NATIONAL CENTER FOR EDUCATION STATISTICS

E.D. TABS May 1994

Schools and Staffing Survey

Characteristics of Stayers,

Movers, and Leavers:

Results from the Teacher

Followup Survey: 1991-92

NCES 94-337

U.S. Department of Education

Office of Educational Research and Improvement

0- I
NATIONAL CENTER FOR EDUCATION STATISTICS

E.D. TABS May 1994

Schools and Staffing Survey

Characteristics of Stayers,

Movers, and Leavers:

Results from the Teacher

Followup Survey: 1991-92

%1-4

Sharon A. Bobbitt

Mary C. Leich

Summer D. Whitener

Hilda F Lynch

NCES 94-337

U.S. Department of Education

Office of Educational Research and Improvement

- - - - - - -- - - - - -  M
U.S. Department of Education

Richard W. Riley

Secretary

Office of Educational Research and Improvement

Sharon P. Robinson

Assistant Secretaty

National Center for Education Statistics

Emerson J. Elliott

Commissioner

National Center for Education Statistics

"The purpose of the Center shall be to collect, analyze, and

disseminate statistics and other data related to education

in the United States and in other nations."-Section 406(b)

of the General Education Provisions Act, as amended (20

May 1994

Contact,

Sharon Bobbitt

(202) 219-1461

For sale by the U.S. Government Printing Office

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

ISBN 0-16-0143201-4
Highlights

* The attrition rate from the teaching profession between school years 1990-91 and

1991-92 was 5.1 percent in public schools and 12.3 percent in private schools. These

attrition rates do not differ from the attrition rates of 5.6 percent in public schools and

12.7 percent in private schools between school years 1987-88 and 1988-89 (table 1).

o The rate at which public school teachers of general education subjects left the

profession varied little by field. Science and math teachers, in particular, were no

more likely to leave the teaching profession than teachers of other general education

subjects such as English, reading, and social studies (table 1).

* Teacher attrition varied by teacher's age. The rate for teachers in the 50 or more age

category was 14.3 percent for public school teachers and 15.2 for private school

teachers; the rates in the less than 30 age category were 7.5 and 18.9 percent for

public and private teachers respectively. In the 40 to 49 age category, the attrition rate

was 2.9 percent for public school teachers and 6.3 for private teachers (table 2).

o Almost all public school teachers who changed schools between school years 1990-91

and 1991-92 transferred to other public schools (94.3 percent); a little over half (52.8

percent) of the private school teachers in 1990-91 who changed schools stayed in

private schools (47.2 percent transferred to public schools) (table 7).

* Among former public school teachers, 18.6 percent cited homemaking and/or child

rearing as their primary occupational status in 1991-92. Another 33.3 percent said that

they were retired. Among former private school teachers, 35.8 percent said that they

were working in an occupation outside of elementary or secondary education; another

19.3 percent said that they were engaged in homemaking and/or child rearing; less

than 10 percent of former private school teachers said that they were retired (table 8).

* The percentage of public school teachers who were retired in the followup year

increased from about one-fourth in 1987-88 to one-third in 1990-91 (table 8).

o Among teachers who left the teaching profession between 1990-91 and 1991-92, 14.7

percent of public school teachers and 16.1 percent of private school teachers expect to

return to teaching in any of grades K through 12 in school year 1992-93 (table 1 1).

* Among teachers who stayed in the same school between school years 1990-9 1 and

1991-92, 53.4 percent of public and 58.0 percent of private school teachers felt that

"providing higher salaries or better fringe benefits" is the most effective step that

schools might take to encourage teachers to remain in teaching (tables 14 and 15).

However, among former public school teachers who cited "dissatisfaction with

teaching as a career"' as one of their main reasons for leaving the profession, 0.7
percent cited "poor salary"t as their main area of dissatisfaction, while 24.9 percent

cited "inadequate support from the administration" as their main area of dissatisfaction

(table 12).

iv
Table of Contents

Page

Highlights .............................. ii

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

Tables

1. Attrition rates from the teaching profession, by main field of assignment:

1987-88 to 1988-89 and 1990-91 to 1991-92 .. ............. 4

2. Attrition rates from the teaching profession, by selected teacher characteristics:

1987-88 to 1988-89 and 1990-91 to 1991-92............... 5

3. Percentage of public school stayers, movers, and leavers by selected teacher

characteristics: 1988-89 and 1991-92..................6

4. Percentage of private school stayers, movers, and leavers by selected teacher

characteristics: 1988-89 and 1991-92..................7

5. Percentage of public school stayers, movers, and leavers by selected school

characteristics: 1988-89 and 1991-92................. 8

6. Percentage of private school stayers, movers, and leavers by selected school

characteristics: 1988-89 and 1991-92..................9

7. Characteristics of schools to which teachers moved: 1988-89 and 1991-92 .. .. 10

8. Current primary occupational status of former teachers: 1988-89 and 1991-92 ... I11

9. Current occupational status of former teachers working in an occupation outside

of elementary or secondary education: 1988-89 and 1991-92.........12

10. Main reason why former teachers left the teaching profession: 1988-89 and

1991-92............................13

11. What current and former teachers expect their main activity will be during

the next school year: 1988-89 and 1991-92 .. ............. 14

12. Percentage of former teachers who reported "dissatisfied with teaching as a

career" as one of three main reasons for leaving the profession, by main area

of dissatisfaction: 1988-89 and 1991-92 .. .............. 15

v
13. Percentage of movers who reported "dissatisfied with the previous school" as

one of three main reasons for changing schools, by main area of dissatisfaction:

1988-89 and 1991-92 ......................

14. Percentage of public school teachers who think that each step is the most

effective step that schools might take to encourage teachers to remain in

teaching: 1988-89 and 1991-92 ................... 17

15. Percentage of private school teachers who think that each step

effective step that schools might take to encourage teachers to

teaching: 1988-89 and 199 1-92 .. .........

is the most

remain in

18

Technical Notes ...........................

1. Sample Design.............

A. SASS Sampling Frames .......

B. SASS Stratification.........

C. TFS Stratification and Sample Allocation

D. SASS Sample Selection ...

E. TFS Sample Selection....

19

. . . . . . . . . . . . . 19

. . . . . . . . . . . 1 19

. . I . . . .I . . . . 20

. .I. . . . . . . . . . . 22

. . . . . . . . . . . . . 25

. . . . . . . . . . . . . 29

IL. Data Collection.........................

A. Time Frame of the Survey ..................

B. Data Collection Procedures..................

III. Edit Procedures.........................

A. General Edit .......................

B. Interview Status Recode (ISR).................

IV. Response Rates.........................

A. Survey Response Rates... ...............

B. Item Response Rates ....................

V. Imputation ..........................

VI. Weighting ..........................

A. SASS Teacher Weights ...................

B. TFS Teacher Weights....................

VII. Reinterview Program....... . . . . . . . . . . . . . . . . 36 .

vi

-Page

16

29

29

30

3 1

3 1

32

32

32

33

33

34

34

35

. . . . . . . .

. . . . . . . .
-Page

VHLI Changes to TFS Content from 1988-89 to 199 1-92.............36

IX. Caution Concerning the Measurement of Change Using 1988-89 and 1991-92

iTS ............................. 37

X. Standard errors..........................38

XI. Definitions ........................... 39

A. Teacher Followup Survey (TFS) Definitions .. .......... 39

B. Schools and Staffing Survey (SASS) Definitions...........40

XII. User Notes and Comments.....................42

Acknowledgments...........................42

Related Reports............................43

Appendix A. Standard Error Tables ... ................. 45

Al. Standard errors for attrition rates from the teaching profession, by main field of

assignment: 1987-88 to 1988-89 and 1990-91 to 1991-92 (table 1).......46

A2. Standard errors for attrition rates from the teaching profession, by selected teacher

characteristics: 1987-88 to 1988-89 and 1990-91 to 1991-92 (table 2)......47

A3. Standard errors for percentage of public school stayers, movers, and leavers by

selected teacher characteristics: 1988-89 and 1991-92 (table 3) .. ...... 48

A4. Standard errors for percentage of private school stayers, movers, and leavers by

selected teacher characteristics: 1988-89 and 1991-92 (table 4) .. ...... 49

A5. Standard errors for percentage of public school stayers, mo vers, and leavers by

selected school characteristics: 1988-89 and 1991-92 (table 5) .. ...... 50

A6. Standard errors for percentage of private school stayers, movers, and leavers by

selected school characteristics: 1988-89 and 1991-92 (table 6) .. ...... 51

A7. Standard errors for characteristics of schools to which teachers moved: 1988-89

and 1991-92 (table 7).......................52

vii
Page

AS. Standard errors for current primary occupational status of former teachers:

1988-89 and 1991-92 (table 8) ..................................... 53

A9. Standard errors for current occupational status of former teachers working in an

occupation outside of elementary or secondary education: 1988-89 and 199 1-92

(table 9)............................54

AlO. Standard errors for main reason why former teachers left the teaching profession:

1988-89 and 1991-92 (table 10) .... ............... 55

Al 1. Standard errors for what current and former teachers expect their main activity

will be during the next school year: 1988-89 and 1991-92 (table II) .. .... 56

A12. Standard errors for percentage of former teachers who reported "dissatisfied with

teaching as a career"s as one of three main reasons for leaving the profession, by

main area of dissatisfaction: 1988-89 and 1991-92 (table 12).........57

A13. Standard errors for percentage of movers who reported "dissatisfied with the

previous school" as one of three main reasons for changing schools, by main

area of dissatisfaction: 1988-89 and 199 1-92 (table 13)...........58

A 14. Standard errors for percentage of public school teachers who think that each

step is the most effective step that schools might take to encourage teachers

to remain in teaching: 1988-89 and 1991-92 (table 14)...........59

Al15. Standard errors for percentage of private school teachers who think that each

step is the most effective step that schools might take to encourage teachers

to remain in teaching: 1988-89 and 1991-92 (table 15)...........60

Appendix B. Teacher Followup Survey--Questionnaire for Current Teachers .. .... 61

Appendix C. Teacher Followup Survey--Questionnaire for Former Teachers .. .... 77

Viii
Introduction

In this report, tabulations on characteristics of movers, leavers, and stayers present data

from the 1991-92 Teacher Followup Survey (UTS), a followup of a sample of public and

private school teachers who responded to the Teacher Survey component of the 1990-9 1

Schools and Staffing Survey (SASS). The data presented include characteristics of teachers

who left the teaching profession between school years 1990-91 and 1991-92 (leavers),

teachers who changed schools during that period (movers), and teachers who stayed in the

same school (stayers). In addition to characteristics of stayers, movers, and leavers, the

tabulations include estimates of teacher attrition by field of assignment, reasons for leaving

the teaching profession, and comparisons between the teaching profession and the current

occupation of former teachers. This report provides national estimates for all data.

The Schools and Staffing Survey (SASS) and the Teacher Followup Survey were

developed by the U.S. Department of Education's National Center for Education Statistics, and

were conducted by the U.S. Bureau of the Census. The SASS was a mail survey which

collected public and private sector data on the Nation's elementary and secondary teaching

force, aspects of teacher supply and demand, teacher workplace conditions, characteristics of

school administrators, and school policies and practices. The seven questionnaires of the

SASS are as follows:

1. The Teacher Demand and Shortage Questionnaire for Public School Districts

(LEAs).

2. The Public School Administrator Questionnaire.

3. The Private School Administrator Questionnaire.

4. The Public School Questionnaire.

5. The Private School Questionnaire.

6. The Public School Teacher Questionnaire.

7. The Private School Teacher Questionnaire.

The Teacher Followup Survey was also a mail questionnaire which collected followup

information on a sample of public and private school teachers who had participated in the

SASS. The purpose of the TES was to determine the attrition rate for teachers, to determine

the characteristics of those who stay in the teaching profession and those who leave, to obtain

major activity/occupation data for those who leave the teaching profession and career patterns

for those who remain in the profession, to obtain data on educational activities and future

plans, and to obtain data on attitudes about the teaching profession and job satisfaction. Two

questionnaires are used in the TFS:

1. Questionnaire for Current Teachers.

2. Questionnaire for Former Teachers.

The survey methodology is described in the Technical Notes section which follows

presentation of the tables.

I
This E.D. Tab also presents data from the 1988-89 Teacher Followup Survey. The

percentages in this report are based upon the weighted numbers of teachers in Table A.

Table A.--Weighted number of stayers, movers, and leavers, by sector.

1988-89 and 199 1-92

Stayers Movers Leavens Total

Public .

1988-89 2,065,839 188,404 132,311 2,387,174

1991-92 2,237,320 185,659 130,495 2,553,474

Private

1988-89 242,528 29,682 39,714 311,924

1991-92 287,126 23,226 43,499 353,851

Table B represents the weighted number of teachers in each field, by main field of

assignment for years 1987-88 and 1990-91 which is the basis for table 1.

2
Table B.- -Weighted number of teachers in each field, by main field of assignment:

1987-88 to 1988-89 and 1990-91 to 1991 -92

Public

1987-88 1990-91

Total 2,387,174 2,553,474

Kindergarten

General elementary

Art/rnusic

Bilingual/ESL

Business

English/language arts

Health

Home economics

Industrial arts

Math

Reading

Social studies

Science total

Biology

Chemistry/physics

General science/earth science

Special education total

Mentally retarded

Learning disabled

Other special education

Vocational education

119.736

692,847

189,477

15,616

37,062

182,952

126,561

34,270

43,561

164,914

61,204

147,544

140,169

45,449

21,658

73,061

245,292

50,172

118,038

77,082

57,427

110,723

766,053

191,656

25,208

66,150

184,272

141,183

31,428

34,518

177,375

59,030

146,545

147,978

40,778

30,289

76,911

287,563

20,141

82,918

184,504

Private

1987-88 1990-91

311,924 353,851

22,961

108,765

10,817

1,827

31,485

15,157

740

516

24,462

6,086

19,131

21,678

4,954

6,567

10,157

10,497

1,649

4,782

4,066

30,909 203

22,796

122,587

19,51 1

1,240

2,532

32,654

14,565

2,196

1,250

29,315

4,832

20,716

21,972

5,946

4,926

11,101

9,414

3,436

5,680

1,227

Foreign languages + + 65,297 ++ 15,529

All others* 128,544 87,587 36,197 31,513

- -Too few cases for a reliable estimate.

*Includes computer science, remedial education, religion, gifted, prekindergarten, and all

others (and foreign languages in 1987-88).

+ +Foreign languages in 1987 -88 was included in the "All others" category.

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

Teacher Followup Survey, 1988 -89 and 1991 -92.

3
Table 1. - -Attrition rates from the teaching profession, by main field of assignment:

1987-88 to 1988-89 and 1990-91 to 1991 -92

Public Private

1987 -88 1990-91 1987-88 1990-91

Total 5.6 5.1 12.7 12.3

Kindergarten 3.1 4.0' 10.5 11.9

General elementary 5.6 5.3 11.9 10.4

Art/mu sic 4.2 5.9 17.7 13.0

Bilingual/ESL 8.2' 4.51

Business 5.9' 7.7' 21.12 10.72

English/language arts 8.5 5.1 18.7 13.9

Health 3.8 3.3 6.3' 15.6

Home economics 6.6' 4.2 31.7 2 

Industrial arts 3.7' 2.7'

Math 4.9 5.2 10.8 10.9

Reading 5.1 3.4' 6.7' 31.8'

Social studies 5.1 '6.7 8.4' 10.8'

Science total 5.4 6.11 9.2 7.3

Biology 3.2 3.7' 8.5 2 6.6 2

Chemistry/physics 4.1' 4.4 2 7.0 2 7.7'

General science/earth science 7.1 8.0' 10.9' 7.5

Special education total 7.3 4.9 13.72 9.4'

Mentally retarded 12.6' 3.7' 6.4 2 

Learning disabled 4.3 3.2 7.6 2 . 2

Other special education 8.4' 5.8 23.7 2 13.5 2

Vocational education 6.7' 5.6' 0.0 44. 1 2

Foreign languages ++ 2.3 + + 14.1

All others~ 5.2 4.8 18.2 19.0

- -Too few cases for a reliable estimate.

+ +Foreign languages in 1987- 88 was included in the "All others" category.

'Coefficient of variation between 30% and 50%.

2 Coefficient of variation greater than 50%.

"Includes computer science, remedial education, religion, gifted, prekindergarten, and all

others (and foreign languages in 1987-88).

NOTE: The attrition rate is the percentage of teachers who left the teaching profession

between school years 1987 -88 to 1988 -89 and 1990-91 to 1991 -92 (percent "leavers").

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

Teacher Followup Survey, 1988 -89 and 1991 -92.

4
Table 2.- -Attrition rates from the teaching profession, by selected teacher

characteristics: 198a7-88 to 1988-89 and 1990-91 to 1991 -92

Base year Public Private

characteristics 1987-88 1990-91 1987-88 1990-91

Total 5.6 5.1 12.7 12.3

Sex

Male 5.1 4.5 10.2 12.1

Female 5.8 5.3 13.4 12.3

Not reported 7.2 ~ * -*

Age

Less than 25 4.3 9.1I 1 9.0 23.8

25 to29 9.0 9.0 17.6 17.8

30 to 39 5.8 4.2 12.4 13.7

40 to 49 2.4 2.0 10.5 7.7

50 to 59 5.7 6.7 1 1.3 6.2

60 to 64 23.4 26.8 16.9'1 17.8

65 or more 18.7 2 40,9'79 20.7

Not reported 1 2.9 2 **6.2 2 *

Full-time teaching experience

Less than 1 year 11.6 17.2' 27.4 28.4

1 to 3years 8.3 7.2 15.9 16.7

1 year 8.5 8.4 18.8 1 8.8

2 years 7.6 7.1 14.6 15.8

3 years 8.8 5.9 14.3 14,7

4 to 9years 6.0 5.3 12.8 12.7

l 0to 1 9 years 4.0 2.4 11.4 6.2

20 to 24 years 2.2 3.4 71 .

25 years or more 11.0 11.0 7.4 14,6

Not reported 2,5 2 **18.4 2 *

Degree earned2

Less than bachelor's 3.2 1 21.2 26.4 29.6

Bachelor's 5.6 5.2 12.7 11.4

Master's 5.5 4.6 10.4 10.9

Education specialist 6.4 4.9 23.5 1 14.0'

Doctorate or professional 4.32 12.3 2 8.3 2 8.9 '

Race/ethnicity

White, non -hispanic 5.7 5.1I 12.1 12.0

Total minority 4.4 5.3 21.4 15.4

Am. Indian, Aleut, Eskimo 3. 12 1.71 17.52 16,5 2

Asian or Pacific Islander 4.2 2 7.0 28.8 2 12.2 2

Black, non-hispanic 5.1 1 6.1 34.7 19.3'

Hispanic 2.9 4.4 21.3 1 13.6

Not reported 6.1 1 *18.5 2 

Level taught

Elementary 5.5 4.8 12.5 11.3

Secondary 5,6 5.5 12.9 13.3

- -Too few cases for a reliable estimate.

"*The 1987-88 data were not imputed; 1990-91 data were imputed.

'Coefficient of variation between 30% and 50%.

2Coefficient of variation greater than 50%.

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

Teacher Followup Survey, 1988-89 and 1991 -92.

5
Table 3.- -Percentage of public school stayers, movers, and leavers by selected teacher characteristics:

1988-89 and 1991 -92

Base year 1987-88 1990-91

characteristics Stayers Movers Lieavrs -Stayers Movers Leavers

Total 86.5 % 7.9 % 5.6 % 87.6 % 7.3% 5.1 %

Sex

Male 87.7 7.3 5.1 89.1 6.4 4.5

Female 86.1 8.1 5.8 87.1 7.6 5.3

Nat reported 81.6' 11.0 2 7.2 2 **

Age

Less than 25 78.7 17.0 4.3 73.8 17.2 9.1

25 to 29 75.0 16.1 9.0 76.6 14.3 9.0

30 to 39 85.2 9.0 5.8 85.9 9.9 4.2

40 to 49 91,2 6.4 2.4 92.5 5.5 2.0

50 to 59 90.4 3.9 5.7 89.3 4.0 6.7

60 to 64 72.0 4,5 2 23.4 71,0 2.2' 26.8

65 or more 83.3 0.0 16.7 2 48.9 10.3 2 40.9'

Not reported 77.9 .3 8.5 2 * *

Full-time teaching experience

Less thanlI year 76.9 11.5' 11.6 51.5 31.3 17.2'

I to 3years 77.4 14.3 8.3 79.7 13.1 7.2

1 year 77.3 14.2 8,5 79.0 12.6 8.4

2 years 78.8 13.6 7.6 78.7 14.1 7.1

3 years 76.0 15.2 8.8 81.6 12.4 5.9

4 to 9years 82.9 11.1 6.0 84.8 9.9 5.3

lo0tol19 years 89.3 6.7 4.0 91.0 6.5 2.4

20 to 24 years 93.6 4.1 2.2 93.3 3.3 3.4

25 years or more 84.9 4.1 11.0 85.9 3.1 11.0

Not reported 95.0 2.52 2.5 2 * *

Degree earned

Less than bachelor's 96.3 -- 3.2' 76.1 2.72 21.3 2

Bachelor's 85.7 8.7 5.6 87.3 7.5 5.2

Master's 87.5 7.0 5.5 88.4 7.0 4.6

Education specialist 86.0 7.6 6.4 85.9 9.1 4.9

Doctorate or professional 88.4 7.3 2 4.3 2 87.5 -- 12.32

Race/ethnicity

White, non -hispanic 86.5 7.8 5.7 87.6 7.3 5.1

Total minority 87.0 8.6 4.4 87.5 7.1 5.3

Am. Indian, Aleut, Eskimo 95.0 1.9 2 3.1 2 96.3 2.0 2 1.7'

Asian or Pacific Islander 73.7 22.1 2 4.2 2 84.7 8.2'1 7.0 2

Blackc, non-hispanic 86.2 8.8 5.1 ' 85.5 8.3 6.1

Hispanic 88.9 8.2 2.9 89.6 6.0 4.4

Not reported 86.1 7.9' 6.1 '* **

Level taught

Elementary 85.0 9.5 5.5 87.1 8.1 4.8

Secondary 88.1 6.2 5.6 88.2 6.4 5.5

- -Too few cases for a reliable estimate.

