An Overview

of the

Schools and

Staffing Survey

(SASS)

NATIONAL CENTER FOR EDUCATION STATISTICS JULY 1996

U.S. Department of Education

Office of Educational Research and Improvement NCES 96-081
An Overview

of the

Schools and

Staffing Survey

(SASS)
U.S. Department of Education

Richard W. Riley

Secretary

Office of Educational Research and Improvement

Sharon P. Robinson

Assistant Secretary

National Center for Education Statistics

Pascal D. Forgione, Jr.

Commissioner

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

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

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

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

the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries.

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

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

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

policymakers, practitioners, data users, and the general public.

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

to a variety of audiences. You, as our customer, are the best judge of our success in communicating

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

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

National Center for Education Statistics

Office of Educational Research and Improvement

U.S. Department of Education

555 New Jersey Avenue, NW

Washington, DC 20208-5574

July, 1996

Contact:

Summer D. Whitener

(202) 219-1368
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SASS

INTRODUCTION

In the mid 1980s, The National Center for Education Statistics (NCES) - a component of the

Office of Educational Research and Improvement in the U.S. Department of Education -

conducted a number of surveys concerning

schools and school personnel. These surveys

were designed to collect data on, among

other issues, the demographics of the student

population, the varying demand for teachers in all regions of the nation, the educational

qualifications of school teachers and administrators, and the working conditions of

teachers.

The surveys conducted during this time period included the Private School Surveys of

1983–84 and 1985–86, the Public School Survey of 1984–85, the Teacher Demand and

Shortage Survey of 1983–84. Data from these

surveys have been used by Congress, state

education departments, federal agencies,

private school associations, and educational

research organizations.

In 1985, NCES undertook a critical review and

redesign of its elementary and secondary

school data system, identifying gaps in content and in design. As a result of this review,

NCES working with the Rand Corporation redesigned that part of the elementary/secondary system concerned with teacher demand and shortage, teacher and administrator characteristics, school programs, and

general conditions in schools.

This effort resulted in a unified set of surveys

that facilitates comparison between public

and private schools and allows linkages of

teachers, schools, school districts, and administrator data. The integrated set of surveys is

called the Schools and Staffing Survey (SASS).

A Teacher Followup Survey (TFS) is conducted

a year after the SASS survey to collect information on the teacher’s employment and

teaching status, educational activities and

future plans, and opinions on school climate

and job perception.

SASS has four core components: the Teacher

Demand and Shortage Survey, the School

Principal Survey, the School Survey, and the

School Teacher Survey. These surveys were

sent to public and private schools. During

the 1990–91 cycle an Indian School Questionnaire was added. During the 1993–94 cycle,

the following surveys were added: Indian

School Teacher Questionnaire, Indian Principal Questionnaire, a Student Records Questionnaire (one version for all 3 school types:

Public, Private and Indian), Library Media

Center Questionnaire (Public, Private, and

Indian), and Library Media Specialist/Librarian Questionnaire (Public, Private, and

Indian).

The first cycle of the SASS was conducted

during the 1987–88 school year followed by

the 1988–89 TFS. The second cycle of the SASS

was conducted during the 1990–91 school

year followed by the 1991–92 TFS. The third

cycle of the SASS was conducted during the

school year 1993–94 followed by the 1994–95

TFS. The data tapes and CD Roms from these

surveys are available through NCES. The next

expected collection of the SASS will take

place in 1998–99.

The U.S. Bureau of the Census was the data

collection agent for the SASS. They conduct

the SASS under NCES legislation “to collect,

and 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 U.S.C. 122le-1]). The SASS was

a mail-out/mail-back survey. Except for the

questionnaires sent to school districts and to

private schools, telephone followup was computer assisted in the 1993-94 cycle. The Student Records Questionnaire had a few personal visit interviews. A main feature of the

SASS data collection was the ability to link the

An Overview of the

Schools and Staffing Survey (SASS)
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SASS

3. Demographic characteristics, educational background and experiences of the

nations’s elementary and secondary school

principals;

4. Teacher salaries, teacher retirement

plans, teacher incentive plans, and staff training programs;

5. Estimates of teachers, by race, certification status, teaching experiences and training;

6. Characteristics of newly hired teachers

and the sources of supply of new teachers;

7. The demographic and economic characteristics of current and former teachers

(movers, leavers, and stayers);

8. Data on students, programs, and services used; and

9. Data on school libraries (supplies and

materials) and librarian’s salaries, benefits,

and educational background.

Furthermore, the SASS sample has been designed to support the following types of estimates and comparisons:

different components to examine the characteristics of the schools, principals, teachers, and students.

SASS and TFS data are available in two versions: the public-use data; and, for NCESapproved researchers, the restricted-use

data. The public-use versions place individual

data such as salaries into general categories

and reduce the level of geography available.

Researchers who meet a set of qualifications

described later may obtain restricted-use

data containing individual-level data that

permit linkage between all the SASS components for statistical research purposes.

NCES encourages educators, policy makers,

and researchers to make further use of these

data. On the pages that follow, readers will

find descriptions of the contents of the four

SASS components and the TFS, a discussion

of the survey design, operational procedures

used to collect these data, sample selection

procedures, the imputation system for item

nonresponse, and other technical

information.

For more information on the survey design

and procedures, see Quality Profile For SASS:

Aspects of the Quality of Data in the Schools

and Staffing Surveys (SASS), (Jabine, T., NCES

94-340). The information below describes the

1993-94 SASS, unless otherwise noted.

RESEARCH OBJECTIVES AND POLICY ISSUES

The analytical objectives for the 1993-94 SASS

address several major areas of concern. Educators and educational policy makers may

use data from SASS to characterize and analyze:

1. The nation’s public and private elementary and secondary teaching force;

2. The nation’s elementary and secondary public and private schools, their programs

and policies;

• national estimates for public and private schools, teachers, and administrators;

• state estimates for public schools,

teachers, school libraries, and librarians;

• state/elementary, state/secondary,

and national combined public school estimates;

• private school association estimates

and grade level estimates;

• estimates of change from 1988 to 1994

in school level characteristics;

• national estimates of school characteristics for schools with greater than 19.5%

Indian enrollment;

• national estimates of public and private school student demographics;
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matter and/or grade level). The information

gathered through this form is used to select

the sample for the SASS Teacher Survey.

The Teacher Demand and Shortage Survey

was mailed only to public school districts.

Comparable data for private and BIA schools

were collected on the Private School and

Indian School questionnaires. The questionnaire is divided into five sections. The first section requested information about student

enrollment in the school district. The second

section requested information about the

number of teachers (in full-time-equivalentsFTEs), teacher qualifications, new hires, and

hiring criteria. The third section requested information about library media specialists/librarians. The fourth section requested information about programs and services provided by the school district. The last section,

on district policies, requested information on

teacher salary schedules, staff training incentives, and high school graduation

requirements.

