policy issues regarding student 

participation in school programs and services, resource allocations to library facilities, 

and qualifications of librarians. The Student Records Survey was an attempt to gather 

administrative records data on students and their teachers. There were difficulties in 

obtaining a sufficiently high response rate or data that were comparable. For these 
 184

reasons, the Student Records Survey was never repeated. Following a major survey 

redesign effort, both the content and the components were revised for the fourth 

administration (1999-2000) of SASS. The most notable change was the addition of a 

new sector—the public charter school sector. The end of a 4-year longitudinal survey of 

public charter schools provided a current listing of public charter schools, and SASS 

included all schools that were on the list and still operating in the 1999-2000 school year. 

Separate questionnaires were developed for schools, principals, and teachers in the public 

charter school sector. To accommodate this extra effort, the decision was made not to 

continue the Library Media Specialist/Librarian Survey. To reduce respondent burden on 

charter schools, only a selection of the Library Media Center items were included on the 

Charter School Survey. The fourth administration consisted of the following six survey 

components: the School District Survey, the Principal Survey, the School Survey, the 

Teacher Survey, the School Library Media Center Survey, and the 2000-01 Teacher 

Follow-up Survey. 

The fifth administration (2003-04) of SASS incorporated a revised field data collection 

methodology suggested by the Census Bureau. The 2003-04 SASS was based upon 

having a primary in-person contact with the school as the method for establishing a 

rapport with school personnel. Following a successful test of this method in 2001-02, the 

2003-04 SASS implemented the field-based methodology for the purpose of shortening 

the amount of data collection time, and in the hopes of reducing the field follow-up 

phase. For budget reasons, there was no data collected from private school library media 

centers in 2003-04. The decision was also made to sample the charter schools for a 

national sample, based on budget priorities and concerns about the completeness of the 

charter school frame from the Common Core of Data at that time. Moreover, funding to 

continue administering separate questionnaires for public charter schools was not 

available. These changes resulted in six components: the School District Survey, the 

Principal Survey, the School Survey, the Teacher Survey, the School Library Media 

Center Survey (public sector only), and the 2004-05 Teacher Follow-up Survey. 

Survey Content 

The 2003-04 SASS provides valuable data for educators, researchers, and policymakers 

on public school districts (Local Education Agencies); public (including public charter), 

private, Bureau of Indian Affairs-funded (BIA) schools, principals, and teachers; and 

public and BIA school library media centers. Public charter school data are included 

with traditional public school data, rather than in separate data files, in the 2003-04 

SASS. 

School District Questionnaire (Form SASS-1A) 

The purpose of the 2003-04 School District Questionnaire was to obtain information 

about school districts, such as student enrollment, number of full-time equivalent

teachers, teacher recruitment and hiring practices, teacher dismissals, existence of a 

teacher union, length of the contract year, teacher salary schedules, school choice, magnet 

programs, graduation requirements, and professional development for teachers and 
 185

principals. The applicable sections (e.g., comparable sections on hiring, etc.) for private 

schools were added to the Private School Questionnaire. Independent public charter 

schools, BIA-funded schools, and schools that were the only school in the district were 

given the Unified School Questionnaire and not the School District Questionnaire. The 

Unified School Questionnaire includes all of the items included on the School 

Questionnaire in addition to selected items from the School District Questionnaire. 

Principal and Private School Principal Questionnaires (Forms SASS-2A and -2B) 

The purpose of the 2003-04 principal questionnaires was to obtain information about 

principal/school head demographic characteristics, training, experience, salary, and 

judgments about the seriousness of school problems. The questionnaire appeared in two 

versions that contained minor variations in phrasing to reflect differences between public 

and private schools in governing bodies and position titles in the schools. 

School Questionnaire (Form SASS-3A) 

The purpose of the 2003-04 School Questionnaire, which went to the vast majority of the 

public schools in the sample, was to obtain information about such topics as grades 

offered, number of students enrolled, staffing patterns, teaching vacancies, high school 

graduation rates, programs and services offered, and college application rates. 

Private School Questionnaire (Form SASS-3B) 

The purpose of the 2003-04 Private School Questionnaire was to obtain information 

about private schools, such as grades offered, number of students enrolled, staffing 

patterns, teaching vacancies, high school graduation rates, programs and services offered, 

and college application rates. Private schools received the Private School Questionnaire, 

an expanded version of the School Questionnaire that included items from the School 

District Questionnaire (1A). 

Unified School Questionnaire (Form SASS-3Y) 

The Unified School Questionnaire went to schools that were the only school in the 

district, state-run schools (e.g., schools for the blind), charter schools that did not report 

to a traditional school district, and all BIA-funded schools. The purpose of the 2003-04 

Unified School Questionnaire was to obtain information about such topics as grades 

offered, number of students enrolled, staffing patterns, teaching vacancies, high school 

graduation rates, programs and services offered, and college application rates. The 

Unified School Questionnaire was an expanded version of the School Questionnaire that 

included items from the School District Questionnaire (1A). 
 186

Teacher and Private School Teacher Questionnaires (Forms SASS-4A and -4B) 

The purpose of the 2003-04 teacher questionnaires was to obtain information about 

teachers, such as education and training, teaching assignment, certification, workload, 

and perceptions and attitudes about teaching. 

School Library Media Center Questionnaire (Form LS-1A) 

The purpose of the 2003-04 School Library Media Center Questionnaire was to obtain 

information about public and BIA-funded library media centers and librarians, such as 

amount and experience of library staff, and the organization, expenditures, and 

collections of the library media center. 

Target Populations and Estimates 

Target Populations 

The target populations for the 2003-04 SASS are described below: 

• School districts. School districts that operated one or more schools, employed 

elementary and/or secondary level teachers, and were themselves in operation in the 

2003-04 school year. This included public school districts, state agencies that 

operated schools for special student populations (such as inmates of juvenile 

correctional facilities), domestic schools under the Department of Defense (DoD), 

and cooperative agencies that provided special services to more than one school 

district. Entities that authorized public charter schools were not included, unless they 

were also public school districts and operated the charter schools they authorized; 

• Schools. Public (including public charter), private, and BIA-funded schools with 

students in any of grades 1-12 or in comparable ungraded levels and in operation in 

school year 2003-04; 

• Principals. Principals of the targeted school populations; 

• Teachers. Teachers in the targeted school populations who taught students in any of 

grades K-12 or in comparable ungraded levels in the 2003-04 school year. 

• School library media centers. School library media centers, libraries, or resource 

centers in public (including public charter), and BIA-funded schools that have such a 

facility. A school library was defined as an organized collection of printed, 

audiovisual, or computer resources that is administered as a unit, is located in a 

designated place, and makes resources available to students, teachers, and 

administrators. 

Estimates 

SASS was designed to produce national, regional, and state estimates for public 

elementary and secondary schools and related components (i.e., schools, teachers, 

principals, school districts, and school library media centers); national estimates for BIA-
 187

funded schools, public charter schools, public combined-level schools, and related 

components (e.g., schools, teachers, principals, and school library media centers); and 

national, regional, and affiliation strata estimates for the private school sector (e.g., 

schools, teachers, and principals). The affiliation strata for private schools were 

redefined for the 2003-04 SASS. The 17 affiliation strata for private schools were: 

• Catholic-Parochial; 

• Catholic-Diocesan; 

• Catholic-Private; 

• Amish; 

• Assembly of God; 

• Baptist; 

• Episcopal; 

• Jewish; 

• Lutheran Church, Missouri Synod; 

• Lutheran Church, Wisconsin Synod; 

• Mennonite; 

• Pentecostal; 

• Seventh-Day Adventist; 

• Other Religious; 

• Nonsectarian regular; 

• Nonsectarian special emphasis; and 

• Nonsectarian special education. 