"*The 1987 -88 data were not imputed; 1990-91 data were imputed.

.'Coefficient of variation between 30%1/ and 5CYY6. 0

2Coefficient of variation greater Ih an 50%..

NOTE: Percents may not add to 1I00%/ due to rounding. The definitions of'stayer, 'mover," and "leaver' are

found in the technical notes.

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

Survey, I1988-89 and 1991 -92.

6
Table 4. - -Percentage of private school stayers, movers, and leavers; by selected teacher characteristics:

1988 -89and 1991 -92

Base year 1 987-88 1990-91

characteristics Stayers Movers Leavers Stayers Movers Leavers

Total 77.8 % 9.5 % 12.7 % 81.1 % 6.6 % 12.3%

Sex

Male 83.7 6.1 10.2 81.6 6.3 12.1

Female 76.2 10.4 13.4 81.0 6.6 12.3

Not reported 0.0 -- 0.0 * **

Age

Less than 25 63.2 17.9 1 9.0 62.4 13.8 23.8

25 to 29 64.8 17.5 17.6 70.4 1 1.8 17.8

30 to 39 78.5 9.1 12.4 78.7 7.5 13.7

40 to 49 82.0 7.5 10.5 87.2 5.2 7.7

50 to 59 82.3 6.4 11.3 87.0 3.3' 9.6

60 to 64 79.8 3.32 16.9'1 81.1 1.1 2 17.8

65 or more 88.2 3.9 2 7.9 73459 27 Not reported 84.8 9.1 2 6.2 2 * *

Full-time teaching experience

Less than 1 year 67.0 5.6' 27.4 67.0 4.6 28.4

1 to 3years 70.6 13.5 15.9 73.5 9.8 16.7

1 year 64.1 17.0 18.8 71.2 10.0 18,8

2 years 73.5 12.0 14.6 75.0 9.2 15.8

3 years 74.0 11.7 14.3 75.1 10.2 14.7

4 to 9years 75.7 11.6 12.8, 79.2 8.1 12.7

lo0tolI9 years 81.1 7.5 11.4 88.6 5.3 6.2

20 to 24 years 85.5 7.1 2 71 92.3 3.0 4.7'

More than 25 years 88.3 4.3 ' 7.4 83.0 2.4 14.6

Not reported 74.6 7.0 2 18.4 2 * **

Degree earned2

Less than bachelor's 64.2 952 26.4 65.1 5.2' 29.6

Bachelor's 76.8 10.5 12.7 80.9 7.7 11.4

Master's 81.4 8.2 10.4 84.6 4.5 10.9

Education specialist 66.4 10.1'1 23.5' 79.0 7.0 2 14.01

Doctorate or professional 90.4 -- 8.3 2 91.0 -- 8.9'

Racelethnicity

Whiite, non-hispanic 78.7 9.2 12.1 81,3 6.7 12.0

Total minority 64.4 14.2 2 21.4 79.3 5.3' 15.42

Am. Indian, Aleut, Eskimo 67.11 15.5 2 17.5 2 83.5 -- 16.52

Asian or Pacific Islander 90.3 -- 8.8 2 85.9 1,9 2 12.2 2

Black, non-hispanic 29.6 35.7 34.7 78.4 2.4 2 19.3'1

Hispanic 68.6 10.2' 21.3 177.4 9.0'1 13.6'1

Not reported 67.5 14.1 2 18.5 2 * **

Level taught

Elementary 76.7 10.8 12.5 81.9 6.7 11.3

Secondary 78.9 8.2 12.9 80.3 6.4 13.3

- -Too few cases for a reliable esti mate.

"*The 1987-88 data were not imputed: 1990-91 data were imputed.

'Coefficient of variation between 301~/1 and 50%/.

2Coefficient of variation greater than 50%/.

NOTE: Percents may not add to 100%/.due to rounding. The detinitions of'stayer, mover,' and'leaver may

be found in the technical notes.

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

Survey, 1988 -89 and 1991 -92.

7
Table 5.- -- Percentage of public school stayers, movers, and leavers by selected school characteristics:

1988-89 and 1991 -92

Base year 1987-88 1990-91

characteristics Stayers Movers Leavers Stayers Movers Leavers

Total 86.5 % 7.9 % 5.6 % 87.6 % 7.3 % 5.1 %

School level

Elementary 86.0 8.8 5.2 86.6 8.0 5.3

Secondary 88.1 6.5 5.4 89.5 5.6 4.9

Combined 87.5 5.6 6.9 83.2 1 1.5 5.3

Not reported 82.9 8.9 8.2 90.3 6.2 3.5

School size

Less than 1560 85.6 9.8 4.S 86.6 8.1 5.3

150-299 84.6 9.9 5.4 88.0 7.7 4.3

300-499 86.9 7.5 5.6 85.8 8.5 5.7

500-749 86.8 7.5 5.7 87.7 7.6 4.7

750 or more 87.7 7.4 4.9 88.6 6.1 5.4

Not reported 82.9 8.9 8.2 90.3 6.2 3.5

Minority status

Less than S% 88.0 6.9 5.1 89.6 5.7 4.6

S to 19% 86.6 7.6 5.8 88.1 6.4 5.5

20 to 49% 87.3 7.6 5.2 85.6 8.6 5.9

50% or more 85.0 9.7 5.3 86.2 8.9 4.9

Not reported 82.9 8.9 8.2 90.3 6.2 3.5

Community type

Central city * 88.8 6.4 4.8

Urban fringe/large town ** 87.0 7.4 5.6

Rural/small town ** 86.0 8.7 5.3

Not reported ***90.3 6.2 3.5

Region

Northeast 90.6 5.6 3.8 89.2 6.6 4.1

Midwest 87.1 7.5 5.4 89.7 5.9 4.4

South 85.0 9.2 5.9 86.1 8.1 5.9

West 85.8 8.2 6.0 86.0 8.3 A .7

Not reported 82.9 8.9 8.2 * **

*"The 1987-88 data were not imputed, 1990-91 data were imputed.

*Community types for 1987-88 and 1990-91 are not comparable. In the 1987-88 SASS, respondents

reported whether they lived in a rural, suburban, urban or other type of community. In the 1990-91 SASS,

the community type of the school was defined by LOCALE codes created by Johnson. Johnson, F. (1 989),

"Assigning Type of Locale Codes to the 1987-88 CCD Public School Universe", Technical Report, Data

Series: SP-CCD-87188-7.4, CS 89-194 (Washington, D.C.: U.S. Department of Education, National

Center for Education Statistics).

NOTE: Percents ma9 not add to 1 00% due to rounding. Not reported in this table is due to total

survey nonresponse from some schools in the 1987 -88 or 1990 -91 SASS.

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

Survey, 1988-89 and 1991 -92.

8
Table 6. - -Percentage of private school stayers, movers, and leavers by selected school characteristics:

1988-89 and 1991 -92

Base year 1987-88 1990-91

characteristics Stayers Movers Leavers Stayers Movers Leavers

Total 77.8 % 9.5 % 12.7 % 81.1 % 6.6 % 12.3 %

School level

Elementary 77.0 10.9 12.1 81.2 7.4 11.4

Secondary 81.3 6.9 11.8 84.1 4.9 11.0

Combined 75.9 8.5 15.6 79.7 6.7 13.6

Not reported 78.7 10.0 11.3 80.1 5.3 14.6

School size

Less than 150 64.4 16.2 19.4 72.6 10.3 17.0

150-299 79.6 8.4 12.1 79.4 6.8 13.8

300-499 80.3 9.5 10.2 86.4 5.9 7.7

500-749 84.9 5.9 9.2 85.5 4.7 9.8

750 or more 82.2 4.9' 12.8 91.0 2.3' 6.7'

Not reported 78.7 10.0 11.3 80.1 5.3 14.6

Minority status

Less than 5% 77.6 9.2 13.2 81.2 7.3 11.5

S to 19% 82.2 7.4 10.3 82.0 5.8 12.2

20 to49% 71.8 9.3 18.9 82.4 5.3 12.2

50% or more 69.6 16.8 13.6 76.7 10.2 13.1

Not reported 78.7 10.0 11.3 80.1 5.4 14.6

Community type

Central city ***80.6 6.3 13.1

Urban fringe/large town ***84.0 6.5 9.4

Rural/small town ***78.5 7.7 13.8

Not reported ***80.1 5.3 14.6

Region

Northeast 78.1 11.4 10.5 83.1 5.4 11.5

Midwest 81.9 8.7 9.4 83.6 6.7 9.7

South 75.3 8.0 16.7 77.3 6.7 16.0

West 72.6 9.5 17.9 81.7 8.1 10.2

Not reported 78.7 10.0 11.3 * **

**The 1987-88 data were not imputed; 1990-91 data were imputed.

*Community types for 1987-88 and 1990-91 are not comparable. In the 1987-88 SASS, respondents

reported whether they lived in a rural, suburban, urban or other type of community. In the 1990-91

SASS, the community type of the school was defined by LOCALE codes created by Johnson.

Johnson, F. (1989), "Assigning Type of Locale Codes to the 1987-88 CCD Public School Universe",

Technical Report, Data Series: SP-CCD-87188-7.4, CS 89-194 (Washington, D.C.: U.S. Department

of Education, National Center for Education Statistics).

'Coefficient of variation between 30% and 50%.

NOTE: Percents may not add to 1 00% due to rounding. Not reported in this table is due to total

survey nonresponse from some schools in the 1987-88 or 1990-91 SASS.

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

Survey, 1988-89 and 1991-92.

9
Table 7. -- Characteristics of schools to which teachers moved:

1988-89 and 1991 -92

TFS school Public Private

characteristics 1987- 88 1990-91 1987 - 88 1990- 91

Total 1 00.0 % 100.0 % 100.0 % 100.0 %

Sector

Public 92.3 94.3 46.7 47.2

Private 2.6 5.7 46.8 52.8

Not reported 5.1 * 6.4'*

Region

Northeast 15.4 19.0 35.4 21.4

Midwest 24.6 20.3 22.6 26.0

South 40.8 40.2 26.7 32.7

West 19.1 20.5 15.2 19.9

Community type

Central City * 31.2 *40.0

Urban fringe/large town * 29.8 *29.2

Rural/small town * 35.8 *23.1

Not reported *3.2 *7.7

**The 1987-88 data were not imputed; 1990-91 data were imputed.

*Community types for 1987-88 and 1990-91 are not comparable. In the 1987-88

SASS, respondents reported whether they lived in a rural, suburban, urban or other

type of community. In the 1990-91 SASS, the community type of the school was

defined by LOCALE codes created by Johnson. Johnson, F. (1989), "Assigning

Type of Locale Codes to the 1987 -88 CCD Public School Universe", Technical

Report, Data Series: SP -CCD -87188 -7.4, CS 89 -194 (Washington, D.C.:

U.S. Department of Education, National Center for Educatibn Statistics).

'Coefficient of variation between 30% and 50%.

NOTE: Percents may not add to 100% due to rounding.

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

Teacher Followup Survey, 1988-89 and 1991 -92.

10
Table 8.--Current primary occ up ational status of former teachers: 1988-89 and 1991 -92

Public Private

Primary occupational status 1987 -88 1990 -91 1987-88 1990-91

Total 100.0 % 100.0 % 100.0 % 100.0 %

Retired 24.8 33.3 5.7 8.4

Homemaking and/or child rearing 27.2 18.6 29.6 19.3

Working in an elementary or secondary

school with an assignment other than

teaching 17.2 15.1 9.2 6.2

Working in an occupation outside of

elementary or secondary education 17.8 13.5 35.2 35.8

Other 6.8 11.8 10.0 18.8

Attending a college or university 5.5 6.7 10.0 11.0

Disabled 0.7 1.01 0.3 2 0.6'

'Coefficient of variation between 30% and 50%.

2 Coefficient of variation greater than 50%.

NOTE: Percents may not add to100% due to rounding.

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

Followup Survey, 1988-89 and 1991-92.

11
Table 9. - - Current occupational status of former teachers working in an occupation outside

of elementary or secondary education: 1988-89 and 1991 -92

Public Private

Job 1987-88 1990-91 1987-88 1990-91

Total 100.0 % 100.0 % 100.0 % 100.0 %

Employee of a private company,

business, or individual for wages,

salary, or commission 62.5 69.3 74.4 71.1

Federal/State/Local government 20.3 18.8 11.8 10.4'

employee

Self-employed in own business,

professional practice, or farm 16.5 119 1 12.4 18.0

Working without pay in a family

business or farm - -1.4 2 0.0

Working without pay in a volunteer job 0.0 0.0 0.0--

- -Too few cases for a reliable estimate.

'Coefficient of variation between 30% and 50%.

2 Coefficient of variation greater than 50%.

NOTE: Percents may not add to 100% due to rounding. This table is based upon those

former teachers working in an occupation outside of elementary or secondary education

(weighted 1987-88 public n=23,522; private n=13,853; weighted 1990-91 public n=17,622;

private n = 15,555).

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

Followup Survey, 1988-89 and 1991 -92.

12
Table 1 0. - -Main reason why former teachers left the teaching profession:

1988-89 and 1991 -92

Public Private

Reason 1987-88 1990-91 1987-88 1990-91

Total 100.0 % 100.0 % 100.0 % 100.0 %

To retire 22.3 30.4 5.5 8.1

Pregnancy/child rearing 18.9 10.9 21.1 1 1.4

Family or personal move 8.7 10.0 17.7 15.8

School staffing action 5.8 9.8 7.0 10.9

Dissatisfied with teaching as a

career 8.9 8.3 6.6 4.9

To pursue another career 13.4 7.8 10.6 1 5.9

To take courses to improve career

opportunities in the field of

education 3.4 6.3 7.2 4.9

Other family or personal reason 4.8 5.7 6.6 11.4

Health 2.2 3.7'1 1.5 1 3.0'

For better salary or benefits 4.5 3.6 9.1 7.2

To take a sabbatical or other

break from teaching 5.4 2.1 4.5 1 2.11

To take courses to improve career

opportunities outside the field

of education 1.4 1.5' l .8L 4.4k

Not reported 0.5 2 ** .8 1*

"*The 1987-88 data were not imputed; 1990-91 data were imputed.

'Coefficient of variation between 30% and 50%.

2 Coefficient of variation greater than 50%.

NOTE: Percents may not add to100% due to rounding.

SOURCE: U.S. Department of Education, National Center for Educatio n Statistics, Teacher

Followup Survey, 1988-89 and 1991-92.

13
Table I11.- -What current and former teachers expect their main activity will be during the

next school year: 1988-89 and 1991 -92

Current teachers Former teachers

Activity 1987-88 1990-9i 1987-88 1990-91

Total public 100.0% 100.0% 100.0 % 100.0 %

Teaching any of grades K- 1 2 93.8 95.8 17.7 14.7

Working in non-teaching occupation 0.9 1.2 17.7 15.5

in education

Retired 1.3 1.2 20.5 31.7

Homemaking and/or child rearing 0.5' 0.8 15.3 9.6

Working outside the field of education 0.9 0.4 13.2 10.5

Attending a college or university 0.3' 0.3' 4.2 4.0~

Unemployed and seeking work 0.2' 0.2' 1.0 1.1

Teaching at pre-K or post-sec level 0.1 2 0.12 2.6 2.9'

Other 1.5 0.1' 7.3 10.0

Military 0.0 0.0 0.0 0.0

Not reported 0.5 **0.5' *

Total private 100.0% 100.0 % 100.0 % 100.0 %

Teaching any of grades K-i1 2 88.9 92.7 12.3 16.1

Working in non-teaching occupation 1.4' 1.2' 8.2 9.2

in education

Retired 0.6 2 0.32 5.0 6.6

Homemaking and/or child rearing 2.6 1.6 26.0 14.7

Working outside the field of education 1.6' 1.2 21.1 22.4

Attending a college or university 1.02 1.3 9.4 7.3

Unemployed and seeking work 0.1'1 0.8' 1.7' 3.3'

Teachingatpre-Kor post-sec level 0.4 2 0.4 1 1.6 6.2'

Other 2.8 0.6 13.8 14.0

Military 0.0 0.0 --

Not reported 0.7 2 **0.6 2 

- -Too few cases for a reliable estimate.

**The 1987-88 data were not imputed; 1 990-91 data were imputed.

'Coefficient of variation between 300/. and 500/a.

2Coefficient of variation greater than 500/a.

NOTE: Percents may not add tol100% due to rounding.

SOURCE: U.S. Departmrent of Education, National Center for Education Statistics, Teacher Followup

Survey, 1988-89 and 1991 -92.

14
Table 12.--Percentage of former teachers who reported "dissatisfied with teaching as a career"

as one of three main reasons for leaving the profession, by main area of dissatisfaction:

1988-89 and 1991 -92

Public Private

Area of dissatisfaction 1987-88 1990-91 1987-88 1990-91

Total 100.0 % 100.0 % 100.0 % 100.0 %

Inadequate support from

administration 30.2 24.9 23.3 16.1 '

Poor student motivation to learn 20.3' 18.8 13.0' 21.2'

Intrusions on teaching time + + 10.8 2 + + 

Lack of control over own classrooms 2.5' 9. 2----

Student discipline problems 9.0 9.4 17,9 4.5'2

Inadequate time to prepare lesson plans + + 5.5 2 + + 5.21

Poor opportunity for professional

advancement 9.4' 5.3 6.9 2 

Lack of influence over school

policies and practices 7.9 4.3 2.7 2 532

Lack of community support for schools + + 3.0'2 + + 0.0

Unsafe working environment 1.1 2 2.82- 0.0

Interference from others regarding

what I taught ++ 2.0' ++ 1.2 2

Class sizes too large 3.5 1 1.4 1 2.9 2 --

Generally poor working conditions 4.4 1.2' 8,4 1

Poor salary 8.2 0.7' 15.8 17.4'

Lack of professional competence of

colleagues 1.6'2 0.4'2 3.0' 2

Not reported 2.0' 2 5.2' 2

- -Too few cases for a reliable estimate.

"*The 1987-88 data were not imputed; 1990-91 data were imputed.

++Not asked on 1988-89 Teacher Followup Survey.

'Coefficient of variation between 30% and 50%.

'Coefficient of variation greater than 50%.

NOTE: Percents may not add tol100% due to rounding or missing values in cells with too few cases.

This table is based upon those former teachers who reported that "dissatisfaction with teaching as

a career" was one of their three main reasons for leaving the teaching profession (weightedi1987-88

public n=1 1,731; private n=2,597; weightedl1990-91 public n=25,792; private n=5,683).

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

Survey, 1988-89 and 1991 -92.

15
Table 13.--Percentage of movers who reported "dissatisfied with the previous school" as

one of three main reasons for changing schools, by main area of dissatisfaction:

1988-89 and 1991 -92

Public Private

Area of dissatisfaction 1987-88 1990-91 1987-88 1990-91

Total 100.0 % 100.0 %

Inadequate support from

administration 45.9

Unsafe working environment

Lack of professional competence of

colleagues

1.32'

6.1 '

45.6

100.0 % 100.0 %

50.9 42.4

13.2 2

6,6 ' 6.6 1 3.6 2

Class sizes too large 6.5 5 1 -- ~~0.0

Lack of community support for schools

Poor student motivation to learn

Generally poor working conditions

+ + 4.9 '

6.3 ' 3.6 2

6.8 1. 

Student discipline problems

Interference from others regarding

what I taught

Lack of influence over school

policies and practices

+ + 2.92'

6.1 2.7 2

Poor opportunity for professional

advancement

Lack of control over own classrooms

Poor salary

Inadequate time to prepare lesson plans

12.2 '

2. 1 2

2.6 '

2.6 2 6.9'1 16.6 '

2.3 2

1.321

1.22

24.0 5.6 '

+ + 0.0

Intrusions on teaching time

Not reported

+ + 0.9 2

1.62

++ 0.0

** 1 .0 2

- -Too few cases for a reliable estimate.

"*The 1987-58 data were not imputed; 1990-91 data were imputed.

++Not asked on 1988-89 Teacher Followup Survey.

'Coefficient of variation between 30% and 50%.

2Coefficient of variation greater than 50%.

NOTE: Percents may not add tol1 0% due to rounding or missing values in cells with tootfew

oases. This table is based upon those current teachers who reported that being "dissatisfied

with the previous school" was one of their three main reasons for leaving the school in which

they had taught in 1987-88 or 1990-91 (weighted 1967-85 public n=42,956; private n=6,825:

weighted 1990-91 public n =31.825; private n=5,204);

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

Followup Survey, 1 988-89 and 1991 -92.