The data obtained from the Teacher Demand

and Shortage Survey provide indicators of

teacher demand and shortage and estimates of the number of teachers who hold

certification in their field of assignment in

1993–94. Additions to the 1993-94 Teacher

Demand and Shortage questionnaire were

made in the areas of staffing and district programs and policies. School districts were

asked to provide the number of itinerant FTE

teachers, the number of FTE media specialists/librarians who were laid off, and whether

or not the district has an agreement with a

teacher’s union or organization for the purpose of collective bargaining or meet-andconfer discussions. Districts were asked about

programs for children in the years before kindergarten, the provision of Chapter 1 services,

and participation in the National School

Lunch Program. Questions concerning community service requirements for the class of

1994 and if districts have written policies regarding drug, alcohol, and tobacco use/

abuse were also added to the 1993-94 SASS.

• national estimates for the Bureau of

Indian Affairs (BIA) schools, teachers, administrators, students, libraries, and librarians;

• national estimates for public and private school libraries, librarians, and students by school level and urbanicity;

• national estimates for private school

libraries, librarians, and students by major affiliation (Catholic, Other religious,

and Non-sectarian).

• What is the extent of turnover in the

nation’s teaching force?

• What are the sources of new

teachers?

• Do the nation’s teachers have

aadequate academic backgrounds?

• Are the nation’s school administrators

fully prepared to carry out their functions

as educational and managerial leaders?

• How are school programs and policies related to teacher turnover and attrition?

• How do geographic location, community size, and school size affect students’ access to programs and services?

• What are the academic requirements

for graduation in the United States, and

how do they vary by state and type of

school?

SASS data can then be used to address, at

least in part, policy issues like the following:

SURVEY CONTENT

The Teacher Listing Form was mailed at the

beginning of the school year to all public,

private, and BIA schools in the SASS sample

to obtain a complete list of all the teachers

employed at each school. The form includes

space for schools to indicate the race/

ethnicity of each teacher, whether the

teacher is “new” (less than 3 years of experience), whether the teacher is bilingual and/

or teaching English as a Second Language,

and the teacher’s assignment (subject
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SASS

The School Principal Survey obtained information about the age, sex, race/ethnicity,

and perceptions of school principals/school

heads. Questions required both objective

responses (e.g., number of years of teaching

experience) and judgmental responses (e.g.,

ranking the seriousness of school problems).

The data derived from this survey describe

characteristics of school principals/school

heads and provide an insight into which

school problems administrators view as serious and how they perceive their influence

on school policies. In 1993-94, three versions

of the School Principal Questionnaires were

sent respectively to the principals or heads

of public schools, private schools, and BIA

schools. The three versions contained only

minor differences in phrasing to reflect possible differences in governing bodies and position titles between public schools, private

schools, and BIA schools.

The 1993-94 questionnaire for the School Principal Survey was expanded from previous

cycles to collect information on second

bachelor’s and master’s degrees, the college

or university from which the bachelor’s degree was received, grade levels for the school

previously served as principal, and number

of years served in school positions other than

as a principal or teacher. Additional locusof-control items have been included, and the

number of school problems rated for seriousness has been increased. One area which

can be considered as completely new covers breaks in service as a principal.

The School Survey questionnaires were sent

to public schools, private schools, and Bureau

of Indian Affairs schools. The private school

version of the questionnaire included items

for identifying the religious or other affiliation

of the school. Private and BIA School Questionnaires also asked about the number of

teachers (in FTEs), hiring criteria, incentives for

staff training, and high school graduation requirements (this information was obtained for

public schools through the Teacher Demand

and Shortage Survey). All versions of this survey obtained information about schools such

as student enrollment, staffing patterns,

teaching vacancies, teacher turnover, types

of programs and services offered, length of

school day and school year, high school

graduation rates, and college application

rates.

Additions to the 1993-94 School Survey questionnaires from previous cycles include new

items on National Education Goals for the

year 2000 (e.g., school safety and policies to

prevent alcohol and other drug use by students), school governance, Limited-English

Proficient students, and preschool activities.

On the Public and BIA School questionnaires,

a new item on American Indian/Alaska Native courses was added. A few items, such as

counts of staff and free or reduced-price

lunch participation, were reworded to clarify

the meaning of the question for respondents.

A number of formatting changes were also

made to aid the flow of the questionnaire.

The Teacher Survey questionnaires were sent

to teachers in public schools, private schools,

and BIA schools. The three versions of the

questionnaire were virtually identical. The survey collected data from teachers regarding

their education and training, teaching assignment, teaching experience, certification,

teaching workload, perceptions and attitudes about teaching, job mobility, and workplace conditions.

The questionnaire for the 1993-94 Teacher

Survey features expanded certification categories (including alternative teacher certification), an expanded section on teacher

professional development and in-service

education, questions about benefits received

(comparable to questions in the administrator questionnaire), and a return to the 1987-

88 SASS teacher opinion items.

In 1993-94, a Student Records component

was added to the SASS. The questionnaire

solicits information about a student that can

be answered by a school administrator using

the student's school record. The survey provides information on the types of services students receive, and the types of math and

science courses they are enrolled in. The students can be linked to their schools and

teachers.
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in public and private schools who teach students in grades K–12, and schools that have

libraries and librarians (library media

specialists).

ESTIMATES

SASS was designed to provide estimates for

public schools at both the national and state

levels; private schools were selected to be

representative at the national and association levels; and all the BIA schools were included in the survey.

The 1993–94 SASS selected 13,000 schools

(9,784 public, 3,360 private, and 176 BIA) and

administrators, and 68,000 teachers (56,736

public, 11,548 private), 5,500 school districts

associated with the selected schools and 100

districts not associated with schools, 6,900 students, and 7,600 libraries and librarians.

SAMPLING FRAMES

The 1991–92 Common Core of Data (CCD)

served as the sampling frame for the public

school sample. These data are collected

annually by the NCES from all state education agencies. This frame includes regular

public schools, Department of Defense operated military base schools, and special

purpose schools such as special education,

vocational, and alternative schools. Schools

outside of the United States, and schools that

only teach prekindergarten, kindergarten or

postsecondary students were deleted from

the file.

The sampling frame for private schools was

the 1991–92 Private School Survey, updated

with 1992–93 association lists. This data collection uses 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 included on

the list frame and thereby compensate for

the undercoverage of the list frame.

The 1993-94 SASS included, for the first time, a

supplemental Library Survey. The supplement

consists of two questionnaires — one focusing on the library and media equipment and

services made available to students and the

other focusing on the qualifications and working conditions of the school library media

specialist/ librarian. Both surveys were sent to

public schools, private schools, and BIA

schools.