Comparisons between public and private schools are possible only at the regional and 

national levels, because private schools were selected for sampling by affiliation strata 

and region rather than by state. 

The teacher survey was designed to support comparisons between new and experienced 

teachers (3 years or less of experience vs. more than 3 years of experience) at the state 

level. Comparisons between teachers by race and by full-time or part-time status are 

possible at the national level. The school library media center survey was designed to 

produce estimates at the state level for public elementary and secondary schools. 

Sampling Frames and Sample Selection 

Public and Bureau of Indian Affairs Schools 

The foundation for the 2003-04 SASS public school sampling frame was the 2001-02 

Common Core of Data (CCD) file. The CCD is based on survey data collected annually 

by NCES from each state education agency. For the 2001-02 school year, state education 

agencies used their administrative record data to report information for 97,623 schools. 

The CCD includes regular public schools, public charter schools, BIA-funded schools, 

DoD-operated domestic military base schools, and special purpose schools, such as 

special education, vocational, and alternative schools. 
 188

In SASS, a school was defined as an institution or part of an institution that provides 

classroom instruction to students; has one or more teachers to provide instruction; serves 

students in one or more of grades 1-12 or the ungraded equivalent and is located in one or 

more buildings. It was possible for two or more schools to share the same building; in 

this case they were treated as different schools if they had different administrations (i.e., 

principals). Since CCD and SASS differ in scope and their definition of a school, some 

records were deleted, added, or modified in order to provide better coverage and a more 

efficient sample design for SASS. 

The SASS sample is not a simple random sample, but rather is a stratified probability 

proportionate to size (PPS) sample. All BIA-funded schools were automatically included 

in the sample. All other schools were stratified by grade level (elementary, secondary, 

and combined) as defined below:

Elementary: lowest grade ≤ 6 and highest grade ≤ 8 

Secondary: lowest grade ≥ 7 and highest grade ≤ 12 

Combined: lowest grade ≤ 6 and highest grade > 8, or school is ungraded 

The 2003-04 SASS sample was allocated so that state-level public elementary and 

secondary estimates and national estimates of combined public schools could be made. 

The sample was allocated to each state by grade range and school type (traditional public, 

public charter, and schools with high American Indian enrollment). 

Within each stratum, all non-BIA-funded schools were systematically selected using a 

PPS algorithm. The measure of size used for the schools was the square root of the 

number of full-time equivalent teachers reported for each school or imputed during 

sampling frame creation. Any non-BIA-funded school with a measure of size greater 

than the sampling interval (the inverse of the rate at which the sample is selected) was 

included in the sample with certainty and automatically excluded from the probability 

sampling operation. This produced a non-BIA sample of 10,202 public schools (455 high 

American Indian enrollment schools, 303 public charter schools, and 9,444 other 

traditional public schools) and a BIA-funded sample of 166 schools. 

Districts 

The public school district frame consisted of those districts that were operating within the 

United States and that oversaw at least one school on the 2003-04 SASS school universe 

file. Two methods were used for sampling districts within specific states. A total of 

5,437 public school districts were sampled, including single-school districts. 

For all districts located outside of Delaware, Florida, Maryland, Nevada, and West 

Virginia, the school district sample consisted of the set of districts that were associated 

with the SASS public school sample. This provided the linkage between the district and 

the school. In parts of Maine, Vermont, and New Hampshire, some of the districts were 

dropped and the sampled schools were instead associated with their Supervisory Unions. 

This was done because there was evidence indicating that the Supervisory Union handled 
 189

the day-to-day administration of the schools rather than the school districts. There were 

not any districts without schools selected for the 2003-04 sample as had been done in 

some previous SASS cycles since most of these districts did not have associated teachers, 

and thus were ineligible for the survey. 

All districts located within Delaware, Florida, Maryland, Nevada, and West Virginia 

were defined as school sampling strata to reduce the standard error for district estimates 

in these states. This placed all districts in each of these five states in the school district 

sample thus reducing the standard error of the district estimates to zero, if all districts 

responded. 

Private Schools 

The 2003-04 SASS private school sample consisted of schools selected from a list frame 

and schools included on the area frame. The list and area frames were combined to 

create the complete frame. The SASS private school sample size was 3,622 of which 

3,443 schools were from the list frame and 179 were from the area frame. The area 

frame serves as coverage improvement since the list frame omits about 8 percent of 

eligible private schools. 

The SASS private school list frame is constructed from lists of private schools. The base 

list for the 2003-04 SASS list frame was the 2001-02 Private School Survey (PSS). In 

order to provide coverage of private schools founded since 2001 and to improve coverage 

of private schools existing in 2001, membership lists were collected from private school 

associations and religious denominations. The associations were asked to include schools 

that met the PSS school definition. The 50 states and the District of Columbia were also 

asked to provide lists of private schools meeting the PSS definition of a school. Schools 

on private school association membership lists, religious denomination lists, and state 

lists were compared to the base list. Any school that did not match a school on the base 

list was added to the existing list frame as a list frame birth. This is the usual method that 

is followed to create a revised PSS list frame every 2 years. 

This updating process was conducted specifically for 2003-04 PSS, but was used as the 

starting point for the sampling frame for SASS private schools. To create the SASS 

sampling frame, schools with a highest grade of kindergarten, which are schools by the 

PSS definition but not the SASS definition, were deleted. 

Within each stratum, private schools in the list frame were systematically selected using a 

probability proportionate to size algorithm. The measure of size used was the square root 

of the 2000-01 PSS number of teachers in the school. Any school with a measure of size 

larger than the sampling interval was excluded from the probability sampling process and 

included in the sample with certainty. 

The source for the 2003-04 SASS area frame schools was the 2001-02 PSS area frame, 

excluding schools with a highest grade of kindergarten. To create the 2001-02 PSS area 

frame, the United States was divided into 2,054 primary sampling units (PSUs). Each 
 190

PSU consisted of a single county, independent city, or cluster of geographically 

contiguous areas with a minimum population of 20,000 according to population 

projections for 1988, which was when the PSUs were first formed. To avoid having 

PSUs covering too large a land area, the minimum population standard was relaxed in 

sparsely-populated areas. Due to time constraints, the 2003–04 SASS area frame was 

limited to schools in noncertainty primary sampling units (PSUs), which were those 

counties not guaranteed to be included in the PSS area frame and thus subject to a 

random sampling process. A total of 124 distinct PSUs were in the 2001–02 PSS area 

sample. 

Within each of these PSUs, the Census Bureau attempted to find all private schools 

eligible for PSS. A block-by-block listing of all private schools in a sample of PSUs was 

not attempted. Rather, regional office field staff created the frame by using yellow pages, 

local Catholic dioceses, religious institutions, local education agencies, and local 

government offices. Once the area search lists of schools were constructed, they were 

matched with the PSS list frame school universe. Schools not found on the list frame 

were considered part of the area frame. Schools that could be defined as only teaching 

kindergarten as the highest grade or only teaching adult education or postsecondary were 

also removed from the frame. 