16

++

2.5 '

4.2

3.2 1

8.0 I

2.0 2

2.6 2

6.5 2

7,1 2
Table 14.--Percentage of public schoolteachers who 1h inktfat each step is the most effective step that schools might take to encourage

teachers to remain in teaching: 1988-89 and 1991-92

1987-88 1990-91

Step Stayer Mover Le-aver Stayer Mover Leaver

Total 100.0 % 100.0 % 100.0 % 100.0 % 100.0 % 100.0 %

Providing higher salaries or betterfringe benefits 64.4 61.0 46.1 53.4 54.6 37.8

Decreasing class size 5.5 5.6 6.4 11.0 9.7 13.1

Dealing more effectively with student discipline and

making schools safer 7.3 9.2 10.3 9.7 11.2 14.7

Giving teachers more authority in Ihe school and in

their ownr classrooms 5.5 4.5 9.1 8.9 4.9 11.4

Reducing teacher workload 3.1 3.3'1 3.0 3.1 1.3'1 2.7

Reducing the paperwork burden on teachers 3.3 2.5 5.0 2.7 3.3 1 4.5

Improving opportinities for professional advancement 2.8 4.5 5.8' 2.4 3.5 2.1

Increasing parent involvement in the schools 1.4 1.5 1.3 2,2 2.7 2.9

Increasing standards for sludents' academic performance 1.3 1.6 2.8 1.9 1.1 I 2.2

Providing better resources and materials for

classroom use 1.4 1.2 2.22 1.7 2.7 1 2.4!1

Giving special recognition to outstandhingteachers + + + + + + 1.5 1.4 2.2

Providing merit pay or other pay incentives

to teachers 1.7 1.2 4.2 1.2 0.6 1 0.6 '

Providing more supportfor new teachers

(e.g., mentor teacher programs) 1.1 1.4 1.5 0.8'1 0.8 ' 1.9'I

Providing teacher training In content areas and

instructional methods 0.5'3 0.3 ' 1.0 0.7 ' 1.4 1 0.5 2

Providing turition reimbursementf or coursework

required for certification or career advancement + + + + + + 0.7 0.8 0.4'1

Revising health insurance program to include

stress reduction training (e.g. seminars, counseling) + + + 4 + + 0.2 0.0 2 0.5 2

Not reported 0.5 2.221 1.3 **

**The 1987-88 data were not imputed; 1990 -91 data were imputed.

+ +Not asked on 1988-89 Teacher Followup Survey.

'Coefficient of variation between 30% and 50%.

2Coefficent of variation greater Than 50%.

NOTE: Percents may not add to100% due to roundrig.

SOURCE: U.S. Departmentof Education, National CenterforEducation Statstics, TeacherFollowip Survey, 1988-89 andl1991-92.
Table 15.- -Percentage of private school teachers who think that each step is the most effective step that schools might take to encourage

teachers torermin in teaching: 1988-89 andl1991-92

1987-88 1990-91

Step Stayer Mover Leav-er Stayer Mover Leaver

TotaJ 100.0 % 100.0 % 100.0 % 100.0 % 100.0 % 100.0 %

Providing higher salaries or better fringe benefits 64.7 51.8 51.4 58.0 37.0 38.0

Decreasing class size 3.3 8.9 2.4 5.3 7.9 4.8

Dealing more effectively with student disci plne and

makting schools safer 5.7 10.8 15.3 9.2 8.9 16.6

Giving teachers more authority in the so hool and in

their own classrooms 5.9 4.5 5.2 4.9 10.1 6.7

Reducing teacher workload 1.8' 3.2 7.0' 2.4 3.8 3.3 

Redur ing the paperwork burden on teachers 2.6' 5.4 2.6 2.2 4.2' 3.0'

Improving opportunitiest or professional adv~ancement 5.2 2.1 3.1 2.6 4.7' 3.4

Increasing parent involvement in the schools 1.3' 2.5' 3.01 2.5 3.2' 2.9'

Increasing standards for students' academic performance 2.0' 1.01 2.7' 3.3 4.9 6.0

Providing better resouices and materials for

classroom ise 1.7 1.0' 0.9' 2.3 1.2 2 2.9'1

Giving special rec ognition to outstanding teachers + + + + + + 1.1' 0.9 2 2.3 2

Providing merit pay or other pay incentives,

to teachers 2.8' 2.3 1.7 1.9 1.6 2 1.9 2

Providing more support for new te-ac hers

(e.g., mentor teacher programs) 0.8 2 3.4 2.4 2.1 2.4' 1.6'1

Providing teacher training in content areas and

instructional methocte 0.8 2 0.6'1 1.4' 0 .9'1 2.1 ' 4.0 2

Providing tuition reimbursement for cour sework

required for certification or career advancement + + + + + + 1.4 6.6 2 1.2'1

Revising health insurance program to include

stress reduction training (e~g. seminars, counseling) + + + + + + -- -- 1.4 2

Not reported 1.4' 4.5 1.0'****

- -Toofew casesf or a r-eliable estimate.

"*The 1987-88 data were not imputed; 1990-91 data were imputed.

+ +Not asked on 1988-89 Teacher Followup Survey.

'Coefficient dt variation between 30% and 50%.

2Coefficient dt variation greater tOa 50%.

NOTE: Percents may not acddto100% due to rounding.

SOURCE: U.S. DepartmentdatEducation, National Centerfor Eduration Statistics.,Teacher Followup Survey, 1988-89 andl1991 -92.

00
Technical Notes

L Sample Design

A. SASS Sampling Frames

1. Public Schools

The public school sampling frame was based on the 1988-89 school

year Common Core of Data (CCD). The CCD is collected annually by the

NCES from all state education agencies and is believed to be the most

complete public school listing available. The frame includes regular public

schools, schools in Department of Defense operated military bases, nonregular

schools such as special education, vocational, and alternative schools.

2. Piivate Schools

The sampling frame for private schools was the 1989-90 Private School

Universe Survey.' This data collection used two components to develop

estimates of the number of private schools in the United States. A list frame

was the primary private school frame and an area frame was used to identify

schools not on the list frame and thereby compensate for the undercoverage

aspects of the list frame.

List Framne

The list frame used for the 1990-91 SASS private school sample was

the same list used for the 1989-90 Private Schools Survey (PSS). It consisted

of approximately 22,600 schools from the 1986 Quality Education Data (QED)

private school list and about 1,600 schools added in an 1989 update operation.2

A rea Fram e

The area frame consisted of a list of schools that had not been included

by QED on their private school listing and had not been reported by a private

'United States Department of Education, National Center for Education Statistics, Private School Universe

Survey, 1989-90, (E. Gerald, M. McMillen, S. Kaufman, NCES 93-122).

2In the spring of 1989, the Census Bureau compared lists of schools provided by various private school

associations to the 1986 QED lists. Nonmatches were added to the PSS frame.

19
school association during the list frame updating operation. These schools

were located in 123 selected PSUs' throughout the United States.

For more information, see the technical report, 1990-91 Schools and

Staffing Survey Sample Design and Estimation (S. Kaufman and H. Huang,

NCES-93 -449).

Duplicate schools, as well as schools that did not meet the criteria for being inscope for the survey were eliminated from the files before sampling. The resulting

number of public schools on the 1988-89 CCD was 83,165; the resulting number of

private schools on the 1989-90 PSS was 24,200. Additional duplicate private schools

were discovered on the PSS after sampling had taken place; these schools received a

weighting adjustment to account for their increased probability of selection.

Additional out-of-scope public and private schools were detected after processing the

sampled schools' SASS School Questionnaires. These schools were eliminated from

further processing of the school samples and do not figure into any Schools and

Staffing Survey estimates of number of schools.

B. SASS Str-atification

1. Public Schools

The first level of stratification was four types of schools: (A) BIA

(Bureau of Indian Affairs) schools; (B) Native American schools (schools with

25% or more Native American students); (C) schools in Delaware, Nevada and

West Virginia (where it was necessary to implement a different sampling

methodology to select at least one school from each LEA in the state because

of the small number of LEAs); and (D) all other schools (all schools not

included in A, B, or C).

The second level of stratification: The type A schools were stratified by

Arizona, New Mexico, South Dakota, and all other states. The type B schools

were stratified by Arizona, North Dakota, Oklahoma and all other states (except

Alaska, since most Alaskan schools have high Native American enrollment).

The type C schools were stratified first by state and then by LEA. The type D

schools were stratified by state (all states and the District of Columbia except

Delaware, Nevada and West Virginia).

Within each second level of stratification there were three grade level

strata (elementary, secondary, and combined schools), defined as follows:

'A PSU is a primary sample unit, which is a geographic area consisting of one or more contiguous counties

or an independent city.

20
Regular Schools:

Elementary Lowest Grade • 6 and Highest grade • 8

Secondary Lowest Grade Ž 7 and Highest grade • 12

Combined Lowest Grade • 6 and Highest grade > S

Nonregular schools which include special education, vocational,

technical, adult education (if part of in-scope school) or alternative/continuation

grades were classified as combined schools.

2. Piivate Schools

For list frame private schools, the frame was partitioned into an initial

set of 216 cells. The first level of stratification was school association

membership (18):

(I) Military - membership in the Association of American Military Colleges

and Schools;

(2) Catholic - affiliation as Catholic or membership in the National Catholic

Education Association or the Jesuit Secondary Education Association;

(3) Friends - affiliation as Friends or membership in the Friends Council on

Education;

(4) Episcopal - affiliation as Episcopal or membership in the National

Association of Episcopal Schools;

(5) Hebrew Day - membership in the National Society for Hebrew Day

Schools;

(6) Solomon Schechter - membership in the Solomon Schechter Day

Schools;

(7) Other Jewish - other Jewish affiliation;

(8) Missouri Synod - membership in the Lutheran Church, Missouri Synod

school association;

(9) Wisconsin Synod - membership in the Evangelical Lutheran Church -

Wisconsin Synod school association or affiliation as Evangelical

Lutheran - Wisconsin Synod;

(1 0) Evangelical Lutheran - membership in the Association of Evangelical

Lutheran Churches school association or affiliation as Evangelical

Lutheran Church in America;

(1 1) Other Lutheran - other Lutheran affiliation;

(12) Seventh-Day Adventist - affiliation as Seventh-Day Adventist or

membership in the General Conference of Seventh-Day Adventist;

(13) Christian Schools International - membership in Christian Schools

International;

21
(14) Association of Christian Schools International - membership in the

Association of Christian Schools International;

(15) National Association of Private Schools for Exceptional Children -

membership in the National Association of Private Schools for

Exceptional Children;

(16) Montessori - membership in the American Montessori Society or other

Montessori association;

(17) National Association of Independent Schools - member of the National

Association of Independent Schools;

(18) All else - member of any other association specified in the PSS or

affiliated with a group not listed above or not a member of any

association.

The secondary levels of stratification for the list frame were region and

school level (elementary, secondary, or combined).

The area frame was stratified by PSU and school level.

C. TFS Str-atification and Sample Allocation

The 199 1-92 Teacher Follow-up Survey is a followup survey of approximately

7,200 teachers who were part of the 1990-91 SASS teacher sample. As described

earlier, the purpose of the Teacher Followup Survey (TFS) was to measure teacher

attrition rates a year after the 1990-91 SASS collection. In SASS, schools were

selected first. Next, teachers were selected within each sampled school. From the

SASS teacher sample the TFS teachers were selected. The Teacher Followup Survey

is a stratified sample. The sample was allocated in order to allow comparisons of

stayers, movers, and leavers within sector (public/private), experience groups, and

level. Therefore, for the TFS, the responding 1990-91 SASS teachers were stratified

by four variables (teacher status, sector, experience, teaching level) in the order shown

below:

Teacher status:

Leavers--teachers in the 1990-91 school year who left the teaching profession

prior to the 199 1-92 school year.

Stayers--teachers in the 1990-9 1 school year who are still teaching in the same

school in 199 1-92 as they were in the previous school year.

Movers--teachers in the 1990-9 1 school year who are still teaching, but are in a

different school in the 1991-92 school year.

22
Se cto r

Public--teachers who taught in a public school system in the 1990-91 school

year.

Private--teachers who taught in a private school in the 1990-91 school year.

Experience:

New--teachers who had 3 or less years teaching experience at the end of the

1990-9 1 school year.

Experienced--teachers who had more than 3 years experience at the end of the

1990-91 school year.

Teaching level:

Elementary--teachers who taught elementary students in the 1990-91 school

year regardless of the level of the school (elementary, secondary, combined) in

which they taught.

Secondary--teachers who taught secondary students in the 1990-91 school year

regardless of the level of the school (elementary, secondary, combined) in

which they taught.

The public school teachers in the frame were sorted within each stratum (in

order) by teacher's main subject taught (as reported by the principal in the SASS

Teacher Listing Record Operation), Census region, urbanicity, school enrollment and

SASS teacher control number. The private school teachers were sorted within each

stratum (in order) by teacher's main subject taught (as reported by the principal in the

SASS Teacher Listing Record Operation), private school affiliation, urbanicity, school

enrollment and SASS teacher control number.

23
The final TFS sample allocation is summarized in Table I-i.

Table I-1.--TFS sample allocation ___________________ ______________I Total INew I Expefienced

Public 5,075 1,640 3,435

Leavers

Total 1,784 264 1,520

Elementary 600 76 524

Secondary 1,184 188 996

Nonleavers 3,291 1,376 1,914

Elementary

Total 1,739 746 993

Movers 728 402 326

Stayers 1,011 344 667

Secondary

Total 1,551 630 921

Movers 614 360 254

Stayers 937 270 667

Private 2,098 766 1,332

Leavers

Total 492 167 325

Elementary 240 78 162

Secondary 252 89 163

Nonleavers 1,606 599 1,007

Elementary

Total 765 306 459

Movers 193 75 118

Stayers 572 231 341

Secondary

Total 841 293 548

Movers 227 68 159

Stayers 614 225 389

Due to rounding, subtotals may not add to the total.

24

*11

T- I I
D. SASS Sample Selection

1. Public Schools

Before the sample of public schools was selected, the schools within

each stratum were sorted. To facilitate the calculation of LEA weights, it was

important to keep all schools within a stratum and LEA together. To

accomplish this, the sort variable values were changed to make them the same

for every school within a stratum and LEA. They were changed in the

following manner:

a) The first three digits of the ZIP Code of all schools within a stratum

and LEA was set equal to the ZIP Code of the first school in the

stratum and LEA.

b) The urbanicity code of all schools within a stratum and LEA was

changed to the urbanicity code most prevalent among all schools within

the stratum and LEA and a new sampling urbanicity variable was

created. If a tie occurred, the lower value was used. The urbanicity

variable on the data file is not affected by this adjustment.

After these fields were changed the schools within a stratum were sorted

by the following variables:

State;

LEA (Local Education Agency) urbanicity:

1 = Large Central City

2 = Mid-size Central City

3 =Urban Fringe of Large City

4 = Urban Fringe of Mid-size City

5 = Large Town

6 =Small Town

7 = Rural;

LEA ZIP Code (The first three digits)

LEA ID number;

LEA percent minority:

1 = 0-5%

2 = 6-20%

3 = 21-50%

4 = 51% or more;

Highest grade in school;

School enrollment; and

CCD School ID (the CCD ID of the last school was used.)

25
Within each stratum, public schools were systematically selected using a

probability proportionate to size algorithm. The measure of size used was the

square root of the number of teachers in the school as reported on the CCD

file. 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.

2. Piivate Schools

Within each stratum for private schools on the list frame, sorting took

place on the following variables:

State;

Urbanicity:

0 =unclassified

1 urban

2 =suburban

3 =rural;

ZIP Code (The first two digits);

Highest grade in the school;

Enrollment;

PIN number (a unique number which identifies the school).

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 1989-90 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.

Eligible schools in the private schools area frame were sorted using the

following variables:

Affiliation (Catholic, other religious, and nonsectarian);

Enrollment; and

Alphabetical order of name.

Within each stratum, eligible schools in the area frame were

systematically selected using a probability proportionate to size algorithm. The

measure of size was the square root of the number of reported teachers from

1989-90 PSS. 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.

26
3. Teachers

Selecting the teacher sample in both public and private schools involved

the following steps. The selected schools were asked to provide teacher lists.

From the lists, 56,051 public and 9,166 private teachers were selected.

The public and private teacher sample selections are described together

because identical methodologies were used. The only differences were in the

average number of teachers selected within a school.

Teacher Fram e

Each selected school was asked to provide a list of their teachers along

with selected teacher characteristics. Eleven percent of the private schools and

five percent of the public schools did not provide teacher lists. A factor in the

teacher weighting system was used to adjust for these nonparticipant schools.

For each teacher on the list, the following was to be specified:

o New/experienced; (New defined as in third year or less of

teaching, experienced defined as everyone else.)

* Bilingual/English as a Second Language (ESL); (Teachers [other

than foreign language teachers] using a language other than

English in the classroom.)

* Race/ethnicity; and

o Field of Teaching (General elementary, special education, and all

others for elementary level teachers; math, science, english,

social studies, vocational education, special education, and all

others for secondary teachers.)

The above information for each teacher in a selected SASS school

comprised the school teacher frame.

Within each selected school, teachers were stratified into one of five

teacher types in the following hierarchical order:

* Asian or Pacific Islander;

* American Indian or Aleutian or Eskimo;

Bilingual;

27
New; and

Experienced

Within-School Teacher AlIlocation

First, the total number of sample teachers was selected for each school

without regard to strata, and assuming no teacher oversampling for new

teachers. Then, to allocate across the strata public school teachers were

allocated to the new and experienced categories proportional to their numbers

in the school. However, for private teachers, it was decided to oversample new

teachers to ensure that there would be a sufficient sample of new teachers in

the Teacher Follow-up Survey (TFS). (This was also done in 1987-88 SASS.)

Asian or Pacific Islander, American Indian or Aleutian Eskimo, and

bilingual teachers were oversampled at a rate to ensure a set number of each

group was selected. To make sure a school wasn't overburdened, the maximum

number of teachers per school was set at 20. When the number of sample

teachers exceeded 20 in a school, the Asian or Pacific Islander, American

Indian or Aleutian or Eskimo and bilingual teachers were proportionally

reduced to meet the maximum requirement.

Within each teacher stratum, secondary teachers were sorted by teacher's

main subject taught (as reported by the principal in the SASS Teacher Listing

Record Operation); and elementary teachers were sorted by general elementary,

special education or other teaching assignment. When combined schools had

both elementary and secondary teachers, the teachers were sorted by grade

level/primary field of teaching. This was done to assure a good distribution of

teachers by field of teaching.

Within each school and teacher stratum, teachers were selected

systematically with equal probability.

A total of 65,217 teachers were actually selected (60,056 new and

experienced, 1,511 Asian Pacific Islander, 1,529 American Indian or Aleutian

or Eskimo and 2,121 bilingual). Table 1-2 shows the number of selected

teachers in SASS sample by teacher type and sector.

28
E. TFS Sample Selection

Soiling. Within each public TFS stratum, teachers responding to the 1990-9 1

SASS Teacher Survey were sorted by teacher subject, Census region, urbanicity,

school enrollment and SASS teacher control number. Within each private TFS stratum,

responding teachers were sorted by teacher subject, affiliation, urbanicity, school

enrollment and SASS teacher control number.

Sample Selection. After the teachers were sorted, teachers were selected within

each stratum using a probability proportional to size sampling procedure. The measure

of size was the 1990-91 SASS intermediate teacher weight which is the product of the

Basic Weight, Sampling Adjustment factor, School Nonresponse factor, and the

Universe (i.e., First-Stage) Ratio Adjustment factor.

Sample Reduction. A total of 44 sample cases that were out-of-scope in the

1990-91 SASS were sampled for the TFS. As a result, these cases were made out of

scope in TFS. This reduces the sample size for TFS but does not affect the weighting

of the data.

For more information, see the technical report, 1990-91 Schools and Staffing

Survey Sample Design and Estimation (S. Kaufman and H. Huang, NCES-93-449).

EL. Data Collection

A. Time Frame of the Suivey

The 1991-92 Teacher Followup Survey took place during the 1991-92 school

year. Advance letters were sent to school districts in the sample and to state level

administrators in September 1991. School principals who provided teacher listings as

29

Table I-2.--Number of selected teachers in SASS sample by teacher type and sector

Teacher type Public Private Total

American Indian/Aleut 1,259 270 1,529

Asian/Pacific Islander 1,475 36 1,511

Bilingual/ESL 1,957 164 2,121

New 5,970 2,002 7,972

Experienced 45,390 6,694 52,084

Total f56,051 9,166 65,217
part of the 1990-91 Schools and Staffing Survey were mailed a teacher status form

(TFS-1) requesting the current occupational status of teachers originally selected for

the SASS teacher sample. This phase was conducted between September and

November 1991. A sample of teachers (former and current) was selected in January

1992. The two mailouts of the survey questionnaires occurred during JanuaryFebruary 1992. Telephone followup of nonrespondents took place during April-May

1992. The reference period for most items on the questionnaire was the 1991-92

school year.

B. Data Collection Procedures

The U.S. Bureau of the Census was the data collection agent for the Teacher

Followup Survey. The survey was conducted in two phases. The first phase consisted

of contacting schools to determine the present occupational status of teachers who

responded to the teacher sample in the 1990-91 SASS. In mid-September 1991, the

Census Bureau mailed the teacher status forms (TFS-1) to the 12,022 schools selected

in the 1990-9 1 SASS to represent the universe of schools in the nation. The school

principal or head was asked to complete the form, indicating whether the teacher was

still at the school in a teaching or nonteaching capacity, or had left the school to teach

elsewhere or for a non-teaching occupation. After completing the form, the school

principal or the head master was instructed to mail the form to the census regional

office. The regional offices' job was to check-in and control the flow of the teacher

status forms.

The next step was to contact nonrespondent schools, by telephone, to obtain the

teacher occupational status information requested on the form. If the principal

indicated a sample teacher had moved (this would pertain particularly to teachers who

had left the area), the Census Bureau tried to obtain all address correction information

for a sample teacher's home address through the post office.

Phase II of the Teacher Followup Survey began in January 1992. The first

questionnaire, the TFS-2 (questionnaire for former teachers), was sent to 2,420 sample

persons who were reported by school administrators as having left the teaching

profession. The second questionnaire, the TFS-3 (questionnaire for current teachers),

was sent to 4,752 sample persons who were reported as still teaching at the elementary

or secondary level. Both questionnaires were mailed to teachers at their home

addresses. The respondents were requested to complete the questionnaire and return it

to the Census Bureau.