The Teacher Followup Survey (TFS) was sent

the year following the SASS in school year

1994–95 to a sample of participants in the

SASS Teacher Survey. These questionnaires

were of two types: a version for participants

who were still teaching, and another version

for those who had left the teaching profession. In addition to questions about employment and teaching status and about possible

sources of dissatisfaction with teaching as a

profession, the questionnaires included questions about family size and income. Data

derived from the TFS allow for comparative

analysis of public and private school teacher

job satisfaction and movement within and

out of the teaching profession.

Although the Private School Survey (PSS) is

not part of the SASS, it is used as the SASS sampling frame for private schools. PSS provides

information on student enrollment, length of

school year and school day, graduation and

college application rates, number of teachers, and religious affiliation and association

membership. It is conducted on all private

schools in the nation. Since both the PSS and

SASS were administered in 1993-94, special

steps were taken to avoid sending both questionnaires to the private schools in the SASS

sample. The private schools in the SASS

sample were not sent a PSS questionnaire;

instead, the PSS items were embedded in the

SASS private school questionnaire.

TARGET POPULATION

The target populations for the 1993–94 SASS

were public school districts, public, private,

and BIA schools with students in any of grades

1–12, principals of those schools, teachers
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The Indian frame consisted of a list of all elementary, secondary, and combined schools

that the BIA operated or funded during the

1991–92 school year. The entire list of these

schools was included in the SASS sample.

The population of teachers included teachers who were employed by the public, private, and BIA schools described above during the fall of 1993. The sample of teachers

was selected from a list of all teachers who

taught students in grades K–12 for each

school in sample.

The population of students included anyone

in grades K–12 who was taught by a teacher

described above during the fall of 1993. The

sample of students was selected from class

rosters obtained for sampled class periods

from a subsample of the total sample of

teachers. Teachers were subsampled from

public, private, and BIA schools.

EDITS

Questionnaires returned by individual respondents and those completed by field representatives in the telephone followup were

sent to the Census Bureau. Upon receipt,

clerks assigned codes to each questionnaire

to indicate its status — e.g. complete interview, refusal, deceased (for teachers and students), school no longer exists. Fractions were

rounded to whole numbers. Other codes

were assigned when applicable.

The next step in processing was to make a

preliminary determination of each case’s interview status (ISR) — i.e., whether it was an

interview, a noninterview, or was an out-ofscope respondent. After this step a computer

preedit program generate a list of cases

where problems occurred as defined by edit

specifications, depending on each survey.

After preedit corrections were made, each

file was subjected to another computer edit.

This edit consisted of a range check, a consistency edit, and a blanking edit.

After the completion of the range check,

consistency edit, and blanking edit, the

records were put through another edit to

make a final determination of whether the

case was eligible for the survey, and, if so,

whether sufficient data had been collected

for the case to be classified as an interview.

A final interview status recode (ISR) value was

assigned to each case as a result of the edit.

IMPUTATION

For questionnaire items that should have

been answered but were not, values were

imputed by (1) using data from other items

on the questionnaire, (2) extracting data from

a related component of the SASS, (3) extracting data from the sample file (PSS or CCD),

and (4) extracting data from the record for a

sample case with similar characteristics (commonly known as the “hot deck” method for

imputing for item nonresponse).

WEIGHTING

Sample units were weighted to produce national and state estimates for public and BIA

schools, teachers, administrators, LEAs (public only), students (nationally only), libraries,

and librarians. The private sector was

weighted to produce national and affiliation

group estimates.

RESPONSE RATES

Below are the unweighted and weighted

questionnaire response rates for the SASS

components. The unweighted response rates

are defined as the number of in-scope responding questionnaires divided by the number of in-scope sample cases. The weighted

response rates are defined the same way,

using the base weight (inverse of the probability of selection) of the record.
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 Weighted and unweighted SASS questionare response rates, 1993-94

 Unweighted Weighted

Survey Type response rate response rate1

Teacher Demand and Shortage (LEA) 93.1 93.9

Public School Administrator 96.6 96.6

Private School Administrator 90.3 87.6

Indian School Administrator 98.7 98.7

Public School 92.0 92.3

Private School 84.1 83.2

Indian School 99.3 99.3

Public Teacher2 88.9 88.2

Private Teacher3 80.6 80.2

Indian Teacher 87.1 86.6

Public School Student4 90.2 91.2

Private School Student5 87.6 88.4

Indian School Student6 93.7 92.7

Public School Library 91.1 89.9

Private School Library 77.7 68.8

Indian Library 89.4 89.4

Public School Librarian 93.5 92.3

Private School Librarian 83.9 76.5

Indian Librarian 88.3 88.3

1Weighted using the inverse of the probabitlity of selection.

2

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

3

These rates do not include the 9 percent of private schools that did not provide teacher list.

4

These rates do not include the 12 percent of public schools that did not participate in student sampling.

5

These rates do not include the 21 percent of private schools that did not participate in student sampling.

6

These rates do not include the 6 percent of Indian schools that did not participate in student sampling.
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SASS

 Summary of unweighted item response rates by SASS questionnare, 1993-94

 Percent of

 Percent of

 items with a

 Range of items with a response

 item response rate of

 response rate of 90%

 less than

Questionare rates or more 75%

LEAs (SASS- 1A) 67-100% 91% 1%

Principals

 Public (SASS-2A) 65-100% 92% 4%

 Private (SASS-2B) 55-100% 90% 6%

 Indian (SASS-2C) 72-100% 91% 1%

Schools

 Public (SASS-3A) 83-100% 83% 0%

 Private (SASS-3B) 61-100% 77% 3%

 Indian (SASS-3C) 70-100% 84% 1%

Teachers

 Public (SASS-4A) 71-100% 91% 0%

 Private (SASS-4B) 69-100% 89% 1%

 Indian (SASS-4C) 70-100% 84% 3%

Students (SASS-5)

 Public 90-100% 97% 0%

 Private 84-100% 97% 0%

 Indian 79-100% 88% 0%

Libray Media Center

 Public (LS-1A) 57-99% 81% 5%

 Private (LS-1B) 66-99% 80% 4%

 Indian (LS-1C) 61-100% 82% 1%

Librarians

 Public (LS-2A) 61-100% 87% 6%

 Private (LS-2B) 50-100% 80% 11%

 Indian (LS-2C) 56-100% 87% 5%
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CHANGES IN SASS DESIGN AND CONTENT

FROM 1991 TO 1994

Several changes in survey procedures, design, and content were made between the

completion of the second cycle of the SASS

(1990–91) and the implementation of the third

cycle of the SASS in school year 1993–94.