There were 179 area frame schools identified in the 2001-02 PSS area frame within 

noncertainty PSUs that had not already been added as part of the 2003-04 PSS list frame 

updating operation. All 179 area frame cases remained in the area frame and were in 

sample for the 2003-04 SASS. 

Teachers 

The sampling frame for the teacher questionnaires consisted of lists of teachers provided 

by schools in the SASS sample. Teachers were defined as staff who taught a regularly 

scheduled class to students in grades K-12. The Teacher Listing Form (TLF) was 

collected by the Census Bureau field representatives (FRs) as early as possible in the 

2003-04 school year at all public (including public charter), private, and BIA-funded 

schools in the SASS sample to obtain a complete list of all the teachers employed at each 

school. The form included space for schools to indicate the following: race/ethnicity of 

each teacher, whether the teacher was “new” (had 3 or fewer years of teaching 

experience), the teacher’s assignment (subject matter and/or grade level), and whether the 

teacher was full or part time. The sample of teachers was selected from all of the schools 

that provided teacher lists. About 11 percent of the public schools and 16 percent of the 

private schools that met the SASS definition of a school did not provide teacher lists. For 

these schools, no teachers were selected. 

The goals of the teacher sampling were as follows: 

• Select at least 1,600 Asian or Pacific Islander teachers and 1,600 American Indian or 

Alaska Native teachers. 
 191

• Select a minimum of 2,300 new teachers by sector. For new teachers in public 

schools, oversampling was not required due to the large number of teachers in the 

sampled schools. Therefore, teachers were allocated to the new and experienced 

categories proportional to their numbers in the school. However, for private school 

teachers, new teachers were oversampled to ensure that there would be enough new 

private school teachers in both 2003-04 SASS and the 2004-05 Teacher Follow-up 

Survey. In private schools, new teachers were oversampled by a factor of 1.5. 

• Select a minimum of one and a maximum of 20 teachers per school. 

• Minimize the variance of teacher estimates within school stratum by attempting a 

self-weighting design. This constraint was relaxed to accommodate the other goals of 

teacher sampling. 

• Select an average of three to eight teachers per school depending upon grade range 

and sector. The teacher sample size was limited to this to avoid overburdening the 

schools, while allowing for a large enough teacher sample to meet the reliability 

requirements. 

Table B-1 shows the actual number of teachers selected as described above. 

Table B-1. Number of selected teachers in the SASS sample, by teacher type and sector: 2003-04 

Teacher stratum Total Public Private 

 

 Total 63,135 53,188 9,947 

Native American 1,530 1,435 95 

Asian/Pacific Islander 1,814 1,466 348 

New 10,528 8,032 2,496 

Experienced 49,263 42,255 7,008 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS), 

2003-04. 

To make sure a school was not overburdened, the maximum number of teachers per 

school was set at 20. When the number of sample teachers exceeded 20 in a school, 

Asian Pacific Islander and American Indian/Alaska Native teachers were proportionally 

reduced to meet the maximum requirement. In all such cases, at least five Asian Pacific 

Islander or American Indian/Alaska Native teachers would have remained in sample, 

since the sum of the new and experienced teacher sample could not exceed 15. 

Data Collection Procedures 

The 2003-04 SASS utilized a field-based methodology for the principal, school, library 

media center, and teacher data collection (i.e., school-level data collection). Census 

Bureau field representatives were responsible for all data collection at the sampled 

schools. The field representatives’ work was coordinated by staff at 12 regional offices. 

The regional office staff was responsible for making assignments, supervising fieldwork, 

checking-in completed questionnaires, editing questionnaires, and implementing quality 

control procedures. 

The collection of the school district data was conducted separately and accomplished first 

by mail out, with field representatives following up with nonrespondents. 
 192

Response Rates and Item Anomalies 

Survey or Unit Response Rates 

Unit response rates are the rate at which the sampled units respond by substantially 

completing the questionnaire. Unit response rates can either be calculated as unweighted 

or weighted. The unweighted response rates are the number of interviewed sample units 

divided by the number of eligible (responses plus nonresponses but not ineligible units). 

The weighted response rates are the base-weighted number of interviewed cases divided 

by the base-weighted number of eligible cases. The base weight for each sampled unit is 

the inverse of the probability of selection. Table B-2 provides the unweighted and baseweighted response rates for each survey unit, including the teacher listing form. Tables 

B-3 and B-4 provide detailed base-weighted response rates for public school sector units 

by state and private sector units by school typology. Table B-5 provides the unweighted 

unit sample sizes by survey type. 
 193

Table B-2. Unweighted and base-weighted response rates and weighted overall response rates (in percent), by 

 survey type: 2003-04 

Survey type Unweighted response rate

Base-weighted response 

rate 

Weighted overall

response rate1

Public School Teacher Listing Form 89.4 89.2 †

Private School Teacher Listing Form 84.1 85.4 †

BIA School Teacher Listing Form 93.8 93.8 †

Public School District 81.9 82.9 †

Public School 80.5 80.8 †

Private School 74.4 75.9 †

BIA-Funded School 89.5 89.5 †

Public School Principal 82.4 82.2 †

Private School Principal 73.8 74.9 †

BIA-Funded School Principal 90.7 90.7 †

Public School Teacher 84.0 84.8 75.7

Private School Teacher 81.6 82.4 70.4

BIA-Funded School Teacher 91.4 92.0 86.3

Public School Library Media Center 78.2 76.9 †

BIA-Funded School Library Media Center 82.1 82.1 †

†Not applicable 

1

 Base-weighted questionnaire response rate times the base-weighted response rate of the teacher listing form. 

NOTE: Response rates were weighted using the inverse of the probability of selection (base weight). 

SOURCE: U.S. Department of Education, National Center of Education Statistics, Schools and Staffing Survey, 2003-04, 

special tabulations from the Public School District, Public School, Private School, BIA-Funded School, Public School 

Principal, Private School Principal, BIA-Funded School Principal, Public School Teacher, Private School Teacher, BIAFunded School Teacher, Public School Library Media Center, and BIA-Funded School Library Media Center 

Documentation Data Files. 
 194

Table B-3. Base-weighted response rates (in percent) for public school districts, schools, principals, teachers, and 