For teachers who did not return a questionnaire within 4 to 5 weeks, the

Census Bureau conducted a second mailout. Respondents may not have returned a

questionnaire because their status was incorrectly reported by their school

administrators. For example, respondents who were teaching in another school who

received the questionnaire for former teachers were instructed to return the

questionnaire to the Census Bureau. In this case, the Census Bureau sent the correct

30
questionnaire to the respondents during the second mailout. For teachers who did not

respond to the second mailout, the Census Bureau compiled a list, by region, of these

nonrespondent teachers and sent each list to the appropriate regional office.

The telephone followup of all nonrespondents to the second mailout began in

April 1992. In addition to these nonresponse followup cases, some "nonmailable"

cases (cases with incomplete addresses) were assigned for telephone followup. If the

regional office was unable to contact the sample teacher through a contact person (two

contact persons had been listed by the sample teacher on the SASS form as knowing

how or where to get in touch with him or her) or through directory assistance, the

school was called to obtain information about the sample teacher.

Questionnaire TFS-4, telephone questionnaire for the Teacher Followup Survey,

is a combination of the TFS-2 and the TFS-3 questionnaires. This questionnaire was

designed for the field representative to use when conducting a telephone interview.

The TFS-4 was not mailed to the respondent.

Field followup of nonrespondents ended on May 29, 1992.

Ill Edit Pwoceduzes

A. General Edit

During the edit process, clerks performed a general clerica edit of the

questionnaires designed to check for out-of-range responses. After completion of the

clerical edit and data keying, a computer pre-edit was conducted for the Teacher

Followup Survey file. The pre-edit consisted of range checks on priority items to

identify survey responses that have a high probability of being in error and consistency

checks between selected items.

A list of reject cases, cases that failed the pre-edit checks, was generated.

Clerks reviewed the questionnaires to verify the data keying accuracy and attempted to

resolve the reject items. For certain cases, the clerk was required to call the

respondent to resolve critical inconsistencies or to obtain critical data. There were 426

cases (8.8%) out of 4,814 stayers that failed the pre-edit rejections. There were 462

cases (22.9%) out of 2,014 leavers that failed the pre-edit rejections.

After the pre-edit reject corrections were made, the TFS file passed through an

additional computer edit. This included a range check of all items in-which out-ofrange items were blanked, a consistency edit that checked for completeness of

reporting and consistency within each respondent's TFS record and a blanking edit that

blanked items that the respondent answered despite instructions to skip that item.

3 1
B. Interview Status Recode (ISR)

After the range check, consistency edit, and blanking edit were completed, the

records were edited to determine whether the case was eligible forinlso in the

survey and, if so, whether sufficient data had been collected for the case to be

classified as an interview. An interview status recode (ISR) value was then assigned

to each case-as a result of the edit. If 4 out of 6 the following items were completed,

then an interview was in-scope for a former teacher~ main occupation, full- part-time

employment, salary, main activity for next year, plan to return to teaching, or main

reason for leaving the teaching profession. If 6 out of the following 10 items were

completed, then an interview was in-scope for a current teacher. full- part-time

employment, main teaching assignment, state certification in the main teaching

assignment, state certifications in the other teaching assignments, grade level, type of

community, teaching in the same school as last year, main activity next year, base

salary, or total earned income.

IV. Response Rates

A. Survey Response Rates

The following table summarizes the weighted response rates for the Teacher

Followup Survey (shown in percents).

32

Sector

Public Private

Curirint Fonmer Current Former

Component teacheis' teachers teachers' jteachers

School response rate 2 95.0 89.0

Teacher survey

response rate3 91.01 83.6 6

Teacher followup

survey response rate' 97.4 92.4 96.2 94.1

'Includes stayers and movers.

'Percent of schools providing teacher lists for the 1990-91 SASS sample, unweighted.

'Percent of eligible sample teachers responding to the 1990-91 SASS Teacher Survey, weighted.

4 Percent of eligible sample teachers responding to the 199 1-92 SASS Teacher Followup Survey, weighted.

'These rates do not include the 5 percent of the public schools that did not provide teacher lists.

'These rates do not include the I I percent of the private schools that did not provide teacher lists.
An overall response rate is the product of SASS teacher list response rate *

SASS teacher response rate * TFS teacher response rate. Therefore, the overall

response rate for public current teachers is 84.2, private current teachers is 71.6, public

former teachers is 79.9, and private former teachers is 70.0.

B. Item Response Rates

The following table is a brief summary of the weighted item response rates for

items from the questionnaires of the 199 1-92 Teacher Followup Survey. A response

rate for an item is defined as the number of records with valid responses to an item

divided by the eligible respondents for that item.

Items with low response rates (<80 percent) should be analyzed with caution.

For former teachers this is: item 3b (the kind of business or industry where the

respondent works). For current teachers, item 29a(2) (earnings from working in a

nonteaching job in this school or any other school during the summer); item 29a(3)

(earnings from working in any nonschool job during the summer) and item 29b(3)

(additional compensation from working in any job outside the school system during

the school year).

V. Imputation

There are a number of imputation techniques for item nonresponse in sample surveys.

In general, the TFS imputation strategy was designed to estimate change in teacher data since

the 1990-91 SASS. The imputation process was done in two stages. A logical imputation

procedure was done first using existing TFS and SASS data to fill items with missing data.

For example, if a respondent did not report the age of his/her youngest child in item 31 of the

former teacher questionnaire, the response from the 1990-91 SASS teacher questionnaire (with

an adjustment for an increase of one year) was imputed to item 31.

33

Former teachers Current teachers

Range of item response rates % 67-100 57-100

Percentage of items with a response

rate of 90% or more 95 87

Percentage of items with a response

rate less than 80% 1 5

Items with a response rate less than

80% 3b 29a(2), 29a(3), 29b(3)
The second stage imputation is a hot deck procedure that can be described in two

parts. The first part of the hot deck imputation used donors to measure change for those

items that were on both the 1991-92 TFS and the 1990-91 SASS. A donor was a respondent

who had similar characteristics, i.e., region, teacher level, urbanicity, highest degree, and years

of experience. As an example, if a respondent did not report the base year salary for teaching

in item 29 of the current teacher questionnaire, the value for that item was imputed as

follows: the TFS base year salary = (the donor's current base year salary/donor's SASS base

year salary) x the incomplete record's SASS base year salary.

The second part of the hot deck imputations included those TFS items not in the 1990-

91 SASS. For those items the hot deck method exclusively used TFS donor data to fill items

having missing data. Variables which described certain characteristics of the sample person

(e.g., full-time/part-time status, instructional level for teachers) were created and used to sort

the file and to match incomplete records to those with complete data (donors).

During all imputations, flags were assigned to those variables that were imputed to

identify which stage of imputation was used to fill the missing data. In addition, proration

was used when the total earned income (item 29c) did not equal the sum of subparts (item

29a and 29b). The subparts were proportionately adjusted to equal the total earned income.

A flag was also assigned to the salary variable which was prorated. The following table is a

summary of the imputation flags assigned at the first and second stage of imputation as well

as proration flags.

VL Weighting

A. SASS Teacher Weights

The SASS teacher basic weight is the inverse of the probability of selection.

Teacher basic weights were adjusted to account for schools that refused to participate

in the teacher selection process (SASS Noninterview Adj.ustment), and for teachers

within schools who were eligible for interview but for whom questionnaires were not

34

Peir-ent imputed

Second

Total Fiist stage stage Proration

Former teachers 100.0 4.4 95.6 0.0

Current teachers 100.0 25.5 61.2 13.3

Total former and current

teachers 100.0 20.5 69.4 10.1
returned. In addition, the School Adjustment factor and the First-Stage ratio adjustment

factor were also applied to produce the final weight.

Noninterview adjustment factors were calculated to compensate for schools

eligible for the survey but not interviewed, usually because they refused to respond.

School adjustment factors were applied to certain schools to account for

duplicate records, merge schools or any other circumstance that would affect the

school's true probability of selection.

First stage rntio adjustment factors adjust the sample weighted count of all

cases (interviewed, noninterview, and ineligible) to known frame totals. For public

schools, the frame totals such as grade level by urbanicity by state came from the

1988-89 CCD. For private schools, the 1989-90 PSS was the source of totals such as

grade level by association membership.

B. TES Teacher- Weights

The final TFS sample weight equals:

TFS basic weight x TFS Nonresponse Adjustment x SASS Teacher-WithinSchool Noninterview Adjustment x SASS Teacher Adjustment x TFS Ratio

Adjustment

where:

TES basic weight is the inverse of the probability of selecting a teacher given

the teacher was selected in the SASS teacher sample. This is the product of the

weight from SASS (described in previous section) and TFS subsampling adjustment

factor.

iTS nonresponse adjustment is the factor used to adjust for teachers who

refused to participate in the 1991-92 TFS survey.

TFS Ratio Adjustment is the factor used to adjust the TFS sample totals to

known SASS sample totals. This ensures that the weighted number of TES teachers

(interviews, noninterviews, and out-of-scopes) will equal the weighted number of

SASS teachers from 1990-91.

SASS Teacher-Within-School Noninterview Adjustment is the factor needed to

account for teachers who were eligible for interview but refused to participate in the

1990-91 SASS.

35
SASS Teacher Adjustment is the factor used to adjust the counts of teachers on

the 1990-91 SASS teacher file to the counts of teachers on the 1990-9 1 SASS school

file.

VII. Reinterview Prograrr

The purpose of the reinterview for the TFS was to find ways to improve the survey

questions. Two reinterview samples were selected for the survey, the sample of current

teachers contained 700 cases and the sample of former teachers contained 800 cases. The

goal of the reinterview was to get approximately 500 complete reinterviews for each sample

group (former and current teachers). The oversampling was done to account for the potential

nonresponse that was based on the 1988-89 TFS. The actual number of reinterviews that

were completed were 629 cases for current teachers and 685 cases for former teachers.

A reinterview and reconciliation was conducted for each eligible case in the

reinterview sample.

Two reinterview questionnaires were used--the TFS-2(R) for former teachers and the

TFS-3(R) for current teachers. Each questionnaire contained a subset of questions from its

original questionnaire. After each reinterview, data from the reinterview were compared to

the original answers and a reconciliation of the original response was conducted with the

respondent. The reconciliation consisted of the following:

a) determining the correct answer;

b) determining if there is a difference;

c) probing with questions to find out the reason for the difference; and

d) recording and keeping track of the different reasons for the differences.

The TFS reinterviewing took place during the time period of March 9, 1991 through

June 19, 1991. Each reinterview and reconciliation was conducted by telephone. An analysis

of the reinterview data is in progress.

VIII. Changes to TFS Content from 1988-89 to 1991-92

Some changes to wording and the order of specific items has occurred. For items that

were in both TFS and SASS the wording of the item was changed to be consistent with

SASS. For example, the 1989 question, "What is your current (1988-89) primary teaching

assignment field at THIS SCHOOL, that is, the field in which you teach the most classes?"

36
was reworded to be consistent with SASS as follows -- "What is your MAIJN teaching

assignment at this school, that is, the field in which you teach the most classes?"

IX. Caution Concerning the Measuiement of Change Using 1988-89 and 199 1-92 iTS

Care must be taken when estimating changes from 1988-89 to 1991-92 in a TES data

element, because some of the change may be due to changes in the sample design, as opposed

to change in the education system. Below are design changes that might affect the

measurement of change over time.

Changing the sampling frmie from QED to CCD. This is a concern because the

definition of a school is different between the two frames. In the 1987-88 SASS (QED) a

school was defined as a physical location, while in the 1990-91 SASS (CCD) a school was

defined as an administrative unit with a principal. In states which have multiple

administrative units in a single physical location, the estimated change in the number of

schools could increase. This increase is at least partially caused from the definition

difference.

It is possible to collapse the 1990-9 1 SASS school sample to reflect the QED

definition of school as was defined in the 1987-88 SASS, thereby eliminating this concern.

However, resulting estimates may no longer be consistent with CCD estimates. To the extent

that the coverage between CCD and QED are different, then part of the change in school

related estimates can be attributed to this coverage difference.

Adjusting the estimated number of teachers from SASS teacher file to the estimated

number of teachers firom the SASS school file. This was done for 1990-9 1 SASS to make

estimates in the files more consistent. The 1991-92 TES, estimations procedures included this

adjustment as well as a ratio estimation of the TFS weighted count of teachers to the SASS

weighted count of teachers. Since this was not done in the 1987-88 SASS and 1988-89 TFS,

some observed distributional differences between the 1987-88 and 1990-91 SASS teacher files

may be partially attributable to this adjustment. In the public 1987-88 SASS files, the teacher

counts on the teacher file are smaller than the counts on the school file. In the 1990-91

SASS files, the teacher file counts are increased to equalize the estimates. This increase does

not reflect a change in the educational system, but a bias correction differentially applied

between the files.

Adjusting the estimated number of teachers from the iTS file to the estimated number

of teachers from the SASS teacher file. This was done for the 1991-92 TFS in order to make

the estimates consistent from the two years. The weighted sum of all TFS teachers

(interviews, noninterviews, and out-of-scopes) is adjusted to equal the weighted number of

teachers from the 1990-91 SASS teacher file. Some observed differences between the 1988-

89 TES and the 1991-92 TFS may be due in part to this weighted adjustment, and my not

reflect changes in the educational system between the two years.

37
Missing data on the 1991-92 TFS file are imputed. All data files are adjusted for

complete refusals. However, for the 1987-88 administrator and teacher files, and the 1988-89

TFS file, missing data elements within responding units were not imputed. Hence, estimates

of totals implicitly use a value of zero. for all missing data elements (i.e., 1988-89 totals are

underestimates whenever there are missing data). The 1991-92 TFS estimates of totals use

imputed values for missing data elements. Therefore, some of the measured changes between

the 1988-89 TFS and 1991-92 TFS totals is due to imputing one year but not the other, rather

than changes to the educational system.

Change estimates for ratios and averages are also affected by imputations in one year,

but not the other. However, the magnitude and direction of the bias is unknown and

dependent on the variable of interest. This part of the change is not due to a change in the

educational system.

Changes in question wording. Care must also be observed in the interpretation of

change estimates between 1988-89 and 1991-92 TFS since specific questions are not always

worded the same from the first TFS survey to the next survey.

X. Standard errois

Estimates in this report are based on samples and are subject to sampling variability.

Standard errors were estimated using a balanced repeated replication procedure that

incorporates the design features of this complex sample survey. The standard errors provide

indications of the reliability of each estimate. If all possible samples of the same size were

surveyed under the same conditions, an interval of 1.96 standard errors below to 1.96 standard

errors above a particular statistic would include the universe value in approximately 95

percent of the cases. Note, however, that the standard errors in the tables do not take into

account the effects of biases due to item nonresponse, measurement error, data processing

error, or other systematic error.

Calculating the Standard Error for a Cross-Year Comparison. When analyzing the

change between two survey collections, such as between 1987-88 and 1990-91, the following

t statistic should be computed:

p 1 -P 2

where PI and P2 are the estimates to be compared and se, and se2 are the standard

errors for time 1 and time 2, respectively. This formula is valid only for independent

estimates.

39
XL Definitions

A. Teacher Followup Survey (TFS) Definitions

The following Teacher Followup Survey terms are defined as they apply to

TFS:

Teacher. A teacher is defined as any full-time or part-time teacher whose

school reported that his/her primary assignment was teaching in any of grades K-12.

Itinerant teachers were included, as well as long-term substitutes who were filling the

role of a regular teacher on an indefinite basis. An itinerant teacher is defined as a

teacher who teaches at more than one school; for example, an art teacher who teaches

at two or more elementary schools in the district.

Public school. A public school is defined as an institution which provides

educational services, has one or more teachers to give instruction, is located in one or

more buildings, receives public funds as primary support, has an assigned

administrator, and is operated by an education agency. Schools in juvenile detention

centers and schools located on military bases and operated by the Department of

Defense are included.

Pilvate school. A private school is defined as a school not in the public system

that provides instruction for any of grades 1-12 where the instruction is not given

exclusively in a private home. To be included in SASS, a school was required to

provide instruction to students in at least one of grades 1-12 and not to be in a private

home. (If it could not be determined whether or not it operated in a private home, the

school had to have at least 10 students or more than one teacher). Schools that taught

only prekindergarten, kindergarten, or adult education were not included.

Leavers. Teachers who left the teaching profession between school years 1990-

91 and 1991-92.

Movers. Teachers who moved to a different school between school years

1990-91 and 1991-92.

Stayers. Teachers who stayed in the same school between school years 1990-

91 and 1991-92.

Out-of-Scope TFS teacher. Teachers who died or left the United States

between school years 1990-91 and 1991-92. The estimated number of out-of-scope

TFS teachers in 1991-92 was 5,423.

39
B. Schools and Staffing Survey (SASS) Definitions

The following Schools and Staffing Survydfnton pl 199-91 ote 

Schools and Staffing Survey and are included on each respondent's record to identify

the school in which he or she taught at that time. Detailed information about a

teacher's 199 1-92 school was not obtained in the followup year.

Teacher A teacher is defined as any full-time or part-time teacher whose

school reported that his/her primary assignment was teaching in any of grades K-12.

Itinerant teachers were included, as well as long-term substitutes who were filling the

role of a regular teacher on an indefinite basis. An itinerant teacher is defined as a

teacher who teaches at more than one school; for example, an art teacher who teaches

at two or more elementary schools in the district.

Public school. A public school is defined as an institution which provides

educational services, has one or more teachers to give instruction, is located in one or

more buildings, receives public funds as primary support, has an assigned

administrator, and is operated by an education agency. Schools in juvenile detention

centers and schools located on military bases and operated by the Department of

Defense are included.

Ptivate school. A private school is defined as a school not in the public system

that provides instruction for any of grades 1-12 where the instruction is not given

exclusively in a private home. To be included in SASS, a school was required to

provide instruction to students in at least one of grades 1-12 and not to be in a private

home. (If it could not be determined whether or not it operated in a private home, the

school had to have at least 10 students or more than one teacher). Schools that taught

only prekindergarten, kindergarten, or adult education were not included.

Elementary school. A school that has grade 6 or lower, or "ungraded" and no

grade higher than the 8th.

Secondaiy school. A school that has no grade lower than the 7th, or

"ungraded" and has grade 7 or higher.

Combined school. A school that has grades higher than the 8th and lower than

the 7th.

Special education, vocational education, alternative schools. Schools identified

as special education, vocational education, or alternative schools on the sampling

frame were placed in the combined stratum for sampling.

Out-of-scope SASS teacher'. A sample teacher was considered out-of-scope if

he or she was a short-term substitute, a student teacher, a nonteaching specialist (e.g.,

gui'dance counselor, librarian), a teacher's aide, or in some other professional or

40
support staff position. If a sample school was considered out-of-scope, all teachers

from that school were also considered out-of-scope.

Community type. Community was derived from the "urbanicity" code (locale)

developed by Johnson.' The locale code was based on the school's mailing address

matched to Bureau of the Census data files containing population density data,

Standard Metropolitan Statistical Area (SMSA) codes, an a Census code defining

urban and rural areas. Locale codes were aggregated into three community types.

Centnil city. A large central city (a central city of an SMSA

with population greater than or equal to 400,000 or a population

density greater than or equal to 6,000 per square mile) or a midsize central city (a central city of an SMSA, but not designated

as a large central city).

Urban fiinge/lazge town. Urban fringe of a large or mid-size

city (a place within an SMSA of a large or mid-size central city

and defined as urban by the U.S. Bureau of the Census) or a

large town (a place not within an SMSA, but with a population

greater than or equal to 25,000 and defined as urban by the U.S.

Bureau of the Census).

RumI-/small town. Rural area (a place with a population of less

than 2,500 and defined as rural by the U.S. Bureau of the

Census) or a small town (a place not within an SMSA, with a

population of less than 25,000, but greater than or equal to

2,500, and defined as urban by the U.S. Bureau of the Census).

Region.

Northeast Maine, New Hampshire, Vermont, Massachusetts,

Rhode Island, Connecticut, New York, New Jersey, Pennsylvania

Midwest. Ohio, Indiana, Illinois, Michigan, Wisconsin,

Minnesota, Iowa, Missouri, North Dakota, South Dakota,

Nebraska, Kansas

South. Delaware, Maryland, District of Columbia, Virginia,

West Virginia, North Carolina, South Carolina, Georgia, Florida,

Kentucky, Tennessee, Alabama, Mississippi, Arkansas,

Louisiana, Oklahoma, Texas

'Johinson, F. (1 989), A ssigning Type of Locale Codes to the 1987-88 CCD Public School Universe,

Technical Report, Data Series: SP-CCD-87188-7.4, CS 89-194 (Washington, D.C.: U.S. Department of

Education, National Center for Education Statistics).

41
West Montana, Idaho, Wyoming, Colorado, New Mexico,

Arizona, Utah, Nevada, Washington, Oregon, California, Alaska,

Hawaii

School size. Size categories were based on the number of students (in head

counts) who were enrolled in grades K-12 in the school on or about October 1, 1990

(as reported in Item 1 on the SASS School Questionnaire).

XIIL User Notes and Comments

We are interested in your reaction to the information presented in this E.D. Tab. We

welcome your recommendations for improving our survey work and data products. If you

have suggestions or comments or want more information about this report, please contact:

Special Surveys and Analysis Branch

Elementary and Secondary Education Statistics Division

Office of Educational Research and Improvement

National Center for Education Statistics

555 New Jersey Avenue, NW

Washington, DC 20208-565 1

We are also interested in the research you do using the TFS and SASS data sets. We

would be pleased to receive copies of reports, working papers, and published articles you

write, which use data from the SASS. Send them to the address above.