Design Changes

Below is a summary of the changes made to

the 1993–94 sample design.

1. To improve the precision of the 1993–94

private sector estimates, the 1991–92 Private

School Survey (PSS) was used as a sampling

frame. The private school stratum definitions

were based on the 1991–92 school reports of

association membership and affiliation.

2. Private school weights were adjusted so

that the total number of private schools in

the 1993–94 SASS agrees with the total number of private schools in the 1993–94 PSS.

3. For the private sector, the sample was

reallocated to publish estimates for one additional association, making a total of 19 associations.

4. In the 1993–94 SASS, a library/librarian

survey was initiated, as well as a student administrative records survey.

5. The cutoff for the identification of a

Native American school was changed from

an enrollment greater than 25 percent to an

enrollment greater than 19.5 percent.

6. All the Bureau of Indian Affairs schools

were included in the 1993-94 SASS.

7. Computer Assisted Telephone Interview

(CATI) facilities were used extensively for the

nonresponse followup of the teacher survey,

librarian survey, library survey, public school

survey, and administrator survey.

8. Teacher lists from sample schools were

keyed to provide better control over sample

sizes by stratum and to improve the effectiveness of the sort.

9. Administrators who teach were eligible

for the teacher sample in addition to receiving an administrator questionnaire.

New Components

For the 1993–94 school year, three components were added to the SASS:

The Student Records Questionnaire which

collected student data from school administrative records;

The Library Media Center Questionnaires

which collected data on school libraries;

The Library Media Specialist/Librarian Questionnaires which collected data on school

librarians;

Content Changes

The following data items were added to each

survey.

Teacher Demand and Shortage Questionnaire was expanded to include additional

questions on participation in prekindergarten,

federal lunch, Chapter 1, and choice programs; new data were collected on community service requirements for high school

graduation, position abolishment due to budget cuts, emergency certification, policies on

discipline and or drug use, and incentives for

completion of training or college courses.

School Principal Questionnaire was expanded to include questions on where the

principal’s college degree was earned, as

well as information on other degrees. Other

new items included if principal ever taught,

breaks in his/her education career, and the

year when he/she will be eligible for retirement.
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School Questionnaire was expanded to include additional questions on Limited English

Proficiency (LEP), prekindergarten, job placement, tech-prep, drug, alcohol, American

Indian programs.

Teacher Questionnaire was expanded to include questions on where his/her college

degrees were earned, information on other

degrees, certification in what he/she was

currently teaching, opinions about violence

in the school, and year when eligible for retirement.

TIMING

The 1993–94 school district, principal, library,

and librarian questionnaires were mailed in

October 1993; school questionnaires and

about three-fourths of the teacher questionnaires were mailed in early December. Data

collection for all SASS components ended in

Spring 1994.

CONFIDENTIALITY PROTECTION MEASURES

SASS data are released in accordance with

the provisions of the General Education Provisions Act (GEPA) [20-USC 1221e-1] and the

Carl D. Perkins Vocational Education Act.

Under Public Law 100-297, the National Center for Education Statistics is responsible for

protecting the confidentiality of individual

respondents and releases data for statistical

purposes only. Record matching or deductive disclosure by any user is prohibited.

To ensure that the confidentiality provisions

contained in PL 100-297 have been fully

implemented, procedures for disclosure

avoidance were used in preparing public-use

microdata for release. Every effort was made

to provide the maximum research information consistent with reasonable confidentiality protections.

The data are made available in on abridged

form to researchers and the general public.

Identification items on these public-use data

are coded or deleted to protect the confidentiality of survey participants. Researchers who meet a set of qualifications may obtain restricted-use data containing codes that

facilitate linkage between surveys for statistical research purposes.

DATA PRODUCTS

Public-Use Data

In the public-use data all state identifiers and

stratum codes have been removed to prevent the disclosure of identities of individual

administrators, teachers, and students. Detailed affiliation codes for private schools

have been collapsed into three categories:

Catholic, Other Religious, and Non-sectarian.

On the Administrator and Teacher file income,

age, and college or university, were coded

into categories for the public-use data. CD

ROMS are the principal medium for obtaining SASS public-use microdata. Data tapes

are also available by calling the NCES’ National Education Data Resource Center at

703-845-3151 or fax the request to 703-820-

7465 or use the NEDRC Internet address:

nedrc@inet.ed.gov.

Restricted-Use Data

Researchers requesting access to the restricted data must obtain a license to use

these data by providing the following information:

1. The title of the survey(s) to which access is desired.

2. A detailed discussion of the statistical

research project which necessitates accessing the NCES survey.

3. The name and title of the most senior

official having the authority to bind the organization to the provisions of the license

agreement.
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4. The name and title of the principal project

officer who will oversee the daily operations.

5. The phone number, names(s) and title(s)

of professional and technical staff who will

be accessing the survey data base.

6. The estimated loan period necessary for

accessing the NCES survey data base.

7. The desired computer media format and

conversion (e.g. 9-track tape, CD ROM, or

ASCII, EBCDIC).

Return all of the above information to:

Restricted-Use Data

Statistical Standards and Methodology

Services Group

NCES/OERI

U.S. Department of Education

555 New Jersey Ave., NW

Washington, DC 20208

SASS RESEARCH AND EVALUATION

In order to improve methods and procedures

for future data collection cycles of the SASS,

NCES staff work with the Bureau of the Census Staff and with researchers in the private

sector and academic communities to improve methods and procedures. The following is a list of projects in the SASS research

and evaluation program:

Planning and Development

• SASS Redesign Project — The aim of this

project is to help evaluate the role of the SASS

in the elementary and secondary data collection programs of the NCES and to plan for

the 1998–99 administration of the survey. The

project will help identify the current uses of

the data, as well as emerging educational

research topics to be covered in future administrations of the SASS. As part of the

project, 11 papers have been commissioned

to examine the design and content of the

SASS and make recommendations for improving, focusing, and expanding the use of the

SASS for educational research.

• Teacher Instructional Practices — This

project will advance survey methods of capturing information about classroom instruction, and improve NCES' ability to measure

and describe the educational experiences

of students for the purpose of better understanding their academic achievement. A

national random sample of secondary mathematics teachers will complete a survey of

instructional practices; a subsample will also

provide more detailed daily information with

which to assess reporting consistency between the two methods. Results will inform

decisions about incorporating specific items

into current NCES data collection activities.

• Private School Finance Questionnaire — This

project is part of a larger project whose goal

is to establish a private school finance data

collection. The initial phase established the

difficulty of collecting common finance data

through the private school associations. This

project involves creating a set of finance

items that can either be added to an existing survey of private schools or be used as

the basis for an entire questionnaire dedicated to private school finance.