 school library media centers, by state: 2003-04 

 Teacher 

State District School Principal

Teacher Listing 

Form 

Teacher 

Questionnaire

Overall teacher 

response rate1 

School library 

media center

 50 states and DC 82.9 80.8 82.2 89.2 84.8 75.7 76.9

 Alabama 97.0 89.5 90.2 99.1 89.4 88.6 87.6

 Alaska 89.9 79.9 81.1 95.9 84.0 80.6 74.0

 Arizona 88.5 86.0 84.8 89.8 92.1 82.7 81.2

 Arkansas 74.2 82.6 83.4 94.2 82.8 78.0 84.7

 California 82.5 71.2 72.8 83.4 79.9 66.7 71.4

 Colorado 86.0 81.6 78.3 86.1 85.2 73.4 74.4

 Connecticut 70.6 81.7 82.8 86.8 87.6 76.1 72.8

 Delaware 71.6 73.4 75.6 87.7 83.7 73.5 71.7

 District of Columbia 100.0 73.2 77.6 94.7 73.9 70.0 48.8

 Florida 87.9 83.1 84.5 90.8 86.0 78.1 78.8

 Georgia 86.5 82.9 87.9 93.0 89.3 83.0 87.6

 Hawaii 100.0 80.1 82.5 85.4 83.5 71.3 77.8

 Idaho 89.2 97.1 97.2 99.4 93.6 93.1 93.3

 Illinois 84.9 78.0 79.1 82.3 84.4 69.5 65.1

 Indiana 82.4 84.2 86.0 94.8 84.1 79.7 79.3

 Iowa 83.9 87.2 91.4 94.3 86.2 81.4 87.2

 Kansas 88.0 82.6 88.5 95.0 83.7 79.5 89.6

 Kentucky 78.4 78.8 81.1 89.8 81.1 72.8 69.9

 Louisiana 97.4 87.0 89.9 94.8 91.1 86.4 83.7

 Maine 77.8 85.6 87.7 93.8 85.3 80.1 85.1

 Maryland 79.2 75.4 66.8 90.5 70.7 63.9 65.2

 Massachusetts 80.4 85.2 84.3 89.1 82.1 73.2 73.6

 Michigan 69.2 84.2 86.0 92.1 80.8 74.4 69.1

 Minnesota 81.2 76.9 77.4 88.7 80.2 71.1 73.1

 Mississippi 96.2 95.3 94.9 97.5 96.3 93.9 91.5

 Missouri 84.0 80.8 86.4 92.1 84.3 77.6 84.1

 Montana 87.8 86.5 90.5 96.9 83.5 80.9 87.6

 Nebraska 87.2 86.9 84.6 91.8 88.7 81.4 85.4

 Nevada 76.5 78.9 80.1 83.9 88.7 74.4 68.9

 New Hampshire 86.2 87.0 85.8 87.5 91.9 80.4 80.6

 New Jersey 83.3 67.5 72.0 83.4 80.9 67.4 65.4

 New Mexico 95.5 74.8 80.0 87.4 79.8 69.7 73.8

 New York 77.4 68.5 70.9 81.0 79.2 64.2 67.3

 North Carolina 70.9 80.1 82.9 90.4 84.0 75.9 78.2

 North Dakota 90.8 89.4 93.9 97.9 84.3 82.6 87.0

 Ohio 78.0 86.2 86.5 90.5 89.6 81.1 77.3

 Oklahoma 85.8 86.0 89.4 96.3 84.9 81.7 84.3

 Oregon 77.4 74.0 79.2 77.6 88.7 68.8 72.4

 Pennsylvania 90.9 81.7 81.3 91.8 85.7 78.7 76.9

 Rhode Island 68.3 74.1 76.3 76.7 84.1 64.5 69.6

 South Carolina 87.1 86.4 89.3 90.8 91.2 82.8 82.6

 South Dakota 82.6 83.1 91.2 97.1 82.2 79.8 79.8

 Tennessee 86.0 92.4 92.0 95.5 90.8 86.7 84.6

 Texas 92.9 87.9 86.8 90.3 90.8 82.0 83.6

 Utah 93.8 82.0 82.1 87.6 92.1 80.6 80.1

 Vermont 37.3 71.9 72.8 77.9 85.6 66.7 69.2

 Virginia 72.2 67.9 69.7 78.9 80.0 63.1 68.4

 Washington 69.5 79.0 82.7 91.4 84.1 76.9 82.2

 West Virginia 75.4 94.2 94.5 99.2 88.1 87.4 76.6

 Wisconsin 78.3 81.2 84.4 89.6 80.2 71.8 78.2

 Wyoming 90.8 83.0 84.4 90.4 82.6 74.7 77.3

1

 Weighted questionnaire response rate times the rate of cooperation with the teacher listing operation. 

SOURCE: U.S. Department of Education, National Center of Education Statistics, Schools and Staffing Survey, 2003-04, special 

tabulations from the Public School District, Public School, Public School Principal, Public School Teacher, and Public School 

Library Media Center Documentation Data Files. 
 195

Table B-4. Base-weighted response rates (in percent) for private schools, principals, and teachers, by NCES typology: 

 2003-04 

 Teacher 

NCES Typology School Principal

Teacher Listing 

Form (TLF)

Teacher 

Questionnaire 

Weighted overall 

teacher response 

rate1

 All private schools 75.9 74.9 85.4 82.4 70.4

 

Catholic 81.6 82.9 88.3 85.9 75.8

 Parochial 84.3 84.4 90.0 85.1 76.6

 Diocesan 80.0 82.5 87.6 87.6 76.7

 Private Order 74.5 77.0 82.8 84.1 69.7

 

Other religious 74.0 71.1 84.5 80.6 68.1

 Conservative Christian 75.8 73.9 84.2 81.5 68.6

 Affiliated 78.5 77.8 85.3 82.3 70.1

 Unaffiliated 68.8 62.7 84.3 77.0 64.9

 

Nonsectarian 72.6 72.7 83.6 79.2 66.2

 Regular program 60.4 61.4 76.2 77.3 58.9

 Special emphasis 77.3 77.9 85.9 79.2 68.0

 Special education 85.8 83.8 92.3 85.9 79.2

1

 Base-weighted questionnaire response rate times the base-weighted response rate of the teacher listing form. 

SOURCE: U.S. Department of Education, National Center of Education Statistics, Schools and Staffing Survey, 2003-04, 

special tabulations from the Private School, Private School Principal, and Private School Teacher Documentation Data 

Files. 

Table B-5. Unweighted unit sample size, by survey type: 2003-04 

Survey type Unweighted sample size 

Public School District 4,421 

Public School 7,991 

Private School 2,456 

BIA-Funded School 145 

Public School Principal 8,143 

Private School Principal 2,376 

BIA-Funded School Principal 146 

Public School Teacher 43,244 

Private School Teacher 7,979 

BIA-Funded School Teacher 624 

Public School Library Media Center 7,229 

BIA-Funded School Library Media Center 124 

SOURCE: U.S. Department of Education, National Center of Education Statistics, Schools and Staffing Survey, 2003-04, 

special tabulations from the Public School District, Public School, Private School, BIA-Funded School, Public School 

Principal, Private School Principal, BIA-Funded School Principal, Public School Teacher, Private School Teacher, BIAFunded School Teacher, Public School Library Media Center, and BIA-Funded School Library Media Center 

Documentation Data Files. 
 196

Item Response Rates 

The weighted item response rates are the final-weighted number of sample cases 

responding to an item divided by the final-weighted number of sample cases eligible to 

answer the item. Of the items used in this report, four have a weighted response rate of 

less than 70 percent. Item D0318 (whether pay incentives are used to recruit teachers to 

teach in a less desirable location) from the district data file has a weighted response rate 

of 67.3 percent. Item S0416 (number of male students in grades K-12 and comparable 

ungraded levels enrolled in school) from the BIA-funded school data file has a weighted 

response rate of 67.5 percent. Item S0422 (sum of the racial/ethnic breakdown of 

students enrolled in grades K-12 and comparable ungraded levels) on the private school 

data file has a weighted response rate of 49.1 percent, although each of the individual 

race/ethnicity item response rates were above 70 percent. Item T0142 (Field of study 

code for teachers with a doctorate or first professional degree) on the BIA-funded school 

teacher data file has a weighted response rate of 62.5 percent. All of these items are 

footnoted in the applicable tables as having a response rate less than 70 percent. 