THANK YOU FOR TAKING THE TIME TO RESPOND!

Acknowledgments

The draft manuscript of this report was reviewed within the Department of Education

by Debra Gerald, Statistical Standards and Methodology Division, and Shelly Burns, Data

Development Division. Iris R. Weiss, Horizon Research, Inc., and Jewell Gould, American

Federation of Teachers, and John Burnette of the National Association of Independent Schools

(NALS) served as external reviewers. Dennis Schwanz and Karen King of the Demographic

Statistical Methods Division of the Bureau of the Census designed the sample for this survey.

Larry McGinn, LaTerri Bynum and Howard McGowan of the Education Surveys Branch of

the Bureau of the Census supervised the data collection and proc for this survey. Carol Rohr

of Pinkerton Computer Consultants, Inc. formatted the text of this report. Marilyn Miles

McMillen, Elementary/Secondary Education Statistics Division, was the statistical consultant

for the report.

42
Related Reports

The following repoxis are available for a fee:

Schools and Staffing in the United States; A Statistical Profile, 1990-91

(NCES 93-146)

Ask for stock #065-000-00581-6, $14

Schools and Staffing in the United States: A Statistical Profile, 1987-88

(NCES 92-120)

Ask for stock #065-00508-5, $14

These documents provide basic information about schools in America and the

teachers and principals who make up most of the elementary and secondary

school work force.

* America's Teachers: Profile of a Profession (NCES 93-025)

Ask for stock #065-000-00567-1, $13

This report assembles data from several surveys conducted by the National

Center for Education Statistics. Its purpose is to give a profile of America's

teachers. Among the many topics included in this report are: the teaching

work force, teacher supply and demand, teacher education and qualifications,

use of resources in the school and classroom, teachers' opinions about various

aspects of teaching, and the future of teachers.

To order, please contact:

The Supetintendent of Documents

U.S. Government Piinting Offlice

P.O. Box 371954

Pittsburgh, PA 15250-7954

43
These neports am~ available free of charge while supplies last:

* Characteristics of Stayers, Movers, and Leavers: Results from the Teacher Followup

Survey, 1988-89 (E.D. Tab, NCES 91-128)

This publication presents data from the 1988-89 TFS, a followup of a sample

of public and private school teachers who responded to the Teacher Survey

component of the 1987-88 SASS. Data presented include characteristics of

teachers who left the teaching profession between school years 1987-88 and

1988-89, teachers who changed schools, and teachers who stayed in the same

school. Also included are estimates of teacher attrition by field of assignment,

reasons for leaving the teaching profession, and comparisons of the teaching

profession with current occupations of former teachers.

* 1988-89 Teacher Followup Survey Data Users Manual (NCES 92-058)

This publication describes in detail the process of conducting the 1988-89 TFS.

It is designed to answer questions about response rates, edit procedures,

sampling, weighting, variance estimation etc. It is used in conjunction with the

public-use data tape.

* 1991-92 Teacher Followup Survey Data File User's Manual - Public Use Version

(NCES 94-331)

o Private School Universe Survey, 1989-90 (NCES 93-122)

To order, please contact

U.S. Department of Education

OERIlEducation Information Branch

555 New Jersey Avenue, NW

Washington, DC 20208-5641

44
Appendix A

Standard En-or Tables

45
Al. - -Standard errors for attrition rates from the teaching profession, by main field of

assignment: 1987-88 to 1988-89 and 1990-91 to 1991 -92 (table 1)

Public

1987-88 1990-91

Private

1987 -88 1990 -91

Total

Kindergarten

General elementary

Art/music

Bilingual/ESL

Business

English/language arts

Health

Home economics

Industrial arts

Math

Reading

Social studies

Science total

Biology

Chemistry/physics

General science/earth science

Special education total

Mentally retarded

Learning disabled

Other special education

Vocational education

Foreign languages

All others*

- -Too few cases for a reliable estimate.

*Includes computer science, remedial education, religion, gifted, prekinderg.e

others (and foreign languages in 1987 -88).

+ +Foreign languages in 1987 -88 was included in the "All others" category.

arten, and all

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

Followup Survey, 1988-89 and 1991 -92.

46

0.30

0.69

0.64

0.79

3.111

2.27

1.76

0.81

2.35

1.27

0.74

1,25

1.73

0.36

1.56

0.61

1.44

2.04

3.64

1.09

0.85

1.08

0.87

1.29

1.22

1.22

0.85

2.65

1.23

4.38

24.45

3.38

2.99

19.44

2.64

3.13

2.86

1.96

1.17

2.38

3.71

0.80

2.74

1.28

3.26

3.12

4.37

2.89

13.49

3.66

2.08

3.55

3.28

3.05

3.95

2.57

6.91

30.80

3.69

3.03

2.25

5.05

4.12

3.75

1.21

0.94

2.06

2.09

1.23

4.24

0.65

2.51

2.47

++

0.78

0.93

1.72

0.92

1.26

1.67 0.00

0.44

1.01 3.64
A2.- -- Standard errors for attrition rates from the teaching profession, by selected teacher

characteristics: 1987-88 to 1988-89 and 1990-91 to 1991 -92 (table 2)

Base year ____Public Private

characteristics I1987-88 1990-91 1987-88 1990-91

Total 0.30 0.38 0.85 0.80

Sex

Male 0.52 0.80 1.72 1.91

Female 0.39 0.48 0.92 0,84

Not reported 6.98 *

Age

Less than 30 0.91 2.30 3.79 4.91

30 to 39 1.18 1.21 2.42 2.27

30 to 39 0.59 0.78 1.59 1.65

40 to 49 0.32 0.31 1.63 1.03

30 to 39 0.82 0.95 2.45 1.91

40 to 49 4.90 4.30 5.93 4.62

50 or more 8.48 13.80 3.16 5.83

Not reported 7.24 **5.56 *

Full-time teaching experience

Less than 1 year 3.22 6.15 6.30 4.38

1 to 3 years 0.93 0.99 1.65 1.58

1 year 1.51 1.71 3.35 2.71

2 years 1.59 1.51 2.96 3.10

3 years 1.52 1.17 2.80 2.60

4 to 9 years 0.80 0.96 1.86 1.56

l 0to 19 years 0.50 0.37 1.85 1.09

20Oto 24 years 2.23 0.77 2.94 2.00

25 years or more 1.63 1,16 1.97 3.24

Not reported 4.43 **14.48 *

Degree earned

Less than bachelor's 1.07 11.61 5.65 5.93

Bachelors 0.44 0.47 1.20 0.98

Master's 0.55 0.48 1.43 1.32

Education specialist 0,98 1.23 7.61 6.63

Doctorate or professional 2.36 8.34 5.21 3.68

Race/ethnicity

White, non-hispanic 0.32 0.37 0.90 0.86

Total minority 1.21 0.84 4.73 3.05

Am. Indian, Aleut, Eskimo 1.70 0.77 15.61 18.44

Asian or Pacific Islander 2.77 5.37 10.39 6.51

Black, non-hispanic 1.84 1.45 6.35 6.76

Hispanic 0.84 0.99 6.46 4.32

Not reported 2.23 **13.71 *

Level

Elementary 0.41 0.40 1.03 1.07

Secondary 0.39 0.54 1.30 1.24

-- Too few cases for a reliable estimate.

"*The 1987-88 data were not imputed; 1990-91 data were imputed.

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

Followup Survey, 1988-89 and 1991 -92.

47
A3. - -Standard errors for percentage of public school stayers, movers, and leavers by selected teacher

characteristics: 1988-89 and 1991 -92 (table 3)

Base year ____1987-88 ___ _ 1990-91

characteristics Stayers Movers Leavers Stayers Movers Leavers

Total 0.46 0.41 0.30 0.49 0.34 0.36

Sex

Male 0.92 0.80 0.52 1.01 0.77 0.60

Female 0.61 0.51 0.39 0.62 0.46 0.48

Not reported 24.94 19.38 6.96 * **

Age

Less than 25 2.96 2.60 0.91 3.69 3.24 2.30

25 to29 1.71 1.32 1.18 1.74 1.47 1.21

30 to 39 0.98 0.79 0.59 1.19 0.96 0.76

40 to49 0.92 0.86 0.32 0.64 0.47 0.31

50 to 59 0.74 0.73 0.82 1,20 0.59 0.95

60 to 64 5.46 2.89 0.82 4.51 0.88 4.30

65 or more 8.48 0.00 4.90 48.87 9.07 13.80

Not reported 7.33 3.10 7.24 * **

Full-time teaching experience

Less than 1 year 6.71 4.31 3.22 9.63 8.82 6.15

i to 3 years 1.37 1.14 0.93 1.29 0.96 0.99

1 year 1.98 1.42 1.51 2.29 1.72 1.71

2 years 2.48 2.01 1.89 2.15 1.74 1.51

3 years 2.42 1.60 1.52 1.84 1.51 1.17

4 to 9years 1.28 0.96 0.80 1.33 1.00 0.96

l 0to 19 years 0.83 0.71 0.50 0.79 0.65 0.37

20oto24 years 1.03 1.00 0.25 1.06 0.65 0,77

25 years or more 1.65 1.11 1.63 1.30 0.62 1.16

Not reported 13.93 11.35 4.43 * **

Degree earned

Less than bachelor's 1.19 -- 1.07 11.88 1.98 11.61

Bachelor's 0.64 0.48 0.44 0.73 0.46 0.47

Master's 0.94 0.80 0.55 0.73 0.65 0.48

Education specialist 2.14 1.62 0.98 2.68 2.11 1.23

Doctorate or professional 7.60 5.83 2.36 8.36 -- 8.34

Race/ethnicity

White, non-hispanic 0.55 0.49 0.32 0.50 0.35 0.37

Total minority 1.67 0.98 1.21 1.47 1.08 0.84

Am. Indian, Aleut, Eskimo 2.13 1.13 1.70 1.62 1.41 0.77

Asian or Pacific Islander 12.88 11 .50 2.77 7.43 4.08 5.37

Black, non-hispanic 2.32 1.18 1.84 2.33 1.80 1.45

Hispanic 2.89 2.36 0.84 1.87 1.36 0.99

Not reported 4.43 3.61 2.23 * **

Level

Elementary 0.71 0.61 0.41 0,59 0.50 0.40

Secondary 0.56 0.48 0.39 0.75 0.48 0.54

- - Too few cases for a reliable estimate.

"*The 1987-88 data were not imputed; 1990-91 data were imputed.

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

Survey, 1988-89 and 1991 -92.

48
A4. - -Standard errors for percentage of private school stayers, movers, and leavers by selected teacher

characteristics: 1988-89 and 1991 -92 (table 4)

Base year -- 1987-88 1990-91

characteristics St~aye~rs_ Movers Liavers Stayers Movers Leavers

Total 1.31 0.70 0.65 0.90 0,51 0.80

Sex

Male 2.20 1.13 1.72 2.01 0.60 1.91

Female 1.36 0.75 0.92 1.03 0.65 0.64

Not reported 0.00 -- 0.00 * **

Age

Less than 25 6.82 4.79 3.79 5.29 3.15 4.91

25 to 29 3.99 2.25 2.42 2.89 1.63 2.27

so0to 39 2.34 1.37 1.59 1.94 1.15 1.65

40 to 49 2.15 1.18 1.63 1.51 1.20 1.03

50 to 59 3.19 1,90 2.45 2.28 1.08 1.90

60 to 64 6.73 1.55 5.93 4.87 0.66 4.62

65 ormore 4.26 2.07 3.16 6.50 2.16 5.83

Not reported 11.87 8.26 5.56 * **

Full-time teaching experience

Less thanl1 year 7.15 1.94 6.30 4.57 1.32 4.38

1 to 3years 2.53 1.64 1.68 1.72 1.00 1.56

1 year 4.61 3.08 3.35 3.08 2.20 2.71

2 years 4.19 2.44 2.96 3.36 1.28 3.10

3 years 4.19 2,36 2.80 3.10 1.83 2.60

4 to 9 years 2.46 1.28 1.66 2.24 1,53 1.56

1 0to 19 years 2.47 1.45 1.85 1.41 0.76 1.09

20Oto 24 years 5.33 4,44 2.94 2.29 0.86 2.00

20 years or more 2.69 1.77 1.97 3.44 0.68 3.24

Not reported 20.42 6.61 14.48 * **

Degree earned

Less than bachelor's 8.23 6.39 5.65 6.14 1.57 5.93

Bachelor's 1.61 0.90 1.20 1.15 0.74 0.98

Master's 1.76 1.02 1.43 1.33 0.70 1.32

Education specialist 9.99 4.04 7.61 7.93 4.04 6.63

Doctorate or professional 5.45 -- 5.21 3.70 -- 3.68

Race/ethnicity

White, non-hispanic 1.32 0.68 0.90 1.02 0.55 0.86

Total minority 5.85 2.87 4.73 3.60 2.32 3.05

Am. Indian, Aleut, Eskimo 31.19 24.35 15.61 18.44 -- 18,44

Asian or Pacific Islander 11.768 10.39 6.95 1.35 6.51

Black, non-hispanic 7.93 9.08 8.35 6,92 1.61 6.76

Hispanic 7.65 3.45 6.46 5.19 4.44 4.32

Not reported 15.76 7.80 13.71 * **

Level

Elementary 1.38 0.85 1.03 1 .30 0.66 1.07

Secondary 1,53 1.05 1.30 1.31 0.65 1.24

- - Too few cases for a reliable estimate.

"*The 1987-86 data were not imputed; 1 990-91 data were imputed.

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

Survey, 1988-89 and 1991-92.

49
A5. - -Standard errors for percentage of public school stayers, movers, and leavers by selected school

characteristics: 1988- 89 and 1991 -92 (table 5)

Base year 1987-88 ____1990-91

characteristics Stayers Mvrs Leavers Saes Mvr evr

Total 0.46 0.41 0.30 0.49 0.34 0.36

School level

Elementary 0.69 0.55 0.39 0.61 0.45 0.45

Secondary 0.87 0.79 0.42 0.97 0.65 0.62

Combined 1.78 1.12 1.35 3.28 3.14 1.25

Not reported 2.30 1.51 1.85 1.69 1.38 0.84

School size

Less than 150 2.47 1.93 0.98 2.26 1.79 1.06

150-299 2.03 1.86 0.54 1.71 1.42 0.78

300-499 1.13 0.83 0.73 1.17 0.91 0.83

500-749 1.15 0.74 0.77 0.95 0.73 0.68

750 or more 0.95 0.83 0.47 0.66 0.41 0.54

Not reported 2.30 1.51 1.85 1.69 1.38 0.84

Minority status

Less than 5% 1.04 0.84 0.56 0.88 0.61 0.57

5 to 19% 1.24 0.92 0.74 0.86 0.77 0.74

20 to 49% 1.08 0.80 0.64 1.30 0.97 0.73

50% or more 1.34 1.08 0.66 0.95 0.68 0.66

Not reported 2.30 1.51 1.85 1.69 1.38 0.84

Community type

Central city ** 1.06 0.81 0.69

Urban fringe/large town ***0.98 0.70 0.78

Rural/small town ** 0.73 0.53 0.42

Not reported ** 1.69 1.38 0.84

Region

Northeast 1.04 0.82 0.57 1.09 0.92 0.64

Midwest 1.20 0.86 0.69 0.81 0.66 0.55

South 0.81 0.70 0.60 0.92 0.71 0.58

West 1.30 1.08 0.78 0.98 0.75 0.92

Not reported 2.30 1.51 1.85 * **

"*The 1987-88 data were not imputed;, 1990-91 data were imputed.

*Community types for 1987-88 and 1990-91 are not comparable. In the 1987-88 SASS, respondents

reported whether they lived in a rural, suburban, urban or other type of community. In the 1990-91

SASS, the community type of the school was defined by LOCALE codes created by Johnson. Johnson,

F. (1989), "Assigning Type of Locale Codes to the 1987-88 CCD Public School Universe", Technical

Report, Data Series: SP-CCD-87188-7.4, CS 89-194 (Washington, D.C.: U.S. Department of

Education, National Center for Education Statistics).

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

Survey, 1988 -89 and 1991 - 92.

50
A6. - -Standard errors for percentage of private school stayers, movers, and leavers by selected school

characteristics: 1988-89 and 1991 -92 (table 6)

Base year _____ 1987-688_____ 1990-91

characteristics Stayers Movers Leavers Stayers Movers Leavers

Total 1.31 0.70 0.85 0.90 0.51 0.80

School level

Elementary 1.49 1.07 0.99 0.93 0.75 1.02

Secondary 3.11 1.39 2.38 1.91 0.86 1.51

Combined 2,41 1.29 2.20 2.35 1.34 1.80

Not reported 3.20 2.72 2.60 3.37 1.41 3.45

School size

Less than 150 4.16 2.69 2.69 2.97 1.76 2.43

150-299 2.21 1.19 1.63 1.59 0.75 1.49

300-499 3.08 1.50 2.15 1.39 0.99 1.26

500-749 2.37 1.56 1.74 2.68 1.37 2.11

750 or more 4.00 1.74 3.14 2.61 0.78 2.58

Not reported 3.20 2.72 2.60 3.37 1.41 3.45

Minority status

Less than 5% 2.33 1.25 1.67 1.58 1.21 1.47

5 to 19% 2.07 1.20 1.37 1.66 0.86 1.40

20 to 49% 5.08 2.23 4.18 2.13 0.98 2.01

50% or more 4.05 2.54 2.85 2.83 2.13 2.35

Not reported 3.20 2.72 2.60 3.36 1.42 3.44

Comm unity type

Central city ** 1.48 0.55 1.47

Urban fringe/large town ***1.56 1.01 1.03

Rural/small town ***2.32 1.71 1.98

Not reported * *3.37 1.41 3.45

Region

Northeast 2.51 1.75 1.58 1.77 0.80 1.52

Midwest 1.71 1.21 1.10 1.85 0.91 1.66

South 2.86 1.21 2.18 1,84 0.72 1.79

West 4.46 1.82 3.67 2.24 1.97 1.16

Not reported 3.20 2.72 2.60 * **

"*The 1987-88 data were not imputed; 1990-91 data were imputed.

*Community types for 1987-88 and 1990-91 are not comparable. In the 1987-88 SASS, respondents

reported whether they lived in a rural, suburban, urban or other type of community. In the 1990-91

SASS, the community type of the school was defined by LOCALE codes created by Johnson. Johnson,

F. (1989), "Assigning Type of Locale Codes to the 1987-88 CCD Public School Universe", Technical

Report, Data Series: SP-CCD-87188-7.4, CS 89-194 (Washington, D.C.: U.S. Department of

Education, National Center for Education Statistics).

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

Survey, 1988-89 arnd 1991-92,

51
A7. - - Standard errors for characteristics of schools to which teachers moved:

1988-89 and 1991 -92 (table 7)

TFS school __ Public Private

characteristics 1987- 88 1990-9-1 1987- 88 1990- 91

Sector

Public 1.83 1.62 2.96 3.94

Private 0.56 1.62 3.02 3.94

Not reported 1.76 **2.15 *

Region

Northeast 1.75 2.37 4.36 3.00

Midwest 2.17 2.13 3.18 3.74

South 2.55 2.89 3.01 3.26

West 2.23 2.05 2.11 3.94

Community type

Central City * 2.75 *3.69

Urban fringe/large town * 2.55 * 4.11

Rural/small town * 2.44 *4.05

Not reported * 0.78 *1.82

**The 1987- 88 data were not imputed-, 1990- 91 data were imputed.

*Community types for 1987- 88 and 1990- 91 are not comparable. In the 1987 -88

SASS, respondents reported whether they lived in a rural, suburban, urban or other

type of community. In the 1990-91 SASS, the community type of the school was

defined by LOCALE codes created by Johnson. Johnson, F. (1 989), "Assigning

Type of Locale Codes to the 1987-88 CCD Public School Universe", Technical

Report, Data Series: SP-CCD-87188-7,4, CS 89-194 (Washington, D.C.:

U.S. Department of Education, National Center for Education Statistics).

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

Teacher Followup Survey, 1988-89 and 1991 -92.

52
A8. - - Standard errors for current primary occupational status of former teachers:

1988-89 and 1991 -92 (table 8)

Public Private

Primary occupational status 1987-88 1990-91 1987-88 1990-91

Retired 2.43 2.53 1.47 1.95

Homemaking and/or child rearing 3.23 3.19 3.18 2.13

Working in an elementary or secondary

school with an assignment other than

teaching 2.51 2.13 1.65 1.52

Working in an occupation outside of

elementary or secondary education 1.73 2.03 2.54 3.65

Other 1.44 2.23 2.49 3.02

Attending a college or university 0.69 1.57 1.62 2.23

Disabled 0.19 0.34 0.23 0.18

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

Followup Survey, 1988 -89 and 1991 -92.

53
A9. -- Standard errors for current occupational status of former teachers working in an

occupation outside of elementary or secondary education: 1988-89 and 1991 -92

(table 9)

Public Private---

Job 1987-88 1990-91 1987 -88 1990-91

Employee of a private company, business,

or individual for wages, salary, or

commission 3.62 6.94 3.70 5.44

Federal/State/Local government employee 2.40 4.40 2.67 3.66

Self-employed in own business,

professional practice, or farm 2.56 4.75 2.77 4.67

Working without pay in a family business

or farm -- 0.99 0.00

Working without pay in a volunteer job 0,00 0.00 0.00 -

- -Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Centerfor Education Statistics, Teacher

Followup Survey, 1988-89 and 1991 -92.