• Feasibility of Conducting a Longitudinal Survey of Schools — This study will evaluate the

substantive advantages and disadvantages

and the technical feasibility of undertaking

a longitudinal study of schools. The project is

made up of two activities. The first one evaluates the suitability of using current NCES crosssectional data systems for longitudinal analyses of school organization. The 30 percent

sample overlap in consecutive SASS surveys

is used to study weighting issues and analysis

procedures relevant to a longitudinal survey

of schools. The second bactivity combines

the SASS example with a conceptual paper,

including recommendations on the feasibility of adopting components of a longitudinal design, burden constraints, weighting issues, context changes, design adaptations,

and potential mergers of current NCES data

systems. Various experts in the fields of organization research and school research and

policy will be consulted as background for

the conceptual paper.
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SASS

SASS

• Professional Development, Teaching Quality, and Student Learning: Recommendations

for National Data Collection — NCES is conducting a study to identify the relationships

among professional development, teaching

quality, and student learning for the purpose

of defining data collection items that can accurately portray those relationships at the national level. As reform movements seemingly

sweep the nation, professional development

will become an increasingly important vehicle through which schools and jurisdictions

can meet their instructional goals. Through

this study, NCES hopes to advance efforts to

assess professional development in large

scale surveys.

The project has three major parts: (1) investigating and synthesizing existing research on

the relationships among three elements (professional development, teaching quality, and

student learning) and on the current means

of measuring professional development; (2)

determining the specific and future data

needs within OERI, NCES, the Institutes and

Labs, and the National Goals Panel; and (3)

recommending a direction for future data

collection and reporting on professional development.

• Development of a SASS Student Achievement Subfile through Linkage to State Assessment SASS provides in-depth data on teachers and school programs, services, and climates. The value of SASS can be enhanced

by adding student outcome data. An inexpensive source of school-level outcome data

for studying schools within each state is existing state assessments; and by transforming to

a common metric across states, within-state

results can be pooled across states. Because

most states participate in State NAEP, linkage

to NAEP can be used to construct a common metric for state assessments, which even

though they will not support between-state

comparisons, will facilitate important policy

studies. To address questions of power, accuracy, and generalizability, a pilot study

 merging school–level state assessment data

in a few states with 1993-94 SASS will evaluate

the feasibility and usefulness of this strategy

to enhance SASS.

Sampling Frame

• PSS Frame Updating Matching System Improvement — The 1995 PSS list frame matching operation incorporated some automation features (e.g., computer matching files,

string searching to identify possible matches)

which improved the timing, cost and accuracy of this matching operation. This project

investigates other improvements that could

be made to this matching system (e.g., more

computer matching of files, use other matching systems available at the Census Bureau,

have the computer make more of the

matching decisions), implement these improvements, and test the performance of this

improved matching system. The effects of the

changes in the matching procedures on the

unduplication process will be measured and

compared with previous PSS enumerations.

• Private School Time Series — Both SASS and

PSS are used to produce estimates of the private school universe. In the past, these surveys have generally collected data for different school years (except for the most recent surveys which both covered the 1993–

94 school year). As such, these estimates

could be used to form a private school time

series. Unfortunately, due to some differences

in SASS and PSS (e.g., different area frame and

list frame updating was used), the estimates

from SASS and PSS are somewhat inconsistent.

Based on current planning, the next SASS will

cover the 1998–99 school year and the next

PSS will cover the 1995–96, 1997–98, 1999–

2000,... school years. This research will study

SASS and PSS design and procedural changes

that will enable a more consistent private

school time series to be produced.

• Private School Area Frame PSU Design

Changes — Both PSS and the private school

component of the SASS include an area

frame operation which identifies schools missing from the private school list frame. This area

frame operation is conducted in about 125

sample PSUs. Although new samples of PSUs

are selected, basically the same sample

design methodology has been used for these

frames. Recently, some research was completed that developed the methodology to
13

SASS

mail response rates for these surveys will be

beneficial to the overall cost of these surveys.

This research includes a review of the work

done to improve mail response rates for other

mail data collections (e.g., the Decennial

Census) to identify techniques useful for SASS,

TFS, and PSS.

• Public School Teacher Computer Assisted

Telephone Interview (CATI) Test — The increased use of technology has resulted in

more extensive use of CATI. The SASS has traditionally used a decentralized telephone follow-up data collection for nonresponding

teachers. During the 1993–94 SASS, the

teacher survey split nonrespondents into a

sample designed for the traditional telephone

follow-up and a sample designated for CATI

follow-up. This project will analyze the differences in estimates by selected teacher characteristics between the CATI and traditional

telephone follow-up.

Nonresponse

• 1990–91 Nonresponse Study — Nonresponse

studies are motivated by a need to measure

the success of the sampling scheme, explain

nonresponse where possible, control and

adjust survey estimates for bias, and improve

survey operations. The 1990–91 SASS

Nonresponse Study examined factors related

to nonresponding schools, districts, teachers,

and principals. These characteristics are limited to data available for all sampled cases,

such as the school or district enrollment size,

the geographic locale of the school, the state

in which the unit was located or the type of

private school, and so forth. Both descriptive data and a logistic regression model of

the data were analyzed.

• 1993–94 Nonresponse Study — The 1993–94

SASS Nonresponse Study extends the work of

the earlier nonresponse study by examining

nonresponse characteristics for the new components: library/media centers, librarians,

and student records. Other frame variables

of potential interest will be investigated. Additionally, the effects of cumulative hierarchical nonresponse (such as the school’s

nonresponse factored into the percentage

of schools not providing a teacher list) will be

Questionnaire Design

• Cognitive Research on The Teacher List

Form — The sample frame used to select the

teacher sample for SASS is created from the

data captured in the teacher listing form

data collection operation. The version of the

teacher listing form used during the 1993–94

SASS experienced some data problems (e.g.,

the race of some teachers was misclassified

as Native American rather than white). This

research will involve the development of a

revised teacher listing form that addresses the

problems encountered during the 1993–94

data collection cycle.

• Cognitive Research on the SASS Teacher

Questionnaire — The Center for Survey Methods Research of the Bureau of the Census is

evaluating selected questions on the Teacher

Questionnaire — their experience, training,

workload and attitudes. New (total teaching experience is less than 3 years) and experienced teachers will be interviewed from

public and private schools.

• Cognitive Research on Reporting Association Membership in the Private School Survey

(PSS) — The Cognitive Studies Group of The

Bureau of Labor Statistics is evaluating the PSS

items used to determine private school religious orientation and affiliation, and association membership. This study will result in the

modification and reformatting of existing

items.