Item Anomalies 

A review of the data indicated that responses to items on Title I participation by BIAfunded schools were not credible. The BIA had reported to CCD for the previous school 

year (2002-03) that all BIA-funded schools were Title I-eligible and that all qualified for 

schoolwide Title I services. Therefore, these items were removed from the BIA data file, 

and the data for BIA-funded schools are shown as “not available” in table 4. 

Nonresponse Bias Analysis 

A comprehensive nonresponse bias analysis was conducted for each of the components of 

the 2003-04 SASS. The analysis evaluated the extent of potential bias introduced by 

school district nonresponse, school nonresponse, school principal nonresponse, teacher 

nonresponse, and school library nonresponse at both the unit and item levels. Results of 

the bias analysis are discussed in detail in the 2003-04 Schools and Staffing Survey: 

Survey Documentation Report (Tourkin et al. 2006). 

Evidence of substantial bias due to unit-level nonresponse was not found on any of the 

twelve data files or the three Teacher Listing Form files (TLF). Nevertheless, response 

rates fell below 50 percent for (1) public school districts in Vermont, (2) public school 

library media centers in the District of Columbia, and (3) principals in Amish private 

schools. Because of this low response, estimates for these subgroups will not be reported 

separately in NCES publications. 

All questionnaire items with response rates below 85 percent also were examined for 

nonresponse bias. No evidence of substantial nonresponse bias was found at the item 

level on the data files. 
 197

Imputation Procedures 

The Schools and Staffing Survey is a fully imputed dataset. Missing values were filled 

during one of three stages of imputation. 

In the first stage of imputation, missing (not answered) survey data were imputed with a 

valid response using data from other items in the same questionnaire or from other related 

sources. In addition, data were ratio adjusted in some circumstances so that items were 

consistent with one another. For example, if the counts of students by race on a school 

questionnaire did not sum to the reported total enrollment, the ratio of each race to the 

total enrollment was preserved, but the actual number was adjusted to be consistent with 

the total enrollment figure. 

 

 During the second stage of imputation, data were imputed from items found on 

questionnaires of the same type that had certain characteristics in common or from the 

aggregated answers of similar questionnaires. The four methods employed at this stage 

were hot deck imputation, simple linear regression, sub-sample ratio imputation, or 

random sub-sample ratio imputation. In hot deck imputation, responses were determined 

by establishing a donor record through ‘matching variables’ and then basing imputation 

on data found within the donor record. If two respondents answered the selected 

matching variables in similar ways, then it was assumed that they were comparable and 

that imputation of one data item from the other was reasonable. For remaining 

unanswered numerical items, linear models were used and were based on data from other 

items on the questionnaire and data from the school survey. For remaining unanswered 

categorical items, sub-sample ratio imputation was employed. First, data were broken 

into five sub-samples (or groupings) based on the grade levels offered at the school. The 

ratio of each type of response was found for each of these grade level groupings and then 

the items were assigned answers according to the sub-sample to which they belonged in 

order to preserve the response ratios within that sub-sample. Random sub-sample ratio 

imputation is a method similar to sub-sample ratio imputation but is more effective at 

handling items that require continuous answers. Continuous variables were assigned a 

random probable value (i.e., a value between the 5th and 95th percentile) to cases with 

missing responses based on the range of values provided by respondents with similar 

characteristics. 

All remaining unanswered items after the first two stages of imputation were imputed 

clerically by Census Bureau analysts during the third stage of imputation. This stage was 

completed by reviewing the original image of the questionnaire for additional notes 

provided by the respondents, other items within the same record with related information, 

similar cases to get an understanding of how the respondent might have answered, or 

averages of similar sub-samples. 

As questionnaires went through the different stages of imputation, a numerical flag 

corresponding to the stage of imputation and type of imputation was assigned to each 

imputed item. In this way it is possible for data users to identify which items were 

imputed and how the imputations were performed. The data user can use this imputation 
 198

flag to decide whether or not to include imputed data in his or her analysis and which 

types of imputed data to employ. 

Confidentiality Edits 

The 2003-04 SASS restricted-use data files have been altered according to NCES 

standards. Known as confidentiality edits, ‘noise’ was added to the data in order to make 

the identification of respondents in published data less certain. These edits directly alter 

some data for individual respondents, but preserve the overall distributions and level of 

detail in all variables included on the file. There are several ways in which the data can 

be altered, including blanking and imputing for randomly selected records; blurring (e.g., 

combining multiple records through some averaging process into a single record); adding 

random noise; and data swapping or switching (e.g., switching the variable for age from a 

predetermined pair of individuals). All 12 restricted-use data files were altered through 

one or more of these methods. 

Variance Estimation and Tests of Significance 

In surveys with complex sample designs, such as SASS, direct estimates of sampling 

errors that assume a simple random sample will typically underestimate the variability in 

the estimates. The SASS sample design and estimation included procedures that deviate 

from the assumption of simple random sampling, such as stratifying the school sample, 

oversampling new teachers, and sampling with differential probabilities. 

The preferred method of calculating sampling errors to reflect these aspects of the 

complex sample design of SASS is using replication. Replication methods involve 

constructing a number of subsamples, or replicates, from the full sample and computing 

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

around the full sample estimate provides an estimate of the variance of the statistic. The 

replicate weights are used to compute the variance of a given statistic. 

Each SASS data file includes a set of 88 replicate weights designed to produce variance 

estimates. The set of replicate weights on each file are applied to the respondents on that 

file. The computation of sampling errors using these replicate weights can be done easily 

using one of the following software: WesVar Complex Sample Software, SUDAAN 

(Research Triangle Institute 2001), or AM Statistical Software. 

The tests of significance used in this analysis are based on Student’s t statistics. The 

formula used to compute the Student’s t statistic is as follows: 
 199

Readers can use the standard error tables included in this report to construct their own ttests of data presented in this report. As the number of comparisons that are conducted at 

the same significance level increases, it becomes more likely that at least one of the 

estimated differences will be significant merely by chance; that is, will be erroneously 

identified as significantly different from zero. Even when there is no statistical difference 

between the means or percentages being compared, there is a 5 percent chance of getting 

a significant t value of 1.96 from sampling error alone. As the number of comparisons 

increases, the chance of making this type of error also increases. 

 201

Appendix C. Description of Variables 

This guide to the analysis variables used in the tables of this report is intended for 

researchers who obtain the restricted-use datasets for SASS. It is useful for replicating 

any of the tables in this report. 

Selected Variables Used in the Report 

District size: Included on the data files as “AGNOSC_2,” a SASS frame variable based 

on the number of schools in a district after the frame collapsing procedure. Frame 

collapsing was done in order to make the sampling frame more consistent with the 

school’s actual grade range. Potential problem schools were identified and collapsed to 

the appropriate building level prior to sampling. 

District community type: Included on the data files as “URBAND03,” a SASS frame 

variable based on the three-level urbanicity of the district. Urbanicity was assigned using 

the 2000 Decennial Census data and is a collapse of DLOCP_03 (district locale code). 

The district’s locale code was assigned based on the locale code of the majority of 

schools it governed. In some cases it may not reflect the entire attendance area or 

residences of enrolled students. Categories include: Central city, Urban fringe/large 

town, and Rural/small town. See the Glossary entry “Community Type” for more 

information. 

District K-12 enrollment: Included on the data files as D0051, a SASS survey variable. 

D0051 defines the total K-12 and ungraded enrollment in the district. This is the same as 

ENRLEA on the public school teacher, public school principal, public school, and public 

school library media center data files. 