54
Al1O.--Standard errors for main reason why former teachers left the teaching profession:

1988 -89 and 1991 -92 (table 1 0)

Public Private

Reason 198-7-,-88 1-i990-91 1987-88 1990-91-

To retire 2.42 2.63 1.37 1.84

Pregnancy/child rearing 2.86 2.30 3.34 1.88

Family or personal move 1.51 2.49 2.60 2.10

School staffing action 0.80 2.40 1.31 2.10

Dissatisfied with teaching as a

career 1.25 1.99 1.58 1.40

To pursue another career 2.39 1.64 1.78 2.47

To take courses to improve career

opportunities in the field of

education 0.58 1.57 1.64 0.83

Other family or personal reason 1.32 1.36 1.62 2.57

Health 0.39 1.51 0.51 1.05

For better salary or benefits 0.91 0.67 1.36 1.74

To take a sabbatical or other

break from teaching 1.53 0.45 1.71 0.77

To take courses to improve career

opportunities outside the field

of education 0.40 0.56 0.89 2.07

Not reported 0.33 **0.35 *

"*The 1987-88 data were not imputed; 1990-91 data were imputed.

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

Followup Survey, 1988-89 and 1991 -92.

55
All.- -Standard errors for what current and former teachers expect their main activity will be during

the next school year: 1988-89 and 1991 -92 (table 1 1)

Current teachers Former teachers

Activity 1987-88 1990-91 1987-88 1990-91

Public

Teaching any of grades K- 12 0.71 0.46 2.24 2.51

Working in non-teaching occupation 0.32 0.27 2.32 2.27

in education

Retired 0.30 0.24 2.25 2.87

Homemaking and/or child rearing 0.16 0.21 2.45 2.02

Working outside the field of education 0.22 0.13 1.26 1.74

Attending a college or university 0.13 0.12 0.69 1.40

Unemployed and seeking work 0.10 0.08 0.23 0.49

Teaching at pre-K or post-sec level 0.06 0.07 0.62 1.32

Other 0.36 0,03 1.70 2.00

Military 0.00 0.00 0.00 0.00

Not reported 0.12 **0.24 *

Private

Teaching any of grades K-I1 2 1.39 0.73 2.36 2.59

Working in non-teaching occupation 0.54 0.38 1 .62 1 .97

in education

Retired 0.40 0.16 1.32 1.64

Homemaking and/or child rearing 0.73 0.33 3.25 1.73

Working outside the field of education 0.56 0.30 1.87 3.07

Attending a college or university 0.52 0.32 1.96 1.51

Unemployed and seeking work 0.04 0.32 0.67 1.11

Teaching at pre-K or post-sec level 0.25 0.17 0.37 2.04

Other 0.70 0.17 2.46 2.63

Military 0.00 0.00---

Not reported 0.38 **0.38 *

- - Too few cases *or a reliable estimate.

"*The 1987-88 data were not imputed; I1990-91 data were imputed.

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

Survey, 1988-89 and 1991 -92.

56
Al12. - -Standard errors for percentage of former teachers who reported "dissatisfied with teaching

as a career" as one of three main reasons for leaving the profession, by main area of

dissatisfaction: 1988 -89 and 1991 -92 (table 12)

Public Private

Area of dissatisfaction 1987-88 1990-91 1987-88 1990-91

administration 4.32 6.76 6.07 6.43

Poor student motivation to learn 6.62 4.52 4.54 8.80

Intrusions on teaching time + + 6.06 + + 

Lack of control over own classrooms 0.91 7.66

Student discipline problems 1.92 2.45 4.46 2.48

Inadequate time to prepare lesson plans + + 3.20 + + 2.46

Poor opportunity for professional

advancement 3.98 1.41 3.69 -

Lack of influence over school

policies and practices 1.84 1.27 1.62 3.29

Lack of community support for schools + + 1.60 + + 0.00

Unsafe working environment 0.64 2.33 - 0.00

Interference from others regarding

what I taught ++ 0.84 ++ 0.99

Class sizes too large 1.09 0.57 1.71 -

Generally poor working conditions 1.13 0.58 3.43 -

Poor salary 1.96 0.35 4.35 6.42

Lack of professional competence of

colleagues 0.93 0.25 2.12 -

Not reported 1.03 **2.87 *

- -Too few cases for a reliable estimate.

**The 1987-88 data were not imputed; 1990-91 data were imputed.

+ +Not asked on 1988-89 Teacher Followup Survey.

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

Survey, 1988-89 and 1991 -92.

57
A13.- -Standard Errors for percentage of movers who reported "dissatisfied with the previous

school" as one of three main reasons for changing schools, by main area of

dissatisfaction: 1988-89 and 1991 -92 (table 13)

Public Private

Area of dissatisfaction 1987-88 1990-91 1987-88 1990-91

Inadequate support from

administration 4.37 6.34 5.54 9.45

Unsafe working environment 1.02 7.35----

Lack of professional competence of

colleagues 1.96 2.55 2.50 2.16

Class sizes too large 1.71 2.61 -- 0.00

Lack of community support for schools + + 2.04 + + 

Poor student motivation to learn 1.96 2.08-- -

Generally poor working conditions 1.62 1.59 2.33 4.32

Student discipline problems 1.16 1.41 1.27 -

Interference from others regarding

what I taught + + 1.64 + + 4.06

Lack of influence over school

policies and practices 1.98 1.50 1.37 4.05

Poor opportunity for professional

advancement 5.46 1.37 2.54 7.97

Lack of control over own classrooms 1.23 1.59----

Poor salary 1.27 0.93 5.53 2.67

Inadequate time to prepare lesson plans + + 1.01 + + 0.00

Intrusions on teaching time + + 0.77 + + 0.00

Not reported 0.98 **0.72 *

- -Too few cases for a reliable estimate.

"*The 1987-88 data were not imputed; 1990-91 data were imputed.

+ +Not asked on 1988-89 Teacher Followup Survey.

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

Followup Survey, 1988 -89 and 1991-92.

58
Al 4.-- Standard errors for percentage of public school teachers who think that each step is the most effective step that schools might take to

encourage teachers to remain in teaching: 1988-89 and 1991 -92 (table 14)

1987- 88 1990- 91

Step Stayer Mover Leaver Stayer Mover Leaver

Providing higher salaries or better fringe benefit 1.40 2.20 2.83 0.90 2.71 3.14

Decreasing class size 0.60 0.79 1.35 0.69 1,35 2.09

Dealing more effectively with student discipline and

making schools safer 0.68 1.07 1.68 0.69 1.56 2.30

Giving teachers more authority in the school and in

their own classrooms 0.65 0.68 1.61 0.73 0.95 2.62

Reducing teacher workload 0.40 1.32 0.52 0.46 0.49 0.69

Reducing the paperwork burden on teachers 0.47 0.64 1.26 0.39 1.05 1.07

Improving opportunities for professional advancement 0.44 1.31 2.16 0.35 1.49 0.49

Increasing parent involvement in the schools 0.34 0.46 0.34 0.36 0.94 0.81

Increasing standards for students' academic performance 0.31 0.50 0.52 0.38 0.36 0.55

Providing better resources and materials for

classroom use 0.33 0.33 1.33 0.30 0.94 1.09

Giving special recognition to outstanding teachers + + + + + + 0.32 0.43 0.64

Providing merit pay or other pay incentives

to teachers 0.36 0.34 1.69 0.32 0.27 0.30

Providing more support for new teachers

(e.g., mentor teacher programs) 0.32 0.37 0.34 0.23 0.36 0.81

Providing teacher training in content areas and

instructional methods 0.16 0.10 0.27 0.22 0.69 0.43

Providing tuition reimbursement for coursework

required for certification or career advancement + + -t + + + 0.17 0.29 0.15

Revising health insurance program to include

stress reduction training (e.g. seminars, counseling) + + + ± + + 0.11 0.02 0.35

Not reported 0.15 1.34 0.37 * **

"*The 1987-88 data were not imputed; 1990-91 data were imputed.

+ +Not asked on 1988 -89 Teacher Followup Survey.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Teacher Followup Survey, 1988 -89 and 1991-92.
Al 5.- - Standard errors for percentage of private schoolteachers who think that each step is the most effective step that schools might take

to encourage teachers to remain in teaching: 1988-89 and 1991 -92 (table 15)

1987- 88 1990-91

Step Stayer Mover Leaver Stayer Mover Leaver

Providing higher salaries or better fringe benefils 2.35 4.03 2.82 1.62 3.55 3.61

Decreasing class size 0.66 1.81 0.61 0.82 1.67 1.08

Dealing more effectively with student discipline and

making schools safer 1.01 2.70 2.14 1.11 2.13 2.60

Giving teachers more authority in the school and in

their own classrooms 1.42 1.25 0.93 0.60 2.92 1.29

Reducing teacher workload 0.84 0.88 2.27 0.51 0.88 1.27

Reducing the paperwork burden on teachers 0.94 1.84 0.70 0.51 1.78 1.16

Improving opportunities for professional advancement 1.11 0.63 0.70 0.51 1.72 1.06

Increasing parent involvement in the schools 0.51 0.91 1 .47 0.70 1.49 0.99

Increasing standards for students' academic performance 0.67 0.38 0.90 0.58 1.14 1.73

Providing better resources and materials for

classroom use 0.63 0.32 0.29 0.55 0.60 1.09

Giving special recognition to outstanding teachers + + + + + + 0.35 0.58 1.22

Providing merit pay or other pay incentives

to teachers 0.83 0.63 0.33 0.52 0.82 1.09

Providing more support for new teachers

(e.g., mentor teacher programs) 0.40 0.73 0.69 0.43 0.85 0.71

Providing teacher training in content areas and

instructional methods 0.41 0.23 0.45 0.29 0.89 2.08

Providing tuition reimbursement for coursework

required for certification or career advancement + + + + + + 0.39 4.03 0.55

Revising health insurance program to include

stress reduction training (e.g. seminars, counseling) + + + + + + - -1.08

Not reported 0.55 2.95 0.33 *

- -Too few cases for a reliable estimate.

"*The 1987-688data were not imputed; 1990-91 data were imputed.

+ +Not asked on 1988-89 Teacher Followup Survey.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Teacher Followup Survey, 1988 -89 and 1991 -92.

0~
Appendix B

Teacher Followup, Survey--Questionnaire for Current Teachers

61
FORm TFS112-12-911

P-3

U.S. DEPARTMENT OF COMMERCE

BUREAU OF THE C ENSUS

ACTING AS COLLECTING AGENT FOR

U.S. DEPARTMENT OF EDUCATION

NATIONAL CENTER FOR EDUCATION STATISTICS

TEACHER FOLLOW-UP SURVEY

Questionnaire for Current Teachers

1991 -1992

Are you currently teaching - full-time, part-time, or

Ias a long-term substitute - in grades K through 1 2?

002 1 L1 Yes - Please continue with this survey.

2 LI No - Stop now and return this form to the

Bureau of the Census in the enclosed

envelope. You will be sent another

form for teachers who have left their

teaching positions.

10

THIS SURVEY HAS BEEN ENDORSED BY -

American Association for Counseling and Development

American Association of School Administrators

American Federation of Teachers

Bureau of Indian Affairs, Indian Education

Council for American Private Education

Council of Chief State School Officers

National Association of Elementary School Principals

National Association of Independent Schools

National Association of Secondary School Principals

National Catholic Educational Association

National Education Association

r03 3 X OFFICE USE ONLY

0MB No. 1850-0621

Approval Expires 12/31/92

This report is authorized by law 120 U.S.C. 1221 el. Your

answers will be kept strictly confidential. Results from this

survey will appear in summary or statistical form only. so that

individuals cannot be identified.

K

Bureau of the Census

ICurrent Projects Branch

1 201 East I10th Street

Jeffersonville, IN 47132-0001

(Please correct any error in

name, address, and

ZIP Code)

S

63

I

i
Dear Schools and Staffing Survey Participant:

Thank you for your participation in last year's Schools and Staffing Survey, sponsored by the

National Center for Education Statistics (NCES) in the U.S. Department of Education. The

information you provided will greatly enhance the Nation's knowledge about the teaching work

force and its workplace conditions.

This year we are following up a sample of last year's teachers to determine how many have left

the teaching profession and to collect information on factors related to teachers' decisions to

remain in or to leave the profession. There is concern about teacher shortages and the

availability of an adequate supply of highly qualified personnel. The Teacher Follow-up Survey

will provide valuable information regarding teacher attrition.

The U.S. Bureau of the Census is conducting the Teacher Follow-up Survey for NCES by the

authority of Section 406(b) of the General Education Provisions Act, as amended (20 U.S.C.

1221 e). The data will be treated as confidential and will be reported only in statistical

summaries that preclude the identification of any individual teacher participating in the survey.

The sampling of teachers (and former teachers) minimizes overall response burden. However,

the value of each individual response is greatly increased because it represents other teachers

(or former teachers). I, therefore, encourage you to participate in this voluntary survey by

completing this questionnaire and returning it within 2 weeks to the Bureau of the Census,

Current Projects Branch, 1 201 East 10Oth Street, Jeffersonville, I N 471 32-0001, in the

preaddressed envelope enclosed for your convenience.

Thank you for your cooperation in this very important effort.

Sincerely,

EMERSON J. ELLIOTT

Acting Commissioner

Enclosures

INFORMATION ABOUT YOUR PARTICIPATION

Public reporting burden for this collection of information is estimated to average 25 minutes

per response, including the time for reviewing instructions, gathering the data needed, and

completing and reviewing the collection of information. Send comments regarding this

burden estimate or any other aspect of this collection of information, including suggestions

for reducing this burden, to the U.S. Department of Education, Information Management and

Compliance Division, Washington, DC 20202-4651; and to the Office of Management and

Budget, Paperwork Reduction Project 1850-0621, Washington, DC 20503.

Page 2 FORM TFS-3 0212.i91n

64
INSTRUCTIONS

Most of the items on this questionnaire are arranged so

that the questions are on the left side of the page and

the answer categories or spaces for written answers are

on the right. Please answer the questions by marking the

appropriate answer category with an X, or recording

your answer in the space provided. We suggest that you

use a pencil, rather than a pen or marker.

Notice that at the end of some answer categories and

answer spaces, there are instructions to skip to later

questions or to continue with the next question on the

questionnaire.

If you are unsure about how to answer a question,

please give the best answer you can and make a

comment in the "Remarks" space. Please include the

item number,

If you have any questions, call the Bureau of the Census,

toll free, at 1-800-221-1 204.

Return your completed questionnaire to the Bureau of

the Census in the enclosed preaddressed envelope.

Please return it within 2 weeks.

Please keep count of the time you spend completing this questionnaire.

At the end of the survey, you are asked to record the amount of time spent.

Remarks

SECTION I -EMPLOYMENT AND TEACHING STATUS

Of the following, which is your MAIN activity

and which, if any, is your OTHER main activity?

MAIN and OTHER main activity is defined in

terms of the amount of time you spend on each

during the normal work week. If your time is

equally divided between two occupations or

activities, e.g., you are retired but have returned

part time to teaching, list either one as MAIN

and the remaining one as OTHER.

In the appropriate boxes on the right, enter the

number of your main and other main activity from

the list below.

1 Teaching in an elementary

or secondary school

2 Working in an elementary or secondary

school with an assignment OTHER

THAN teaching

3 Working in an occupation outside of

elementary or secondary education

4 Student at a college or university

5 Caring for family members

6 Retired

7 Other - Please specify .

104F

D- I

r--1 I. "s

o I

Main activity

Other main activity

IZE Check here if your time is equally

divided between your main and

other main activity

FORM TFS-3 (12-12-911

1.

65 Paae 3

I
SECTION I - EMPLOYMENT AND TEACHING STATUS - Continued

2. Which of the following categories describes 107_oi 1 li Full-time employee

your position as a school EMPLOYEE? 2 D1 % time or more, but less than full-time employee

3 El /2 time or more, but less than 3⁄4 time employee

Mark (X) only one box. I 4 Eli 4 time or more, but less than 1/2 time employee

s l)Less than 'A4 time employee

3a. How much time do you work as a TEACHER I 08 EI Full-time teacher

at this school? 2 ElI%3 time or more, but less than full-time teacher

1 D 'A time or more, but less than % time teacher

Mark IX) only one box. I 40 f 4 time or more, but less than 1/2 time teacher

5 Eli Less than 1⁄4/ time teacher

b. Which of the following categories best 109_ 1 EliRegular full-time or part-time teacher

describes your teaching assignment? 210 LI Itinerant teacher (i.e., your assignment r~quires you

I ~~to provide instruction at more than one school) Mark WX only one box.

I 3 Eli Long-term substitute (i.e.,your assignment

requires that you fill the role of a regular

Iteacher on a long-term basis, but you are still

considered a substitute)

4.If you are a full-time school or district 5 1_ diitao egpicpl sitn employee with less than a full-time teaching 11prEi dinistratorir(etg, prncpaassstn

assignment, which of these best describes 2 ICounselor

your other assignment at this school?LIibaanmdasealt

Mark CX) only one box. 4 El Coach

5fI Other professional staff (e.g., department

head, curriculum coordinator)

6 0ISupport staff (e.g., secretary, aide)

I 7 0IOther - Describe -

a Eli Not applicable

TEACHING ASSIGNMENT FIELD CODES FOR QUESTIONS 5a and b

01 Prekindergarten 28 Home economics Science Special education

02 Kindergarten 16 Journalism 57 Biology/life science 67 Special education, general

03 General elementary 33 Mathematics 58 Chemistry 68 Emotionally disturbed

35 Military science 59 Geology/earth 69 Mentally retarded

37 Music science/space science 70 Speech/language impaired

Special area" 39 Philosophy 60 Physics 71 Deaf and hard-of-hearing

86 American Indian studies 40 Physical education, health 61 General and all other 72 Visually handicapped

(Native American) 43 Reading science 73 Orthopedically impaired

10 Art 44 Religion 74 Mildly handicapped

12 Basic skills and remedial 47 Social studies/social science VocatIonal education 75 Severely handicapped

education 05 Accounting 76 Specific learning disabilities

13 Bilingual education Foreign languages 06 Agriculture 77 Other special education

17 Computer science 51 French 14 Business, marketing

18 Dance 52 German 27 Health occupations

19 Drama/theater 53 Latin 30 Industrial arts 84 All others

21 English/language arts 54 Russian 49 Trade and industry

23 English as a second language 55 Spanish 50 Technical

26 Gifted 56 Other foreign language 83 Other vocational education

5a. What is your MAIN teaching assignment at11

this school, that is, the field in which you l

teach the most classes? ICode Main assignment field

Enter your main teaching assignment field and the two-digitI

code from the list above. If your teaching schedule is divided I

equally between two fields, record either field as your main 1112 Ei Teaching assignment equally divided

assignment for this item, mark box 1, and enter the code for Ibetween two fields

the other field in question 5b.

b. Do you teach classes in OTHER fields at this 11 1L Yes - Inwhat field do you teach te

school? second most classes?

Use the assignment field F114 [7

codes listed above. -. L J

2 EliNo Code

Page 4

FORM TFS-3 (12-12-S1)

66

I

I
SECTION I - EMPLOYMENT AND TEACHING STATUS - Continued

6a. Do you have a teaching certificate in this state in

your MAIN teaching assignment field?

b. What type of certification do you

hold in this field?

Mark (X) only one box.

C. Was this certificate granted within the

last 1 2 months?

7a. Do you have a teaching certificate in

this state in your OTHER teaching

assignment field at this school?

b. What type of certification do you hold

in this field?

Mark (X only one box.

C. Was this certificate granted within the

last 12 months?

Lin Yes - Continue with b

1~ 1,2 W- No - SKIP to question 7a

11i 6 1

1 2

1 3

71

W Advanced professional certificate

3l Regular or standard state certification (the

standard certification offered in your state)

El Probationary certification (the initial certificate

issued after satisfying all requirements except the

completion of a probationary period)

Ii0 Temporary, provisional, or emergency certification

(requires additional coursework before regular

certification can be obtained)

~ 1=7 r1W Yes

2WF- No

1 8 1 L I

FI 1 2W

3 D

Yes - Continue with b

No

Not applicable; I do not

have another teaching SKIP to question 8

assignment field.

191 W Advanced professional certificate

PK 12 W Regular or standard state certification (the

I standard certification offered in your state)

3 Wl Probationary certification (the initial certificate

I issued after satisfying all requirements except the

I completion of a probationary period)

4 Wl Temporary, provisional, or emergency certification

I(requires additional coursework before regular

certification can be obtained)

T1 ElWYes

7ThW2 E No

In what grade levels are the students in your

classes at THIS school?

Mark (XI all that apply.

I 1 LI Ungraded

122 LI Prekindergarten

1-2-3 3ElI Kindergarten

~I i 4 W E 1st

1 a L 2nd

~i~12 LI0 3rd

1_ _ 7 El 4th

128O a 0 5th

129 ElW6th

1I30 10 WoF 7th

F1371 1i W 8th

1l32 12WF19th

F13-31 1 3W 10Oth

F1374 14WE 1 1th

1l35- 15Wn 12th

F136 1i8 W Postsecondary

9.Which of the following best describes the jiii LI1 A rural or farming community

communty inwhichthis shool s locted? 2 El A small city or town of fewer than 50,000

Mark (X) only one box. I people that is not a suburb of a larger city

I 3 El A medium-sized city (50,000 to 1 00,000 people)

1 LI A suburb of a medium-sized city

II 5 LI1 A large city (1 00,000 to 500,000 people)

a, El A suburb of a large city

I 7 LI A very large city (over 500,000 people)

a El A suburb of a very large city

I 9 El A military base or station

I o 10 An Indian reservation

FORMTFS-3 f12-12-91) Page 5 67

I

V

F
SECTION I - EMPLOYMENT AND TEACHING STATUS - Continued

10. Are you currently teaching in the SAME school Ii~ El Yes - SKIP to question 15 on page 8

as you were last year when you completed the ~ o-Cotnewihqesin1

Schools and Staffing Survey? I 2 No-Cniuwthqein 1

1.Are you currently teaching in the same state I 139 IYe

as you were last year when you completed i e

the Schools and Staffing Survey? I 2 F13 No - In which state or country are you

I ~~~teaching now?