Data Collection

• Improving Mail Response — The data collection procedures used for SASS, TFS, and PSS

involve an initial mail component which includes several mailings and reminders, and

then a telephone follow-up of the mail

nonresponses. Improvements made to the

model the undercoverage of private schools

from the list frame. The area frame PSU design research will identify alternative design

changes that use the different aspects of the

undercoverage model. The design changes

will be evaluated in terms of their expected

effect on the efficiency of the sample design.
14

SASS

SASS

analyzed. Analysis of the new SASS components (student records, school libraries, and

school librarians) will be examined for the effects of cumulative nonresponse.

Reinterview

• Reinterview Studies of NCES — Most of the

data collection programs of NCES have some

variation of reinterview study completed as

part of the field test or as part of the main

study. Correlations or gross difference rates

for selected items are usually reported. The

purpose of this study is to summarize the results of recent NCES reinterview studies, describe how the reinterview study was done,

and analyze how the results were used.

Estimation

• Improved Generalized Least Squares (GLS)

Estimation in NCES Surveys — PSS and SASS

both measure the number of teachers, students, and schools. The respective SASS and

PSS estimates do not always agree. In terms

of reliability and consistency, SASS estimates

would be improved if they agreed with PSS

estimates. Simple raking procedures can be

used to make PSS and SASS agree for any one

of these variables. In fact, the 1993–94 SASS

is adjusted to 1993–94 PSS estimate of the total number of schools in the nation. However,

raking will not work if it is desired to make the

three estimates agree simultaneously. This

study is an attempt to use GLS methodology

to adjust SASS weights so the SASS estimates

of the number of schools, teachers and students agree with the PSS.

Periodicity

• SASS Periodicity Study — Given the current

government budget constraints, the question

of the frequency of the SASS data collection

is an important question. SASS is now on a

five year cycle although originally envisioned

for a two year cycle. To more formally address this issue, mathematical models can be

formulated to measure the sampling error

and the error associated with using the previous value until a new value is collected.

These models can be applied to the SASS

estimates assuming different periodicities and

a fixed yearly costs. This study uses SASS data

across the last three cycles to determine the

optimum periodicity for SASS.

• Private School State Estimates — PSS has

been used to produce state estimates for private schools. The area frame component of

PSS is designed for regional estimates. Hence,

not every state has selected PSUs in the area

frame. This leads to some state estimates that

assume no school undercoverage. This is not

likely to be true. This study is an attempt to

use small area estimation procedures to

develop undercoverage estimates in every

state, thereby, improving the PSS state estimates.
15

SASS

The following SASS data products may be

obtained free of charge while supplies last

from:

U.S. Department of Education

National Center for Education Statistics

SASS Data Products

555 New Jersey Avenue, NW, Room 422

Washington, DC 20208-5651

Reports

• Out-of-Field Teaching and Educational

Equality (NCES 96-040)

• Schools and Staffing in the United States:

A Statistical Profile: 1993–94 (NCES 96-124)

• Private School Universe Survey, 1993–94

(NCES 96-143)

• SASS by State, 1993-94 Schools and Staffing

Survey: Selected State Results (NCES 96-312)

• Comparing Key Organizational Qualities

of American Public and Private Secondary

Schools (NCES 96-322)

• Schools and Staffing in the United States:

Selected Data for Public and Private Schools,

1993-94 (E.D. Tab, NCES 95-191)

• Private Schools in the United States: A Statistical Profile, 1990–91 (NCES 95-330)

• Teacher Supply in the U.S.: Sources of Newly

Hired Teachers in Public and Private Schools,

1988–1991(NCES 95-348)

• Characteristics of American Indian and

Alaska Native Education, Results from the

1990–91 SASS (NCES 95-735)

• Teacher Supply, Teacher Qualifications and

Teacher Turnover, Aspects of Teacher Supply

and Demand in the U.S., 1990–91

(NCES 95-744)

• The Patterns of Teacher Compensation

(NCES 95-829)

• Characteristics of Stayers, Movers, and

Leavers: Results from the Teacher Followup

Survey, 1991-92 (E.D. Tab, NCES 94-337)

• SASS by State (NCES 94-343)

• Private School Universe Survey, 1991-92

(NCES 94-350)

• Qualifications of the Public School Teacher

Workforce: 1988 and 1991 (NCES 94-665)

• America’s Teachers: Profile of a Profession

(NCES 93-025)

• Private School Universe Survey, 1989-90

(NCES 93-122)

• Selected Tables on Teacher Supply and

Demand (E.D. Tab, NCES 93-141)

• Schools and Staffing in the United States: A

Statistical Profile, 1990-91 (NCES 93-146)

• Schools and Staffing in the United States:

Selected Data for Public and Private Schools,

1990-91 (E.D. Tab, NCES 93-453)

• Schools and Staffing in the United States: A

Statistical Profile, 1987-88 (NCES 92-120)

• Characteristics of Stayers, Movers, and

Leavers: Results from the Teacher Followup

Survey, 1988-89 (E.D. Tab, NCES 91-128)

Schools and Staffing Survey (SASS) DATA PRODUCTS
16

SASS

SASS

Forthcoming Reports

• Characteristics of American Indian and

Alaska Native Education, Results from the

1993–94 SASS

• America’s Teachers: Profile of a Profession,

1993–94

• The State of Teaching as a Profession,

1990–91

• The Effects of Professionalization on Teachers: A Multi-Level Analysis, 1990–91

• Time Spent Teaching Core Academic Subjects in Elementary Schools: Comparisons

Across Community School, Teacher, and Student Characteristics

• Job Satisfaction Among America’s Teachers: Effects of Workplace, Conditions, Background Characteristics, and Teacher Compensation, 1993–94

• A Profile of Administration Policies and Practices for Limited English Proficiency Students:

Screening Methods, Teacher Training, and

Program Support, 1993–94

• Private Schools in the U.S.: A Statistical Profile, 1993–94

• Sources of Newly Hired Teachers in Public

and Private Schools, 1988–94

• Characteristics of Students’ Programs: Results from Their Student Records, 1993–94

• Characteristics of Stayers, Movers, and

Leavers: Results from the Teacher Followup

Survey, 1994-95

• Characteristics of Public School Districts,

1993-94

• School Principals in the United States, 1993-

94

Issue Briefs

• Are High School Teachers Teaching Core

Subjects Without College Majors or Minors in

Those Subjects? (Issue Brief, NCES 96-839)

• Where Do Minority Principals Work? (Issue

Brief, NCES 96-840)

• What Academic Programs are Offered

Most Frequently in Schools Serving American

Indian and Alaska Native Students? (Issue

Brief, NCES 96-841)

• How Safe are the Public Schools: What Do

Teachers Say? (Issue Brief, NCES 96-842)

• Extended Day Programs in Elementary and

Combined Schools (Issue Brief, NCES 96-843)

• What Criteria are Used in Considering

Teacher Applicants? (Issue Brief, NCES 96-844)

• Private School Graduation Requirements

(Issue Brief, NCES 95-145)

• How Much Time Do Public and Private

School Teachers Spend in Their Work? (Issue

Brief, NCES 95-709)

• Migration and Attrition of Public and Private School Teachers: 1991–92 (Issue Brief,

NCES 95-770)

• Which Types of Schools Have the Highest

Teacher Turnover? (Issue Brief, NCES 95-778)

• Libraries/Media Centers in Schools: Are

There Sufficient Resources? (Issue Brief, NCES

95-779)

• Who Influences Decisionmaking About

School Curriculum: What Do Principals Say?