Percent of K-12 students in the district who were approved for free or reduced-price 

lunches: Included on the data files as “NSLAPP_D,” a SASS created variable based on 

the percentage of K-12 and ungraded enrollment that was approved for free or reducedprice lunches in districts that participated in the National School Lunch Program. 

Public school classification: Included on the data files as “CHARFLAG,” a SASS 

created variable that indicates whether a school is a traditional public school or public 

charter school. A public charter school is a public school that, in accordance with an 

enabling state statute, has been granted a charter exempting it from selected state or local 

rules and regulations. This is the same as S0661 on the public school and BIA school 

data files. 

School community type: Included on the data files as “URBANS03,” a SASS frame 

variable based on the three-level urbanicity of the school. Urbanicity was assigned using 

the 2000 Decennial Census data and is a collapse of SLOCP_03 (school locale code). 

Categories include: Central city, Urban fringe/large town, and Rural/small town. See the 

glossary entry “Community Type” for more information. 
 202

School level: Included on the data files as “SCHLEVEL,” a SASS created variable based 

on the grades offered as reported by the school. Categories include: Elementary, 

Secondary, and Combined. A school was coded elementary if it had any of grades K-6 

and none of grades 9-12. Secondary schools had any of grades 7-12 and none of grades 

K-6. All other cases were coded as a combined school. 

Student enrollment (in the school): Included on the data files as “SCHSIZE,” a SASS 

created variable based on the total number of K-12 and ungraded students as reported by 

the school. SCHSIZE is based on ENRK12UG, collapsed into the following categories: 

1 to 49 students, 50 to 99 students, 100 to 149 students, 150 to 199 students, 200 to 349 

students, 350 to 499 students, 500 to 749 students, 750 to 999 students, 1,000 to 1,199 

students, 1,200 to 1,499 students, 1,500 to 1,999 students, and 2,000 students or more. 

Categories found in the tables of the report were further collapsed for ease in reporting. 

This is the same as S0414 on the public school and BIA school data files, and S0422 on 

the private school file. 

Private school classification: Included on the data files as “RELIG,” a SASS created 

variable based on the three-level typology of private schools. This variable includes the 

categories: Catholic, Other religious, and Non sectarian. It is a collapsing of the SASS 

frame variable TYPOLOGY. 

State: Included on the data files as “STATE,” a SASS frame variable based on the FIPS 

state code that identifies the state with administrative control over the district and the 

schools within that district. For a complete list of FIPS codes, reference 

http://www.itl.nist.gov/fipspubs/fip5-2.htm. 

Private school affiliation: Included on the data files as “STRATA,” a SASS created 

variable based on the 17-category private school sampling stratum. Categories include: 

Catholic-Parochial, Catholic-Diocesan, Catholic-Private, Amish, Assembly of God, 

Baptist, Episcopal, Jewish, Lutheran Church-Missouri Synod, Wisconsin Evangelical 

Lutheran Synod, Mennonite, Pentecostal, Seventh-day Adventist, Other Religious, 

Nonsectarian-Regular, Nonsectarian-Special Emphasis, and Nonsectarian-Special 

Education. 

Teacher’s age: Included on the datafile as T0416, a SASS survey variable asking the 

year the teacher was born. Teacher age was calculated by subtracting the year of birth 

from the survey year (2003). Users may also substitute the SASS created variable 

AGE_T for similar analyses. T0416 is used in table 19. 

Race (principal and teacher): Included on the data file as RACETH_P (principal’s race) 

and RACETH_T (teacher’s race), these are SASS created variables. Race is constructed 

using two questions: “Are you of Hispanic or Latino origin?” and “What is your race?” 

with responses of White, Black or African-American, Asian, Native Hawaiian or Other 

Pacific Islander, and American Indian or Alaska Native. In 2003-04 respondents were 

able to select multiple race categories. RACETH_P and RACETH_T represent the 62 

possible race combinations. These created variables take into account both the single and 
 203

multiple reported races as well as whether the respondent is considered to be of Hispanic 

origin. Race categories were collapsed in the report for ease of reporting. On the 

principal data files the appropriate source codes are A0255, A0256, A0257, A0258, 

A0259, and A0260. On the teacher data files, the appropriate source codes are T0409, 

T0410, T0411, T0412, T0413, and T0414. These variables are used in tables 18 and 27. 

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Appendix D. Glossary of Terms 

Advanced placement (AP) courses: The SASS questionnaires do not provide a 

definition of this term. A general definition is a course designed to prepare students for 

the Advanced placement subject assessments that are administered by the College Board. 

To learn more about AP exams, see 

http://www.collegeboard.com/student/testing/ap/about.html. 

Affiliation stratum: SASS uses 17 categories into which all private schools are divided 

based on religious orientation/affiliation. These categories are Catholic - Parochial, 

Catholic - Diocesan, Catholic - Private, Amish, Assembly of God, Baptist, Episcopal, 

Jewish, Lutheran Church - Missouri Synod, Wisconsin Evangelical Lutheran Synod, 

Mennonite, Pentecostal, Seventh - Day Adventist, Other Religious, Nonsectarian - 

Regular, Nonsectarian - Special Emphasis, and Nonsectarian - Special Education. 

Assessment, state or district: State or district tests that assess student performance in 

various subject areas. 

Automated circulation: The SASS questionnaires do not provide a definition for this 

term. A general definition is a computerized system used in library media centers to 

perform the basic functions of resource management such as acquisition, cataloging, and 

circulation. 

Average: The arithmetic mean. 

Before-school or after-school day care programs: The SASS questionnaires do not 

provide a definition for this term. A general definition is a school-sponsored program for 

students where students can be monitored and activities can be supervised. The SASS 

questionnaires specify that this program is available at the school in any of grades K-12 

or comparable ungraded levels, regardless of funding source, as identified by the school.

Block scheduling: The SASS school questionnaires define block scheduling as the 

scheduling of class periods to create extended instructional blocks of time. 

Bureau of Indian Affairs (BIA) school: Schools funded by the BIA are either operated 

by the BIA or by tribes under contracts or grants. BIA-operated schools are under the 

direct auspices of the BIA, and tribally operated schools are run by individual federally 

recognized tribes with grants or contracts from the BIA. The BIA sampling frame 

consisted of a list of elementary, secondary, and combined K-12 schools that were BIA 

operated or funded during the 2001-02 school year. The list was obtained from the CCD. 

All BIA school records that met the SASS definition of a school were included in the 

SASS sample. BIA-funded schools received a Unified School Questionnaire. 
 206

Capacity: The SASS questionnaires do not provide a definition for this term. A general 

definition is the number of students a building can accommodate without being 

considered overcrowded. 

Certification: A license or certificate awarded to teachers by the state to teach in a public 

school. The SASS surveys include five types of certification: Regular or standard state 

certification or advanced professional certificate, Probationary certificate—issued after 

satisfying all requirements except the completion of a probationary period, Provisional or 

other type of certificate given to persons who are still participating in what the state calls 

an “alternative certification program,” Temporary certification—requires some additional 

college coursework, student teaching, and/or passage of a test before regular certification 

can be obtained, and Waiver or emergency certificate—issued to persons with 

insufficient teacher preparation who must complete a regular certification program in 

order to continue teaching. 

Charter school: See Public charter school. 