14 7*

1 2. Which of the following best describes your move 1~ 1 4=1 i1 Moved from one public school0

from last year's school to this year's school? to another public school in the

Mark box. (X) only one ~~~~~SAME school district

Mark box. (Xi only one I ~~~~~2 ElMoved from one public school SKIP to

Idistrict to another public question 14

I ~~school districtJ

3 El Moved from a private school

to a public school

4 0 Moved from one private school

to another private school Continue with

LI Moved from a public school to question 13

a private schoolJ

1 3. Is the private school In which you currently teach 14i2 i~ Religious - Roman Catholic

affiliated with the Roman Catholic Church or 2 El Religious - Non-Roman Catholic

another religious organization, or Is It nonreligious? Mark (X) only one box. I 3 LI Non-Religious

Remarks

Page 6 FORM TFS-3 (12-12-911

68
SECTION I - EMPLOYMENT AND TEACHING STATUS -Continued

POSSIBLE REASONS FOR LEAVING PREVIOUS SCHOOL

(Use codes to answer questions 14a, b, and c.)

01 Family or personal move 04 School staffing action (e.g., reduction-in-force,

lay-off, school closing, school reorganization, 02 For better salary or benefits reassignment)

03 For a better teaching assignment (subject area

or grade level) 05 Dissatisfied with the previous school

1 4a. What was your main reason for leaving7 7

the school in which you taught last year? _ _ __ _

Enter code from above. Code Main reason

b. Did you have a second reason for leaving? jj Ei Yes - What was your second

~~ ~reason? (Enter code, then 145

I ~~continue with question 14c.)..Code.. LL

2[ 0No - SKIP to question 4d Cd

C. Did you have a third reason for leaving? I1i4- LI Yes - What was your third F14_7 F

reason? (Enter code.) r ~

I 2II No Code

14d. Did you enter code 05 for one of your reasons ~~j IYs-Cniu ihqeto 4

in 4a question b, or c? I ~1 2 LI No - SKIP to question 15

POSSIBLE AREAS OF DISSATISFACTION

(Use codes to answer questions M4e, f; and g.)

01 Poor opportunity for professional advancement OS Interference from others regarding what I

taught (e.g., censorship, pressure to teach 02 Inadequate support from administration doctrines/theories I didn't support, etc.)

03 Unsafe environment working 09 Inadequate time to prepare lesson/teaching plans

04 Lack of influence over school policies 1 ako rfsinlcmeec fclege

and practices 1 ako rfsinlcmeec fclege

05 Lack of control over own classroom 1 1Poor student motivation to learn

06 Lac of comunitysuppor fr shools12 Generally poor working conditions 06 Lack suport f commuity forschools13 Class sizes too large

07 intrusions on teaching time (i.e., not enough 1 4Student discipline problems

time working directly with teaching students) 1 5Poor salary

14e. What was your main area of dissatisfactionI

with teaching in your previous school? 14 7

Enter code from above. ~H

Code Main dissatisfaction

1.Did you have a second area of dissatisfaction? 1~~ ~ Yes - What was your second

r~1 = area? (Enter code, then F1571

I ~~continue with question 14g.) -~-~----

I 2~j No - SKIP to question 15 Code

g. Did you have a third area of dissatisfaction? 1iiiL Yes - What was your third 1 531

area? (Enter code.) Cd

I 2LINO~~~~~~~Cd

FORM TFS-3 (12-12-91) Page 7

69
SECTION II - EDUCATIONAL ACTIVITIES AND FUTURE PLANS

1.Have you earned any new degrees in the '1-547 1 LI Yes - Continue with question 16

past 12 months? ~~~~~~~2 El No - SKIP to question 20

16. When did you earn this degree? J__ K ~ 5 

Month Year

17. What type of degree is it? ~1 57 El Associate degree

Mark (Xi only one box. 2 LIBachelor's 3 L Master's

4 L Education specialist or professional diploma

(at least one year beyond Master's level)

5 L Doctorate (e.g., Ph.D., Ed.D.)

e LI Professional (e.g., M.D., D.D.S., JOD., L.L.B.)

MAJOR FIELD OF STUDY CODES FOR QUESTIONS 18 AND 22

EDUCATION GENERAL

General education 48 Science education 06 Agriculture and natural 37 Music

01 Pre-elementary/early 48 Social studies/social sciences resources 39 Philosophy

childhood education education 86 American Indian studies 41 Psychology

03 Elementary education (Native American) 42 Public affairs and services

04 Secondary education 87 Other area and ethnic 44 Religion. theology

studies

08 Architecture and Foreign languages

Subject area education Special education environmental design. 51 French

07 Agricultural education 67 Special education, general 1 0 Art, fine and applied 52 German

11 Art education 68 Emotionally disturbed 14 Business and management 53 Latin

13 Bilingual education 69 Mentally retarded 16 Communications and 54 Russian

156 Business, commerce, and 70 Speech/language impaired journalism 55 Spanish

distributive education 71 Deaf and hard-of-hearing 17 Computer and information 56 Other foreign languages

89 Crosscultural education 72 Visually handicapped sciences Ntrlsine

22 English education 73 Orthopedically impaired 19 Drama, theater 57tBioloylf sciences

23 English as a second language 74 Mildly handicapped 20 Engineering 58 Chemgy/ifestry nc

24 Foreign languages education 75 Severely handicapped 21 English Iliterature, letters, 59 Geology/earth science

29 Home economics education 76 Specific learning disabilities speech, classics) 60 Physics

88 Indian education (Native 77 Other special education 25 General studies 61 Other natural sciences

American) 27 Health professions and

30 Industrial arts, vocational end occupations Social sciences

technical, trade and industry 28 Home economics 62 Economics

education 85 Humanities 63 History

34 Mathematics education Other education 31 Law 64 Political science and

38 Music education 783 Curriculum and instruction 32 Library science government

40 Physical education/health 79 Educational administration 33 Mathematics 65 Sociology

education 80 Educational psychology 35 Military science 66 Other social sciences

43 Reading education 81 Counseling and guidance 36 Multi/interdisciplinary

45 Religious education 82 Other education studies 84 Other

1.What is the major field of study for your NEW

degree? (Enter the field and two-digit code from 15-687 _ _____________________

the list above.) I Code Major field

9.For what purpose did you earn this degree? 159- 1L To increase salary

2 LIFor professional development in current field

Mark one (Xl box. only ~ ~ ~ ~ LI To teach in a different field than the one

I taught last year

1 LI For a nonteaching position in elementary or

I LIsecondary education

5 For an occupation outside elementary or

I ~~secondary education other than current job

1 6 ElI Other - Specify -

20. Are you currently enrolled in a degree program? I~

I L,60 No - SKIP to question 24

Mark (X) only one box. 2 LI Yes, as a full-time student 1.Continue with

ElI Yes, as a part-time student 5question 21

Paae 8 ~~~~~~~~~~~~TFS-3 (OZ-12-911

70 rage 8
I -SECTION II- EDUCATIONAL ACTIVITIES AND FUTURE PLANS -Continued

21. What type of degree are you pursuing? 1 61 1 12Associate degree

Mark IX) only one box. i 2 Bachelor's 3 1 Master's

4 12Education specialist or professional diploma

(at least one year beyond Master's level)

s F] Doctorate (e.g., Ph.D., Ed.D.)

6 Li Professional (e.g., M.D., D.D.S., J.D., L.L.B.)

22. What is the major field of study for theI

degree you are pursuing? I16=2

(Enter the field and two-digit code from theII I I 

list on page 8.) Code Major field

23. For what purpose are you pursuing this degree? ~ = lT nraetahrslr

Mark box. (X) only one ~~~~2 12 For professional development in

current teaching field

I 3 El To teach in another field

4 [II For a nonteaching position in elementary or

secondary education

5 LI1 For an occupation outside elementary or

secondary education

6ElI Other -Specify 7

24. How long do you plan to remain in teaching? ~I "1 I1 LI As long as I am able Continue with

Mark IX) only one box. 2 LI Until I am eligible for retirement 9'question 25

3 El Will probably continue unless

somefhinitbelytpla tomlesaven

somlethingieterypant coesalon SKIP to

teaching as soon as I can question 26

5 12 Undecided at this time)

25. In how many years do you plan to

retire from teaching?

jii SDG Years

26. What do you expect your MAIN activity will be

during the NEXT SCHOOL YEAR (1992-93)? FiisJ i E Teaching in this school

Mark box. IX) only one ~~~~2 EL Teaching in another school in this school system

Mark box. V) only one ~~~~3 LI Teaching in another public school system

4 L Teaching in a private school

5 LITeaching in a preschool

6 1 Teaching at the postsecondary level

7 1 Working as a substitute teacher

s LI Student at a college or university

9 El Working in a nonteaching occupation in the

field of education

ionL Working in an occupation outside the field

of education

~i lI Caring for family members

I 1212l Unemployed and seeking work

I 13 LI Military service

I 1412l Retired

FORM TFS.3 (12-12-911

71

I

Page 9
SETO III - YOUR OPINIONS

POSSIBLE STEPS SCHOOLS MIGHT TAKE TO ENCOURAGE

TEACHERS TO REMAIN IN TEACHING

(Use codes to answer questions 2 7a, b, and c.)

0 1 Providing higher salaries or better fringe benefits

02 Improving opportunities for professional advancement

03 Dealing more effectively with student discipline

and making schools safer

04 Giving teachers more authority in the school

and in their own classrooms

05 Increasing standards for students' academic

performance

06 Providing better resources and materials for

classroom use

07 Decreasing class size

08 Giving special recognition and/or special

assignments to excellent or outstanding teachers

27a. What would be the most effective step that

schools might take to encourage teachers to

remain in teaching?

Enter code from above.

b. What would be the second most effective step?

Enter code from above.

C. What would be the third most effective step?

Enter code from above.

09 Reducing the paperwork burden on teachers

1 0 Providing more support for new teachers (e~g., mentor

teacher programs)

11 Increasing parent involvement in the schools

12 Reducing teacher workload

13 Providing merit pay or other pay incentives to teachers

14 Providing teacher training in content areas and

instructional methods

15 Providing tuition reimbursement for coursework

required for certification or career advancement

16 Revising health insurance program to include stress

reduction seminars, counseling, and physical fitness

options

167

7168

rnMost effective step

Code

Y1 Second step

Code

+ 9Third Dz6 step

Code

Remarks

FORM TFS-3(72-12 91) Page I 0

72
SECTION III - YOUR OPINIONS - Continued

28. How satisfied are you with EACH of the following

aspects of teaching? Are you (a) Very satisfied, (b)

Somewhat satisfied, 4 c) Somewhat dissatisfied, or

id) Very dissatisfied with -

11)

(2) 

(3,

(41

'5)

IS)

(7)

(8)

(9)

(10)

(11)

(12)

(13)

(14)

(1 5)

( 16

(17)

(18)

(19)

(201

(21)

(22)

Salary

Very

(a

170 I

i1]

SomewhatI

satisfied

21]

Somewhat I Very

Idissatisfied Idissatisfied

(C)

31]

(d)

171

Opportunities for professional advancement 1] 2 1] 3 1] 4 

Recognition and support from administrators 172 ]2 LI 3 1] 4 

Safety of school environment 171 1E 2LiJ 31] 41]

Your influence over school policies and practices 1741El 21E 31] 4El

Autonomy or control over your own classroom i71lI 21] 31] 41]

Professional prestige ILi E 21] 31] 41]

Benefits 177 1 21] 31]l 4F1]

Procedures for performance evaluation 18iEF 2F1] 31] 41]

Teaching load 1791 21]l 31] 4F1]

Availability of resources and materials/equipment for your classroom 18 1 1 2 F1 3 F1 401

General work conditions le81 M 21] 31] 41]

Job security 182 l 21] 31] 41]

Professional caliber of colleagues i3 El 21]l 31] 41]

Intellectual challenge 164I] 21] 31] 41]

185 Student motivation to learn i1]- 21]l 3 1] 41]

School learning environment i n 21]l 31] 41]l

Student discipline and behavior j1JI 0 2 1] 31] 41]l

1898

Support from parents I 0 21] 3 1] 4 1]

The esteem of society for the teaching profession 10 1] 2 1] 3 1] 4 1]

Overall job satisfaction

FORM TFS-3 (12-12-91)

191oi -

31] 41]

Page 1 1 73

I
~_SECTION IV - INCENTIVES AND COMPENSATION

29. The following questions refer to your before-tax

aarnings from teaching and other employment from

the summer of 1 991 through the end of the

1 991 -92 school year.

Record earnings in whole dollars.

a. DURING THE SUMMER OF 1991. did you have

any earnings from -

(1) Teaching summer school in this or any

other school?

192

I F Yes - How much?

2LI No

__w9

(2) Working in a nonteaching job in this or 194 194 LIYe e -Nwmuh Hwmuh 195 I 00$

any other school? 20 No

1961 197

(3) Working in any NONSCHOOL job? 1 LI Yes - How much? - $_w

I 2M No

DURING THE CURRENT SCHOOL YEAR -

(1) What is your academic base year salary 19$

for teaching in this school? prya

12) Do you, or will you, earn any additional 

compensation from your school for extra- __

curricular or additional activities such as F2 00~

coaching, student activity sponsorship, or I 1 LI Yes - How much? $ O

evening classes? 20 No

(3) Do you, or will you, earn additional I201 F202

compensation from working in any job i L1Yes -How much?- 00

outside the school system? 2 LI No - SKIP to question 29b(4)

(a) Which of these best describes this job 20T31 LI Teaching or tutoring

outside the school system? I 2 LINonteaching, but education related

Mark (X) only one box. -3L Not related to education

(4) Have you EARNED income from any 204~ F2056

other sources this year, e.g., a bonus, ___Ye_-Homch____ F 1

state supplement, etc.? 2LINo

C. What will be your total EARNED Income from all

sources from the summer of 1 991 through the

end of this school year?

Your answer should equal the sum of your answers to

questions 29a(l )- b(4).

;206. $ _ w00

30. Do you receive any income-in-kind In addition to _20o7 1 LI Housing or housing expenses

or in lieu of your school salary? I-- el

I 208 2L el

Mark (X) all that apply. 209 LTutofor your children

2 10 4 lI Child care

-211 _1LI College tuition for yourself

I2 212 eL Car/transportation expenses

21_3 oLI None of the above

FORM TPS3 412-12-914

b.

I

Page 12 74
SECTION V - BACKGROUND INFORMATION

31. Which category represents the total combined

incoame (include your own income) of ALL

FAMILY MEMBERS age 14 and older in your

household during 1 991 ? Include money from

jobs, not business or farm income, pensions,

dividends, interest, rent, social security

payments, and any other income received by

family members in your household.

Mark (X) only one box.

2 1]

41]

5 Fl

I 6 F7 I ~

I ioLI1

1 12 r]

Less than $ 10, 000

$ 10,000 - $14,999

$ 15,000 - $19,999

$ 20,000 - $24,999

$ 25,000 - $29,999

$ 30,000 - $34,999

$ 35,000 - $39,999

$ 40,000 - $49,999

$ 50,000 - $59,999

$ 60,000 - $74,999

$ 75,000 - $99,999

$ 100,000 or more

32. What is your current marital status? 12 15 1 1 Married

I 2 IiWidowed, divorced, or separated

3 1 Never married

33. How many children do you have who areI

dependent on you (and your spouse) for more 1= 5Number L1 of children supported -

than half of their financial support? Continue with question 34

a F1 None - SKIP to question 35a

34. What was the age of your youngest child on m

his/her last birthday? (if child is less than one year, ~1-7 (

please enter "O.) 122 L.JAge of youngest child

3 58. Do you have persons other than your spouse or I

children who are deedn nyufr oeta i L=8 0Ys-Cntinue with question 35b

half of their financial support? 2 LI No - SKIP to question 36

b. How many persons other than your spouse or

children are dependent on you for more than half I

of their financial support? L~2 LJ9 Number of persons supported

36. Were you a Chapter 1 teacher (i.e., paid In full or

In part by federal funds under Chapter 1 of the r220~ 1 LI Yes

Elementary and Secondary Education Act) 2 El No

LAST SCHOOL YEAR (I1990 -91)?

Remarks

FORM TFS-3 (12-12-91)

75 Page 13
SECTION VI - RESPONDENT INFORMATION

The survey you have completed may involve a brief follow-up at a later time in order to gain information on current

teachers' movements in the labor force. The following information would assist us in contacting you if you move or

change jobs.

37. Please PRINT your name, your spouse's name (if applicable), your home address,

telephone number, and the most convenient time to reach you.

F221] i - Same as address label

,Your name I ~22 Spouse's full name

Street address

City State IZIP Code

Telephone number (include area code) In whose name is the telephone number listed? (Mark (X) only one.)

1 L No phone

Days/times convenient to reach you 2 D My name

3 D Other - Specify

38. What are the names and addresses of two other people who will know where to get in touch with you

during the coming years? List no more than one person who now lives with you. Remember to record the

relationship of these persons to you (for example, parent, friend, sister, cousin, etc.).

Name 22~3 Relationship to you

Street address

City state ZIP Code

Telephone number (include area code) In whose name is the telephone number listed? (Mark (X) only one.)

) i~~~~~~~~~~~10No phone

2 LIName entered above

3I Other - Specify

Name 2~24J Relationship to you

Street address

City State ZIP Code

Telephone number (include area code) In whose name is the telephone number listed? (Mark (X) only one.)

( ) ~~~~~~~~~~~~~i ENo phone

2 LI Name entered above

3 El Other - Specify

39. Not counting interruptions, how long did it take to complete this survey?

F22 5 ___________Minutes

THIS COMPLETES THE QUESTIONNAIRE.

THANK YOU FOR ASSISTING US IN THIS IMPORTANT RESEARCH.

YOUR TIME AND EFFORT ARE APPRECIATED.

Page 14~ FORM TFS-3 (12-12-911

76

I

I

C,

P

L
Appendix C

Teacher Followup, Survey--Questionnaire, for Former Teachers

77
FORm TFS-2

i12 10-97i

U.S. DEPARTMENT OF COMMERCE

BUREAU OF THE CENSUS

ACT!NG AS COLLECTING AGENT FOR

U.S. DEPARTMENT OF EDUCATION

NATIONAL CENTER FOR EDUCATION STATISTICS

TEACHER FOLLOW-UP SURVEY

Questionnaire for Former Teachers

1991 -1992

Are you currently teaching - full-time, part-time, or

as a long-term substitute - in grades K through 12?

002 i El Yes - Stop now and return this form to the

Bureau of the Census in the enclosed

envelope. You will be sent another form

for teachers who are still teaching.

2 ED No - Please continue with this survey.

THIS SURVEY HAS BEEN ENDORSED BY -

American Association for Counseling and Development

American Association of School Administrators

American Federation of Teachers

Bureau of Indian Affairs, Indian Education

Council for American Private Education

Council of Chief State School Officers

National Association of Elementary School Principals

National Association of Independent Schools

National Association of Secondary School Principals

National Catholic Educational Association

National Education Association

10031 1 XI OFFICE USE ONLY

0MB No. 1850.0621

Approval Expires 12.31 92

This report is authorized by law (20 U.S. C. 1221e I. Your

answers will be kept strictly confidential. Results from this

survey will appear in summary or statistical form only, so that

individuals cannot be identified.

p~~~~

Bureau of the Census

ICurrent Projects Branch

1201 East 10th Street

Jeff ersonville, IN 47132-0001

(Please correct any error in

name, address, and

ZIP Code)

S

79

I

F

I

I

-1-

UNI-k,
Dear Schools and Staffing Survey Participant:

Thank you for your participation in last year's Schools and Staffing Survey, sponsored by the

National Center for Education Statistics (NCES) in the U.S. Department of Education. The

information you provided will greatly enhance the Nation's knowledge about the teaching work

force and its workplace conditions.

This year we are following up a sample of last year's teachers to determine how many have left

the teaching profession and to collect information on factors related to teachers' decisions to

remain in or to leave the profession. There is concern about teacher shortages and the

availability of an adequate supply of highly qualified personnel. The Teacher Follow-up Survey

will provide valuable information regarding teacher attrition.

The U.S. Bureau of the Census is conducting the Teacher Follow-up Survey for NCES by the

authority of Section 406(b) of the General Education Provisions Act, as amended (20 U.S.C.

1 221 e). The data will be treated as confidential and will be reported only in statistical

summaries that preclude the identification of any individual teacher participating in the survey.

The sampling of teachers (and former teachers) minimizes overall response burden. However,

the value of each individual response is greatly increased because it represents other teachers

(or former teachers). I, therefore, encourage you to participate in this voluntary'survey by

completing this questionnaire and returning it within 2 weeks to the Bureau of the Census,

Current Projects Branch, 1 201 East 10Oth Street, Jeffersonville, I N 471 32-0001, in the

preaddressed envelope enclosed for your convenience.

Thank you for your cooperation in this very important effort.

Sincerely,

EMERSON J. ELLIOTT

Acting Commissioner

Enclosures

INFORMATION ABOUT YOUR PARTICIPATION

Public reporting burden for this collection of information is estimated to average 25 minutes

per response, including the time for reviewing instructions, gathering the data needed, and

completing and reviewing the collection of information. Send comments regarding this

burden estimate or any other aspect of this collection of information, including suggestions

for reducing this burden, to the U.S. Department of Education, Information Management and

Compliance Division, Washington, DC 20202-4651; and to the Office of Management and

Budget, Paperwork Reduction Project 1850-0621, Washington, DC 20503.