(Issue Brief, NCES 95-780)
17

SASS

• Public and Private School Principals: Are

There Too Few Women? (Issue Brief, NCES 94-

192)

• Sources of Newly Hired Teachers in Public

and Private Schools, 1988-91 (Issue Brief, NCES

94-481)

• What are the Most Serious Problems in

Schools? (Issue Brief, NCES 93-149)

• Teacher Salaries—Are They Competitive?

(Issue Brief, NCES 93-450)

• Teaching and Administrative Work Experience of Public School Principals (Issue Brief,

NCES 93-452)

• Teacher Attrition and Migration (Issue Brief,

NCES 92-148)

Video

• Americas Teachers: Profile of a Profession

Methods

• 1993-94 Schools and Staffing Survey:

Sample Design and Estimation (Technical

Report, NCES 96-089)

• An Exploratory Analysis of Nonrespondents

in the 1990-91 Schools and Staffing Survey

(NCES 96-338)

• Design Effects and Generalized Variance

Functions for the 1990–91 Schools and Staffing Surveys (SASS) Volume I--User’s Manual

(NCES 95-342I)

• Design Effects and Generalized Variance

Functions for the 1990–91 Schools and Staffing Surveys (SASS) Volume II--Technical Report

(NCES 95-340II)

• Quality Profile for SASS: Aspects of the Quality of Data in the Schools and Staffing Surveys (Technical Report, NCES 94-340)

• 1990-91 Schools and Staffing Survey: Sample

Design and Estimation (Technical Report,

NCES 93-449)

• Modeling Teacher Supply and Demand,

with Commentary (Research and Development Report, NCES 93-461)

• 1987-88 Schools and Staffing Survey:

Sample Design and Estimation (Technical

Report, NCES 91-127)

CD-ROMs

• Schools and Staffing Survey: 1993–94 Electronic Codebook and Public Use Data

• Schools and Staffing Survey: 1990–91 Electronic Codebook and Public Use Data

• Schools and Staffing Survey, 1987–88

Microdata and Documentation

Questionnaires

• SASS and PSS Questionnaires 1993–1994

(NCES 94-674)

• SASS and TFS Questionnaires 1990–1991

• SASS and TFS Questionnaires 1987–1988

User’s Manuals

• 1990–91 Schools and Staffing Survey: Data

File User’s Manual Volume I: Survey Documentation (NCES 93-144-I)

• 1990–91 Schools and Staffing Survey: Data

File User’s Manual Volume II: Restricted-Use

codebook (NCES 93-144-II)
18

SASS

SASS

• 1990–91 Schools and Staffing Survey: Data

File User’s Manual Volume III: Public-Use

codebook (NCES 93-144-III)

• 1990–91 Schools and Staffing Survey: Data

File User’s Manual Volume IV: Bureau of Indian Affairs (BIA) Restricted-Use Codebooks:

Administrator, Schools, and Teachers (NCES

93-144-IV)

• 1991–92 Teacher Followup Survey Data File

User’s Manual—Public-Use Version (NCES 94-

331)

• 1991–92 Teacher Followup Survey Data File

User’s Manual—Restricted-Use Version (NCES

94-478)

• 1988–89 Teacher Followup Survey Data File

User’s Manual—Public-Use Version (NCES 92-

058)

Forthcoming User’s Manuals

• 1993–94 Schools and Staffing Survey, Data

File User’s Manual Volume I: Survey Documentation

• 1993–94 Schools and Staffing Survey, Data

File User’s Manual Volume II: Restricted-Use

Codebook

• 1993–94 Schools and Staffing Survey, Data

File User’s Manual Volume III: Public-Use

Codebook

• 1993–94 Schools and Staffing Survey, Data

File User’s Manual Volume IV: Bureau of Indian Affairs (BIA) Restricted-Use Codebooks:

Administrator, Schools, and Teachers

• 1993–94 Schools and Staffing Survey, Data

File User’s Manual Volume V: Restricted-Use

Codebook Students’ Records

Conference Papers

• Using Classroom Instructional Process Items

in National Center for Education Statistics

Study to Measure Student Opportunity to

Learn: A Progress Report

• Heaven or Hell? The Teaching Environment

of Beginning Teachers

• Using Opportunity to Learn Items in Elementary and Secondary National Surveys

• Characteristics of Public and Private School

Teachers

• Characteristics of Mathematics and Science Teachers

• Teacher Training, Certification and Assignment

• Teacher Turnover: Patterns of Entry To and

Exit from Teaching

• Moonlighting Among Public and Private

School Teachers

• Characteristics of Bilingual Education and

English as a Second Language Teachers

• Highlights of Minority Data from the Schools

and Staffing Survey

• Teacher Incentive Research with SASS

• Teacher Salaries: Comparing States After

Adjusting for Teacher Experience and

Education

• What are the Characteristics of Principals

Identified as Effective by Teachers

• Schools at Risk: Results of the 1987-88

Schools and Staffing Survey

• Destinations of Movers and Leavers: Where

Do They Go?