Class organization: The SASS questionnaires define six types of class organization in 

schools. These include traditional grades or academic discipline-based departments, 

grades subdivided into small groups such as “houses” or “families,” student groups that 

remain with the same teacher for two or more years (also referred to as looping), 

interdisciplinary teaching when two or more teachers with different specializations 

collaborate to teach the same group of students, paired or team teaching when two or 

more teachers instruct the same class at the same time, and block scheduling (extended 

periods of instruction time). 

Combined school: See School with combined grades. 

Common Core of Data (CCD): The Common Core of Data is a group of surveys that 

acquire and maintain public elementary and secondary education data from the 50 states, 

the District of Columbia, Department of Defense schools, and the outlying areas through 

the state-level (or equivalent) education agencies. Information about staff and students in 

public schools is collected annually at the school, LEA (Local Education Agency or 

School District), and state levels. Information about revenues and expenditures is also 

collected at the state level. The CCD is the basis for the SASS sampling frame for 

public, public charter, and BIA-funded schools. 

Community type: A three-level categorization based on the eight-level U.S. Census 

Bureau definition of locale. A central city school is a school located in a large or midsize 

central city. An urban fringe/large town school is a school located in the urban fringe of 

a large or midsize city, in a large town, or in a rural area within an urbanized 

metropolitan area. A rural/small town school is a school located in a small town or rural 

setting, and located outside an urbanized metropolitan area. 

Content area: This term is not defined in the SASS questionnaires. A general definition 

is a division or field of organized knowledge, such as English or mathematics. 
 207

Curriculum specialist or coordinator: The SASS questionnaires do not provide a 

definition for this term. The general definition is the person responsible for the 

improvement of curriculum through measures such as developing instructional materials, 

training teachers, assessing educational programs, reviewing educational materials, and 

integrating technology in the curriculum. 

Department head: The SASS questionnaires do not provide a definition for this term. A 

general definition is administrative leader (or head) of a department who supervises the 

faculty and staff of an academic department (e.g., the math or foreign language 

department). 

Distance learning: The SASS library media center/library questionnaires define distance 

learning as programs in which lessons are taught via television, satellite, or computer 

network. 

District: A Local Education Agency (LEA), or public school district, is defined as a 

government agency that employs elementary or secondary level teachers and is 

administratively responsible for providing public elementary and/or secondary instruction 

and educational support services. 

Elementary school: See School, elementary. 

Extended day program: A program providing instruction beyond the normal school day 

for students who need academic assistance. The SASS questionnaires specify that this 

program is available at the school in any of grades K-12 or comparable ungraded levels, 

regardless of funding source, as identified by the school. 

Free or reduced-price lunches: A federally funded program to aid schools in providing 

an adequate lunch at school. Schools are reimbursed to provide meals to students, either 

free or for a reduced price. See the description of the National School Lunch Program. 

Full standard state administrative certification: See Certification. 

Guidance counselor: The SASS questionnaires do not provide a definition for this term. 

A general definition is the staff member responsible for activities such as group and 

individual counseling, student case management, and development of school guidance 

programs. The guidance counselor may also have roles in class scheduling, academic 

and career advising, and other duties related to healthy student educational progress. 

Individual Education Plan: An Individual Education Plan (IEP) is required for all 

students with an identified disability under the Individuals with Disabilities Education 

Act (IDEA). Each public school child who receives special education and related 

services must have an IEP. Each IEP must be designed for one student and must be a 

truly individualized document. The IEP creates an opportunity for teachers, parents, 

school administrators, related services personnel, and students (when appropriate) to 

work together to improve educational results for children with disabilities. 
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International Baccalaureate (IB): The SASS school questionnaires define this program 

as an international curriculum certified by the International Baccalaureate Organization. 

For more information, see http://www.ibo.org. 

Instructional aides: The SASS questionnaires do not provide a definition for this term. 

A general definition is those support staff responsible for assisting in the delivery of 

curriculum instruction. Instructional aides include regular Title I aides, ESL/Bilingual 

aides, special education instructional aides, library media center instructional aides, and 

other classroom instructional aides. 

Itinerant teacher: See Teacher. 

Library media center: See School Library Media Center. 

Library media specialist/librarian: The SASS questionnaires do not provide a 

definition for this term. A general definition is the staff member responsible for such 

duties as library and media curriculum development and instruction, library media 

resource person for classroom teaching staff, and informational specialist and program 

advisor for all library and media related classes and curriculum. 

Limited-English Proficiency: The SASS school questionnaires define limited-English 

proficient (LEP) students as students whose native or dominant language is other than 

English and who have sufficient difficulty speaking, reading, writing, or understanding 

the English language as to deny them the opportunity to learn successfully in an Englishspeaking-only classroom. LEP students can be taught subject matters courses in a variety 

of methods such as using their native language; in ESL, bilingual or immersion classes; 

and in English-only classrooms. 

Main activity: The activity at which the teacher spends his or her time during the school 

year. Main activities include regular full-time teacher, regular part-time teacher, itinerant 

teacher (i.e., requires teacher to provide instruction at more than one school), long-term 

substitute (i.e., requires that the teacher fill the role of a regular teacher on a long-term 

basis, but is still considered a substitute), short-term substitute, student teacher, teacher 

aide, administrator (e.g., principal, assistant principal, director, school head), library 

media specialist or librarian, other professional staff (e.g., counselor, curriculum 

coordinator, social worker), or support staff (e.g., secretary). 

Major or minor: A field of study in which an individual has taken substantial academic 

coursework, implying that the individual has substantial knowledge of the academic 

discipline or subject area. 

Minority: Minority includes Black, non-Hispanic; American Indian/Alaska Native, nonHispanic; and Asian, non-Hispanic; Native Hawaiian or other Pacific Islander, nonHispanic; Hispanic, single or multiple races; and multiple races, non-Hispanic. 
 209

Multiple races, non-Hispanic: All non-Hispanic respondents who selected more than 

one race. 

National Board for Professional Teaching Standards: The SASS questionnaires do not 

provide a definition for this term. The National Board for Professional Teaching 

Standards is a voluntary organization focused on rigorous teaching standards and the role 

of teaching in student achievement. For more information, please see 

http://www.nbpts.org. 

National School Lunch Program: The National School Lunch Program (NSLP) is a 

federally assisted meal program operating in public and nonprofit private schools and 

residential child care institutions. It provides nutritionally balanced, low-cost or free 

lunches to children each school day. School districts and independent schools that 

choose to take part in the lunch program get cash subsidies and donated commodities 

from the U.S. Department of Agriculture for each meal they serve. In return, they must 

serve lunches that meet federal requirements, and they must offer free or reduced-price 

lunches to eligible children. School food authorities can also be reimbursed for snacks 

served to children through age 18 in after-school educational or enrichment programs. 

National School Lunch Program, Approved: To be approved for a free or reducedprice lunch, a student must be income-eligible and must be enrolled in a school or district 

that participates in the National School Lunch Program. In addition, the student’s family 

must fill out an enrollment form to apply for a free or a reduced-price lunch. 

Non-instructional aides: Non-instructional aides include special education noninstructional aides, library media center non-instructional aides, and other noninstructional aides. 

Praxis I: Pre-Professional Skills Test (PPST): A standardized battery of national 

teacher general assessments administered by the Educational Testing Service that 

measure reading, writing, and mathematics skills vital to all teacher candidates. These 

assessments are designed to be taken early in the teacher’s college career. For more 

information, see the Praxis page at http://www.ets.org. 