Page 2 80FORM TFS-2 (12-10-91)
INSTRUCTIONS

Most of the items on this questionnaire are arranged so

that the questions are on the left side of the page and

the answer categories or spaces for written answers are

on the right. Please answer the questions by marking the

appropriate answer category with an X, or recording

your answer in the space provided. We suggest that you

use a pencil, rather than a pen or marker.

Notice that at the end of some answer categories and

answer spaces, there are instructions to skip to later

questions or to continue with the next question on the

questionnaire.

If you are unsure about how to answer a question,

please give the best answer you can and make a

comment in the "Remarks" space. Please include the

item number.

If you have any questions, call the Bureau of the Census,

toll free, at 1 -800-221 -1204.

Return your completed questionnaire to the Bureau of

the Census in the enclosed preaddressed envelope.

Please return it within 2 weeks.

Please keep count of the time you spend completing this questionnaire.

At the end of the survey, you are asked to record the amount of time spent.

Remarks

SECTION I -EMPLOYMENT STATUS

1. What is your MAIN OCCUPATIONAL status?

Mark (X only one box.

2. What is your MAIN school assignment?

Mark (X) only one box.

FORM TFS-2 112-10-911

I 004 1 RI Working in an elementary or secondary

school with an assignment OTHER THAN

Iteaching - Continue with question 2

I 2 El Working in an occupation outside of eleme

I or secondary education -- SKIP to questioi

I3 EJStudent at acollege or university~

1 4 El Carina, for fam~ihv members.. I

5 F1 Retired

6 Z Disabled

7 D- Other - Specify 

005 1 D- Administrator (e.g., principal,

assistant principal, director, head)

2 Il Nonteaching specialist (e.g.,

counselor, librarian)

3 EI1 Resource person for other

Iteachers (e.g., department head,

resource teacher, curriculum

coordinator, mentor teacher)

4 E-1 Support staff (e.g., secretary, aide)

I s Coach

I 6 DOthker - Specify -

entary

)n3

Page 3 81

SKIP to

question 8

SKIP to

question 41

L

i

I

L

I

h,
SECTION I -EMPLOYMENT STATUS -Continued

NOTE: Answer questions 3a-e ONLY if you marked

box 2 in answer to question 1 on page 3.

38. For whom do you work? (Record the name of the

company, business, or organization.)

b. What kind of business or industry is this? (For

example, retail shoe store, State Labor

Department, bicycle manufacturer, farm)

C. What kind of work do you do? (Please record your

job title; for example, electrical engineer, cashier,

typist, farmer, loan officer.)

d. What are your most important activities or duties

at this job? (For example, typing, selling cars, driving

delivery truck, caring for livestock)

e. How would you classify yourself on this job?

Mark (X) only one box.

oeL

6I

2 LI

An employee of a PRIVATE company, business, or

individual for wages, salary, or commission

A FEDERAL government employee

A STATE government employee

A LOCAL government employee

SELF-EMPLOYED in your own business,

professional practice, or farm

Working WITHOUT PAY in a family

business or farm

Working WITHOUT PAY in a volunteer job

4. Which of these best describes your position as an 091 LIFull-time employee

EMPLOYEE? 2 LI3/4 time or more, but less than full-time employee

Mark one box. W only ~ ~ ~ ~ I 3 LI1/2 time or more, but less than 3/4 time employee

Mark box. IX) only one ~ ~ ~ ~ LI 1/4 time or more, but less than 1/2 time employee

5 L Less than 1/4 time employee

5.Altogether, how much do you usually earn at this ~ $_______ ____ job before taxes? ___1______per

I ~~~(Dollars) (Cents)

'oi1 LI Hour

2L Day

3D Week

4I Biweekly

5L Month

1 6 Year

7ElI Other - Specify

N~ow long do you plan to remain in this job? LI As long as l am able 1~Continue with

2 LIUntillIam eligible for retirement) question?7

Mark IX) only one box. 3 L Will probably continue unless

somDefhinit belytpla tomleav ason SKueston

somethingtlpa btte coeavs along sKiPn to

I ~~soon as IcanJ

s L Undecided at this time

7. In how many years do you plan to retire?

10137 Years

8.What do you expect your MAIN activity will be 'o i 4 LI Teaching any of grades K - 1 2

NEXT SCHOOL YEAR (11992-93)? 2 EL Teaching at the prekindergarten or

I ~~postsecondary level

Mark IX) only one box. 3 LI Student at a college or university

4I Working in a nonteaching occupation in

Ithe field of education

s L Working in an occupation outside the field

of education

6 Ll Caring for family members

7 LIunemployed and seeking work

8 LIMilitary service

911 Retired

1011 Other - Specif

Page 4

FORMTFS-21~12-10-91)

82

0077

1 0 0=6 FT7_1

rP_

I
SECTION II - EDUCATIONAL ACTIVITIES AND FUTURE PLANS

9. Have you earned any new degrees in the01 1 El Yes - Continue with question 10

past 12 months? 2 El No - SKIP to question 14

10. When did you earn this degree? -- 07 jj jj J

I Month Year

1.What type of degree is it? ~iOi i-a 1 Associate degree

Mark (X) only one box. Eli Mastelr's

I 3ElMse'

40 E Education specialist or professional diploma

(at least one year beyo6d Master's level)

50E Doctorate (e.g., Ph.D., Ed.D.)

6 El Professional (e.g., M.D., D.D.S., J.D., L.L.B.)

MAJOR FIELD OF STUDY CODES FOR QUESTIONS 12 AND 16

EDUCATION GENERAL

General education 46 Science education 06 Agricuiture and natural 37 Music

01 Pre-elementary/early 48 Social studies/social sciences resources 39 Philosophy

childhood education education 86 American Indian studies 41 Psychology

03 Elementary education (Native American) 42 Public affairs and services

04 Secondary education 87 Other area and ethnic 44 Religion, theology

studies

08 Architecture and Foreign languages

Subject area education Special education environmental design 51 French

07 Agricultural education 67 Special education, general 10 Art, fine and applied 52 German

11 Art education 68 Emotionally disturbed 14 Business and management 53 Latin

13 Bilingual education 69 Mentally retarded 16 Communications and 54 Russian

15 Business, commerce, and 70 Speech/language impaired journalism 55 Spanish

distributive education 71 Deaf and hard-of-hearing 17 Computer and information 56 Other foreign languages

89 Crosscultural education 72 Visually handicapped sciences Ntrlsine

22 English education 73 Orthopedically impaired 19 Drama, theater Natuialoylf sciences

23 English as a second language 74 Mildly handicapped 20 Engineering 58 Chemistry

24 Foreign languages education 75 Severely handicapped 21 English lliterature. letters. 59 Geology/earth science

29 Home economics education 76 Specific learning disabilities speech, classics) 60 Physics

88 fIndian education (Native 77 Other special education 25 General studies61Ohrntalsice

American) 27 Health professions and61Ohrntalsecs

30 Industrial arts, vocational and occupations Social sciences

technical, trade and industry 28 Home economics 62 Economics

education 85 Humanities 63 History

34 Mathematics education Other education 31 Law 64 Political science and

38 Music education 78 Curriculum and instruction 32 Library science government

40 Physical education/health 79 Educational administration 33 Mathematics 65 Sociology

education 80 Educational psychology 35 Military science 66 Other social sciences

43 Reading education 81 Counseling and guidance 36 Multi/interdisciplinary

45 Religious education 82 Other education studies 84 Other

12. What is the major field of study for your NEW I_ _ 7

degree? (Enter the field and two-digit code from 019 7____________________

the list above.) I Code Major field

13. For what purpose did you earn this degree? 020 1 El To increase salary

2 El For professional development in current field

Mark (X) only one box. 3nE To teach in a different field than the one

taught last year

I 4W For a nonteaching position in elementary or

slsecondary education

s lFor an occupation outside elementary or

secondary education other than current job

6 E Other - Specify -

14. Are you currently enrolled ina degreesprogram? I

10:21D 1 ElNo - SKIP to question 78

Mark (X) only one box. 2 E Yes, as a full-time student Continue with

30E Yes, as a part-time student Jquestion 15

FORM TFS-2 I12-10-91) P~age b

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SECTION 11 - EDUCATIONAL ACTIVITIES AND FUTURE PLANS - Continued

1.What type of degree are you pursuing? 0- 22 1 Associate degree

Mark box. (X) only one ~~~2 1Bachelor's

Mark box. (X) only one I Z~ Master's

4'El Education specialist or professional diploma

I ~~(at least one year beyond Master's level)

5 W Doctorate (e.g., Ph.D., Ed.D.)

6ElI Professional (e.g.. M.D., D.D.S., J.D., L.L.B.)

186. What is the major field of study for the 

degree you are pursuing?I

(Enter the field and two-digit code from the 0 3

list on page 5.) I __ _ _ _ _ __ _ _ _ _ __ _ _ _ _ _

Code Major field

17. For what purpose are you pursuing this degree? 024 1El To increase current salary

Mark onebox. (X) only ~ ~ ~ I 2 For professional development in current field Mark box. (X) only one ~~~~~3EII To teach in a different field than the

one taught last year

40I For a nonteaching position in elementary or

secondary education

3E For an occupation outside elementary or

secondary education other than current job

6E3 Other - Specify;

18. Do you plan to return to teaching? 0257 1 3~ Yes - Continue with question 19

Mark box. (X) only one 1 23 No - SKIP to question 2la Mark box. (X) only one ~~3 Undecided - Continue with question 19

19. How soon might you return to teaching? 0261 Later this school year

Mark (X) only one box. 2 3 Next year 3r J. Within five years

4 3 More than five years from now

I s Undecided

20. At which level would you teach? 02 3 Prekindergarten

Mark (X) all that apply. i 2 2El Elementary (including kindergarten)

02 3DL Junior high/middle school

1 3 4 3 Senior high

5E31 l Postsecondary

21 a. Do you have a "lifetime" teaching certificate? 32 - Yes - SKIP to question 23a

2 3No - Continue with question 21lb

b. Has there been a change in your teacher 033 3 No change

certification status since last year? 042 3 Yes - Certification has lapsed

Mark IX) all that apply. 3D Yes - Certification has been upgraded from

I' ~~~temporary or emergency to a regular

certificate

,036~ 4 3 Yes - Certified in a different field

037~ 5 31 Other change - Specify -

22. Do you plan to maintain or reinstate your 16- 3si Ye s

teaching certificate? 2 3- No

3 3 Undecided

FORM TFS-2 I12-10.91) Page 6 84

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SECTION III - YOUR OPINIONS

POSSIBLE REASONS FOR LEAVING THE TEACHING PROFESSION

(Use codes to answer questions 23a, b, and c.)

01 Family or personal move

02 Pregnancy/child rearing

03 Health

04 To retire

05 To pursue another career

06 For better salary or benefits

07 To take courses to improve career opportunities

in the field of education

23a. What was your main reason for leaving

the teaching profession?

Enter code from above.

b. Did you have a second reason for leaving?

C. Did you have a third reason for leaving?

08 To take courses to improve career opportunities

outside the field of education

09 School staffing action (e.g., reduction-in-force,

lay-off, school closing, school reorganization,

reassignment)

1 0 To take a sabbatical or other break from

teaching

11I Dissatisfied with teaching as a career

1 2 Other family or personal reason

I Lr

Code

10470

Main reason

1 U Yes - What was your second

reason? (Enter code, then F041 FV

continue with question 23c.) -~---.--o.- Code

2UE No - SKIP to question 23d Cd

042 1 El Yes - What was your third 0Fo4 3

-1reason? (Enter code.)

2F No Code

23d. Did you enter code I11 for one of your reasons

in question 23a, b, or c? 1I 044 1 D Yes - Continue with question 23e

2 U No - SKIP to question 24a

POSSIBLE AREAS OF DISSATISFACTION

(Use codes to answer questions 23e, f, and g.)

01 Poor opportunity for professional advancement 08 Interference from others regarding what I

taught (e.g., censorship, pressure to teach 02 Inadequate support from administration doctrines/theories I didn't support, etc.)

03 Unsafe working environment09Iaeuttietpraelsonechgpas

04 Lack of influence over school policies09Iaeuttieopraelsonechgpas

and practices 10 Lack of professional competence of colleagues

05 Lack of control over own classroom 1 Poor student motivation to learn

06 Lac of comunitysuppor forshools12 Generally poor working conditions 06 Lack suIort f commuity forschools13 Class sizes too large

07 Intrusions on teaching time (i.e., not enough 1 4Student discipline problems

time working directly with teaching students) I 5 Poor salary

23e. What was your main area of dissatisfaction I

with the teaching profession? 04FT ]_______________

Enter code from above. Code Main dissatisfaction

C. Did you have a second area of dissatisfaction? 046 i EU Yes - What was your second area?

(Enter code, then continue F047~

with question 23g.) ~L

I 2 El No - SKIP to question 24a Code

g. Did you have a third area of dissatisfaction? I

049~ 1 U Yes - What was your third04

area? (Enter code.) Cd

I 20 NoCd

FORM TFS-2 (12-10-91) Page 7

85
SECTION III - YOUR OPINIONS - Continued

POSSIBLE STEPS SCHOOLS MIGHT TAKE TO ENCOURAGE

TEACHERS TO REMAIN IN TEACHING

(Use codes to answer questions 24a, b, and c.)

0 1 Providing higher salaries or better fringe benefits

02 Improving opportunities for professional advancement

03 Dealing more effectively with student discipline

and making schools safer

0 4 Giving teachers more authority in the school

and in their own classrooms

0 5 Increasing standards for students' academic

performance

06 Providing better resources and materials for

classroom use

07 Decreasing class size

08 Giving special recognition and/or special

assignments to excellent or outstanding teachers

24a. What would be the most effective step that

schools might take to encourage teachers to

remain in teaching?

Enter code from above.

b. What would be the second most effective step?

Enter code from above.

C. What would be the third most effective step?

Enter code from above.

09 Reducing the paperwork burden on teachers

1 0 Providing more support for new teachers (e.g., mentor

teacher programs)

1 1 Increasing parent involvement in the schools

12 Reducing teacher workload

13 Providing merit pay or other pay incentives to teachers

14 Providing teacher training in content areas and

instructional methods

15 Providing tuition reimbursement for coursework

required for certification or career advancement

16 Revising health insurance program to include stress

reduction seminars, counseling, and physical fitness

options

-0-50- DZMost effective step

Code

L.LrJ Second step

Code

DZThird step

Code

Remarks

FORM TFS-2(12-10-911 Page 8 

86

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Page 8 86
SECTION III - YOUR OPINIONS - Continued

25. Is your MAIN occupational status "working" 0531 1 I1 Yes - Continue with

(i.e., box 1 or 2 marked in question 11)? question 26

2 El No - SKIP to question 28

26. How

occii

indic

(cl N

(11 

(21C

(3) F

(41 

(511.

(61 

(7) 

(8) 1

(9)'1

(10)I

Ill) 

(12) 

(13) 

(14) 

(15)I

* would you rate teaching relative to your current MAIN

ipation in terms of EACH of the following aspects? Please

mate (a) Better in teaching, (b Better in current position, or

lo difference.

Salary

Better in

teaching

(a)

,I]

Better in I N

current ifrno e

position dfeec

(b) I (C)

2 1 V3 _

0655

Opportunities for professional advancement i l 21 31

05S 6

Recognition and support from administrators/managers i2 LI 3 7

057~~~~~~~~-

Safety of environment IDF 2 F 3 Lw

058 

-influence over workplace policies and practices I EI 2 01 3 El

059 

Autonomy or control over your own work i D 2 D 3 1

0601

Professional prestige 1 t] 2 1 3DF 

061

Benefits il2L 3D

062

Procedures for performance evaluation i D 211l 3D0

0631

Manageability of workload i t] 2 FD 3DE

0641

Availability of resources and materials for doing job 1D2 D 3

_065]

General work conditions it]- 2 E 3DF

066I

Job security I El 2 0 3 D

-0671

Professional caliber of colleagues i F 2 D 3D1

-068 

Intellectual challenge i Fl 2 0 3D0

(1161 Overall job satisfaction I

uusl ID- 2 11

I t~~~~~ I __I_______ ~~~~~~~~~ 

87

3D1

FORM TFS-2 (12-10-911 P'age 9

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SECTION 11111 - YOUR OPINIONS - Continued

27. How satisfied are you with EACH of the following

aspects of your CURRENT job? Are you (a) Very

satisfied, (b) Somewhat satisfied, (C) Somewhat

dissatisfied, or (d) Very dissatisfied with -

(2) 

(3) 

(4)

(5)

(6)

(7)

(el

(9)

(1121

(13)

(141

(15)

Salary

Very

satisfied

(a)

0701

F. Somewhat SomewhatI Very

satisfied dissatisfied IdissatisfiedI

(b) (Ci (d)

4W0

071 

Opportunities for professional advancement 1 D 2 W~ 3 El 4 E

0721

Recognition and support from administrators/managers I M 2 W 3 ElFE

Safety of environment iW-31 2WD 3W 4W7

0741

Influence over workplace policies and practices i W 2 El 3 El 4 W

0751

Autonomy or control over your own work 1W 2W0 3WD 4W

0761

Professional prestige 1W 2WE 3W 4W

Benefits IW7 2W0 3W 4WE

078]

Procedures for performance evaluation IW 2WD 3W1 4WD

Manageability of work 0 W72W 3W 4W0

Availability of resources and materials for doing job W~ 2 El 3 W 4 W081I

General work conditions I W 2W 3W 4W

Job security 08iW 2W1 3W 4WE

0831

Professional caliber of colleagues IWF 2WF 3W 4WE

Intellectual challenge 081W 1 2WE 3WD 4W

Overall job satisfaction

1085)

2W1 3WE

I I _ _ _ _ __I

4W1-

Remarks

Page 10 

88 -J

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FORMTFS-202-10-91),I I

Page 1 0 88
SECTION IV - BACKGROUND INFORMATION

28. Which category represents the total combined

income (include your own income) of ALL

FAMILY MEMBERS age 14 arnd older in your

household during 1991?7 Include money from

jobs, not business or farm income, pensions,

dividends, interest, rent, social security

payments, and any other income received by

family members in your household.

Mark (X) only one box.

1 El Less than $1 0,000

2 E $ 10,000 - $14,999

3Lil$s 15,000 - $19,999

4El1 $ 20,000 - $24,999

5 El $ 25,000 - $29,999

6 El $ 30,000 - $34,999

7 l $ 35,000 - $39,999

a Ii $ 40,000 - $49,999

a El $ 50,000 - $59,999

10 El $ 60,000 - $74,999

~ii $ 75;000 - $99,999

12L1 $ 100,000 or more

29. What is your current marital status? 0Mare

2 ElWidowed, divorced, or separated

3 ElNever married

30. How many children do you have who are II dependent on you (and your spouse) for more - iNmbe fcide upre 

than half of their financial support? L.J8= - Continue with question 31

I o El None - SKIP to question 32a

31. What was the age of your youngest child on

his/her last birthday? (if child is less than one year, i, I

please enter "0. ") 0!! LJ AEge of youngest child

3 2a. Do you have persons other than your spouse or

children who are dependent on you for more than001 lYs-Cniuwthqeio32

half of their financial support? 200 El Nos - SKniPu to question t 33 b

b. How many persons other than your spouse or

children are dependent on you for more than half '7

of their financial support? =1Number L..i of persons supported

33. Were you a Chapter I teacher (i.e., paid In full '092 I El Yes

or In part by federal funds under Chapter 1 of 2 El No

the Elementary and Secondary Education Act) I

LAST SCHOOL YEAR (1990 -91I?

Remarks

FORM TFS-2 (12-10-91) 89 ~~~~~~~~~

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SECTION V - RESPONDENT INFORMATION

The survey you have completed may involve a brief follow-up at a later time in order to gain information on former

teachers' movements in the labor force. The following information would assist us in contacting you if you move or

changeplbs.

34. Please PRINT your name, your spouse's name (if applicable), your home address,

telephone number, and the most convenient time to reach you.

093 Same as address label

Your name 094- Spouse's full name

Street address

City State IZIP Code

Telephone number (include area code) In whose name is the telephone number listed? (Mark (X) only one.)

( ) ~~~~~~~~~~~~~~11i No phone

Days/times convenient to reach you 21Z My name

3 EOther - Specify

35. What are the names and addresses of two other people who will know where to get in touch with you

during the coming years? List no more than one person who now lives with you.- Remember to record the

relationship of these persons to you (for example, parent, friend, sister, cousin, etc.).

Street address

Telephone number (include area code) In whose name is the telephone number listed? (Mark (X) only one.)

( ) i~~~~~~~~~~~~~ lNo phone

2 II Name entered above

3 0 Other - Specify

Name 09~6 Relationship to you

Street address

City SaeZPCd

Telephone number (include area code) in whose name is the telephone number listed? (Mark (X) only one.)

1 11No phone

2 D Name entered above

3D Other - Specify

36. Not counting interruptions, how long did it take to complete this survey?

09-7- ___________Minutes

THIS COMPLETES THE QUESTIONNAIRE.

THANK YOU FOR ASSISTING US IN THIS IMPORTANT RESEARCH.

YOUR TIME AND EFFORT ARE APPRECIATED.

FORM TFS-2 112-10-911 Page 12 'U.S. Govem*Me Pflntinq O~flo. 1994 - 30D-807113114 990
ISBN 0-16-043201-4

9 780160 30 -
United States

Department of Education

Washington, DC 20208-5651

Postage and Fees Paid

U.S. Department of Education

Permit No. G-1 

7

Official Business

Penalty for Private Use, $300 Third Class