• Teacher Salaries: Comparing States After

Adjusting for Teacher Experience and Education

• Classroom Environment and Support of Beginning Teachers: A Test of the “Crucible versus Cradle” Theory of Teacher Induction
19

SASS

Social Statistics Section, August 1993

WP 94-02 Generalized Variance Estimates

for Schools and Staffing Survey (SASS)

WP 94-03 1991 Schools and Staffing Survey

(SASS) Reinterview Response Variance Report

WP 94-04 The Accuracy of Teachers’ Selfreport on Their Postsecondary Education:

Teacher Transcript Study, Schools and Staffing Survey

WP 94-06 Six Papers on Teachers from the

1990–91 Schools and Staffing Survey and

Other Related Surveys

• Why do Teachers Leave Teaching? Reasons for Teacher Attrition from the Teacher

Followup Survey

NCES Working Papers Related to SASS

WP 94-01 Schools and Staffing Survey

(SASS). Papers Presented at the Meetings of

the American Statistical Association

Section on Survey Research Methods, August 1992

Establishment Surveys Conference, June

1993

a. “The Schools and Staffing Survey: Research Issues”

b. “The Schools and Staffing Survey: How

Reinterview Measures Data Quality”

c. “Mail Versus Telephone Response in

the 1991 Schools and Staffing Surveys”

d. “Questionnaire Research in the

Schools and Staffing Survey: A Cognitive

Approach”

e. “Balance Half-Sample Replication with

Aggregation Units”

f. “Characteristics of Nonrespondents in

the Schools and Staffing Surveys’ School

Sample”

g. “Improving Reliability and Comparability on NCES Data on Teachers and

Other Education Staff”

a. “Sampling Frames at the United

States National Center for Education Statistics”

b. “Monitoring Data Quality in Education Surveys”

a. “Generalized Variance Functions for

the Schools and Staffing Surveys”

b. “A Bootstrap Variance Estimator for

the Schools and Staffing Survey

c. “Adjusting for Nonresponse Bias of

Correlated Items Using Logistic Regression”

d. “Comparisons of School Locale Setting: Self-Reported Versus Assigned”

e. “Characteristics of Nonrespondents to

the 1990–91 Schools and Staffing Survey

a. “Implicit Markets for Teacher Quality

and School Attributes”

b. “Who Decides? Principals’ and Teachers’ Views on Decision-Making”

c. “Determinants of Pupil-Teacher Ratios

at School Sites: Evidence from the Schools

and Staffing Survey”

a. “The Results of the 1993 Teacher List

Validation Study (TLVS)”

b. “Designing the Teacher Follow-up Survey (TFS): Issues and Content)”

c. “Understanding the Supply of Elementary and Secondary Teachers: The Role

of the School and Staffing Survey and the

Teacher Followup Survey”

d. “Teacher Retention/Attrition: Issues for

Research”

e. “Reflections on a SASS Longitudinal

Study”

f. “Whither Didst Thou Go? Retention, Reassignment, Migration, and Attrition of

Special and General Education Teachers

in National Perspective”

Section on Survey Research Methods, August 1993
20

SASS

SASS

WP 95-02 QED Estimates of the 1990–91

Schools and Staffing Survey: Deriving and

Comparing QED School Estimates with CCD

Estimates

WP 95-03 Schools and Staffing Survey:

1990–91 SASS Cross-Questionnaire Analysis

WP 95-08 CCD Adjustment to the 1990–91

SASS: A Comparison of Estimates

WP 95-09 The Results of the 1993 Teacher

List Validation Study (TLVS)

WP 95-10 The Results of the 1991–92

Teacher Followup Survey (TFS) Reinterview

and Extensive Reconciliation

WP 95-11 Measuring Instruction, Curriculum Content, and Instructional Resources: The

Status of Recent Work

WP 95-15 Classroom Instructional Processes: A Review of Existing Measurement

Approaches and Their Applicability for the

Teacher Followup Survey

WP 95-16 Intersurvey Consistency in NCES

Private School Surveys

WP 95-17 Estimates of Expenditures for Private K–12 Schools

WP 95-18 An Agenda for Research on

Teachers and Schools: Revisiting NCES”

Schools and Staffing Survey

WP 96-01 Methodological Issues in the

Study of Teachers’ Careers: Critical Features

of a Truly Longitudinal Study

WP 96-02 Selected papers presented at

the meeting of the 1995 American Statistical

Association

WP 95-01 Schools and Staffing Survey:

1994. Papers Presented at the 1994 Meeting

of the American Statistical Association

Estimation Issues in School Surveys

Response and Coverage Issues in School

Surveys

Education Research Using the Schools and

Staffing Surveys and the National Education Longitudinal Study

a. “Some Data Issues in School-Based

Surveys”

b. “The 1991–92 Teacher Follow-up Survey Reinterview and Extensive Reconciliation”

c. “Improving Coverage in a National

Survey of Teachers”

d. “Improving the Coverage of Private

Elementary-Secondary Schools”

a. “Intersurvey Consistency in School

Surveys”

b. “Estimation Issues Related to the Student Component of the SASS”

c. “Properties of the Schools and Staffing

Survey’s Bootstrap Variance Estimator”

d. “Optimal Periodicity of a Survey:

Sampling Error, Data Deterioration, and

Cost”

a. “Adding Value to the Value-Added

Educational Production Function

Specification”

b. “Teacher Quality in Public and Private Schools”

c. “Teacher Shortages and Teacher

Quality”

d. “Work Experience, Local Labor Markets, and Dropping out of High School”
An Overview

of the

Schools and

Staffing Survey

(SASS)

NATIONAL CENTER FOR EDUCATION STATISTICS JULY 1996

U.S. Department of Education

Office of Educational Research and Improvement NCES 96-081
21

SASS

a. “1995 Roger Herriot Award

Presentation”

b. “Space/Time Variations in Survey

Estimates”

c. “Out of the Box: Again and Again,

Roger Herriot at the Census Bureau”

a. “Improving the Coverage of Private

Elementary-Secondary Schools”

b. “Improving GLS Estimation in NCES

Surveys”

c. “Optimal Periodicity of a Survey: Alternatives under Cost and Policy Constraint”

d. “Properties of the Schools and Staffing

Survey’s Bootstrap Variance Estimator”

a. “Assessing Quality of CCD Data Using

a School-Based Sample Survey”

b. “Documentation of Nonresponse and

Consistency of Data Categorization

Across NCES Surveys”

c. “Multivariate Modeling of Unit

Nonresponse for 1990-91 Schools and

Staffing Surveys”

d. “Evaluation of Imputation Methods

for State Education Finance Data”

e. “Variance Estimates Comparison by

Statistical Software”

f. “Teacher Supply and Demand in the

U.S.”

Overcoming the Bureaucratic Paradigm:

Memorial Session in Honor of Roger Herriot

Design and Estimation Issues for School

Based Surveys

Data Quality and Nonresponse in Education Surveys

WP 96-05 Cognitive Research on the

Teacher Listing Form for the Schools and Staffing Survey

WP 96-09 Making Data Relevant for Policy

Discussions: Redesigning the School Administrator Questionnaire for the 1998-99 SASS

WP 96-10 1998-99 Schools and Staffing

Survey: Issues Related to Survey Depth

WP 96-11 Towards an Organizational Data

Base on America's Schools: A Proposal for the

Future of SASS, with Comments on School

Reform, Governments, and Finance

WP 96-12 Predictors of Retention, Transfer,

and Attrition of Special and General Education Teachers: Data from the 1989 Teacher

Followup Survey

WP 96-15 Nested Structures: District Level

Data in the SASS

WP 96-16 Strategies for Collecting Finance

Data from Private Schools