 

Praxis II: Subject Assessment: The SASS questionnaires do not provide a definition. A 

general definition is a standardized national teacher assessment of specific subject 

content administered by the Educational Testing Service. These assessments measure 

candidates’ knowledge of the subjects they will teach, as well subject-specific teaching 

skills and knowledge. For more information, see the Praxis page at http://www.ets.org. 

Private school: A private school is defined as a school not in the public system that 

provides instruction for any of grades 1-12 (or comparable ungraded levels). The 

instruction must be given in a building that is not used primarily as a private home. 
 210

Programs with special instructional approaches: The SASS school questionnaires 

offer Montessori, self-paced instruction, open education, and ungraded classrooms as 

examples of these types of school programs. 

Public charter school: A public charter school is a public school that, in accordance with 

an enabling state statute, has been granted a charter exempting it from selected state or 

local rules and regulations. A public charter school may be a newly created school or it 

may previously have been a public or private school. 

Public school: A public school is an institution or part of an institution that provides 

classroom instruction to students; has one or more teachers to provide instruction; serves 

students in one or more grades of 1-12 or the ungraded equivalent and is located in one or 

more buildings. It is possible for two or more schools to share the same building; in this 

case they were treated as different schools if they had different administrations (i.e., 

principals). Public schools include regular, special education, vocational/technical, 

alternative, and public charter schools. Schools in juvenile detention centers and schools 

located on domestic military bases and operated by the Department of Defense are 

included. See also entries for: Public charter school, and Traditional public school. 

Regular full-time teacher: See Teacher.

Required working hours: Refers to the time teachers are required to spend at school 

(contract hours, or the equivalent). It does not include time spent on school-related 

activities before school, after school, or on the weekends. 

Salary schedule: The SASS questionnaires do not provide a definition. A general 

definition is a listing of teacher salary levels offered by the school or district by which 

teacher salaries are determined. The schedule is often based on years of experience and 

degrees earned. 

School classification: In this report, public schools are classified as either traditional 

public schools or public charter schools. For more information, see separate glossary 

entries for Private school, Public school, and Public charter school. Private schools are 

classified as Catholic, other religious, or nonsectarian schools. Catholic schools include 

Catholic-Parochial, Catholic-Diocesan, and Catholic-Private. Other religious schools 

include Other religious-Conservative Christian, Other religious-Affiliated with a 

Religious School Association, and Other religious, Not Affiliated with a Religious 

School Association. Nonsectarian schools include Nonsectarian-Regular, NonsectarianSpecial Emphasis, and Nonsectarian-Special Education. 

School, elementary: A school is classified as elementary if it has one or more of grades 

K-6 and none of grades 9-12; for example, schools with grades K-6, 1-3, or 6-8 are 

classified as elementary. Schools with only kindergarten or prekindergarten were not 

included in the survey. 
 211

School, secondary: A school is classified as secondary if it has any of grades 7-12 and 

none of K-6; for example, schools with grades 9-12, 7-9, 10-12, or 7-8 are classified as 

secondary. 

School with combined grades: A combined school or combined grade school has one or 

more of grades K-6 and one or more of grades 9-12; for example, schools with grades K12, 6-12, 6-9, or 1-12 were classified as having combined grades. Schools in which all 

students are ungraded (i.e., not classified by standard grade levels) are also classified as 

combined. 

School-related activities: School-related activities are activities that teachers and 

administrators may engage in and may or may not involve student interaction. Schoolrelated activities involving student interaction include coaching, field trips, and 

transporting students. School-related activities not involving student interaction include 

preparation, grading papers, parent conferences, and attending meetings. 

School library media center: The SASS questionnaires define a school library media 

center as an organized collection of printed and/or audiovisual and/or computer resources 

which is administered as a unit, is located in a designated place or places, and makes 

resources and services available to students, teachers, and administrators. A school 

library media center may be called a library, media center, resource center, information 

center, instructional materials center, learning resource center, or some other name. 

Secondary school: See School, secondary. 

Specialized career academy: The SASS school questionnaires define this term as a 

multi-year curriculum that integrates academic and vocational courses, organized around 

broad career areas. 

State certified library media specialist: The SASS library media center/library 

questionnaires define this term as paid professional staff who is certified by the state as 

library media specialists by meeting the state’s regular or standard certification 

requirements in the library media specialty area. Includes those who have completed all 

necessary course work and are eligible for full certification upon completion of a 

probationary period. 

Student enrollment: The number of students officially enrolled in the school or district 

as of October 1, 2003. 

Student support services professional staff: Student support services professional staff 

includes nurses, social workers, psychologists, speech therapists or pathologists, and 

other professional staff. 

Talented/gifted program: The SASS school questionnaires define these programs as 

programs designed for students with specifically identified talents or exceptional 

academic achievement. 
 212

Teacher: A teacher is defined as a full-time or part-time teacher who teaches any 

regularly scheduled classes in any of grades K-12. This includes administrators, 

librarians, and other professional or support staff who teach regularly scheduled classes 

on a part-time basis. Itinerant teachers are included, as well as long-term substitutes who 

are filling the role of regular teacher on a long-term basis. An itinerant teacher is defined 

as a teacher whose assignment requires teaching at more than one school (for example, a 

music teacher who teaches 3 days per week at one school and 2 days per week at 

another). Itinerant teachers who teach full time in any district, but teach part time in a 

particular school are considered part-time teachers at that particular school. A regular 

full-time teacher is any teacher whose primary position in a school is not an itinerant 

teacher, a long-term substitute, a short-term substitute, a student teacher, a teacher aide, 

an administrator, a library media specialist or librarian, another type of professional staff 

(e.g., counselor, curriculum coordinator, social worker) or support staff (e.g., secretary), 

or a part-time teacher. Short-term substitute teachers and student teachers are not 

included. 

Teacher education program: The SASS questionnaires do not provide a definition for 

this term. A general definition is a program offered by a college or university designed to 

prepare future teachers, train teachers in areas such as content and pedagogical 

knowledge, and offer teacher certification. 

Temporary buildings: The SASS questionnaires do not provide a definition for this 

term. A general definition is those temporary school buildings used in such instances as 

school renovations or for extra classroom space. The use of temporary buildings is not 

necessarily indicative of school overcrowding. 

Test of basic skills: The SASS questionnaires do not provide a definition for this term. 

A general definition is a test given to prospective teachers to measure basic skills, such as 

their reading, writing, and mathematics abilities. 

Test of subject knowledge: The SASS questionnaires do not provide a definition for this 

term. A general definition is a test given to prospective teachers to measure their 

knowledge in a specific discipline or field of organized knowledge. 

Title I: The SASS school questionnaires define Title I as a federally funded program that 

provides educational services, such as remedial reading or remedial mathematics, to 

children who live in areas with high concentrations of low-income families. Title I can 

be administered as a targeted assistance or schoolwide program. A targeted assistance 

Title I program provides categorical funding to specific students identified as in need of 

assistance. A schoolwide Title I program refers to schools that use Title I funds to 

improve the effectiveness of the entire school. 

Traditional public school: Traditional public schools are the subset of all public schools 

that are not public charter schools. They include regular, special education, 

vocational/technical, and alternative schools. They also include schools in juvenile 
 213

detention centers, and schools located on domestic military bases and operated by the 

Department of Defense. See also the definitions for public and public charter schools.