NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report August 1996

Out of the Lecture Hall and

Into the Classroom:

1992–93 College Graduates 

and Elementary/Secondary

School Teaching

With an Essay on Undergraduate Academic

Experiences

U.S. Department of Education 

Office of Educational Research and Improvement NCES 96–899 
NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report August 1996

Out of the Lecture Hall and

Into the Classroom:

1992–93 College Graduates 

and Elementary/Secondary

School Teaching

With an Essay on Undergraduate Academic

Experiences

Robin R. Henke

Sonya Geis

Jennifer Giambattista

MPR Associates, Inc.

Paula Knepper

Project Officer

National Center for Education Statistics

U.S. Department of Education 

Office of Educational Research and Improvement NCES 96–899 
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

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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

Auggust 1996

Suggested Citation

U.S. Department of Education. National Center for Education Statistics. Out of the Lecture Hall and Into the

Classroom: 1992–93 College Graduates and Elementary/Secondary School Teaching, With an Essay on

Undergraduate Academic Experiences, NCES 96–899 by Robin R. Henke, Sonya Geis, and Jennifer

Giambattista. Paula Knepper, project officer. Washington, D.C.: 1996.

Contact:

Aurora D'Amico

(202) 219-1365

For sale by the U.S. Government Printing Office

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

The 1993 Baccalaureate and Beyond Longitudinal Study (B&B:93) sampled students who

completed bachelor’s degrees in the 1992–93 academic year. The first followup survey,

conducted in 1994, provides information on the activities of these bachelor’s degree recipients in

the year after graduation. Compared with previous studies of high school age cohorts, B&B:93

offers several advantages for studying graduates’ experiences as undergraduates, their graduate

education, and their labor market experience. First, B&B:93 begins with a nationally

representative sample of bachelor’s degree recipients, regardless of graduates’ age at degree

completion. With the proliferation of part-time attendance and the increasing number of college

students who are older than the traditional 18- to 22-year-old population, this affords a more

representative cross-section of bachelor’s degree completers than would be possible with a

sample based on an age cohort. Second, by sampling degree completers B&B:93 avoids sources

of sample attenuation that occur with high school cohorts (not all members of a high school

cohort attend college; those who do attend differ in timing, intensity, and continuity of

enrollment; and not all who attend college complete a bachelor’s degree).

In particular, B&B:93 offers an important opportunity to study college graduates’

participation in the teaching profession. For many years the National Center for Education

Statistics (NCES) conducted the Recent College Graduates Study (RCG) to provide information

on college graduates’ entry into and preparation for teaching. B&B:93 goes beyond RCG by

allowing examination of not only graduates’ participation in teaching one year after graduation

but also their movement into and out of the profession over time. With the proliferation of

alternative certification programs and increasing interest in teaching among established

professionals in other fields, study of who enters teaching, when, and why becomes more

important to policymakers and educators. This report lays the groundwork for future studies by

presenting data on who, among 1992–93 graduates, entered teaching and on their academic

experiences as undergraduates. Analyses of future data collections will study both the persistence

in teaching, or lack thereof, among those who entered just out of college as well as later entry by

other graduates.
ii

Acknowledgments

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

thank several in particular. At MPR Associates, special thanks go to Simone Figueroa and

Barbara Kridl for watchful management of production matters in general and the glossary in

particular; Andrea Livingston and Karyn Madden for their careful editing of the manuscript;

Mary Sukkestad for turning computer output into not only readable but also attractive tables and

graphics, with the able assistance of Laura Mihailoff and Connie Yin; and Ellen Liebman for her

quick and always competent programming. Alex McCormick and Laura Horn provided

invaluable assistance in conceptualizing the report and ensuring the quality of the statistics

presented therein, as well as moral support. Vicky Dingler and Sanjay Kothari did an admirable

job of managing data that were always under revision.

Several U.S. Department of Education staff also made important contributions to this

report. Sharon Bobbitt of the Office of Reform Assistance and Dissemination participated in

early and important decisions regarding the groups of interest in this report. Paula Knepper, the

B&B:93 COTR at NCES, not only participated in those decisions but also contributed to the

quality of the report through all its revisions. C. Dennis Carroll and Mary Frase, also of NCES,

reviewed the report and made many suggestions that improved the final product. The authors also

appreciated the useful comments of Robert Burton and Peter Stowe of NCES, Donna Gollnick of

the National Council for Accreditation of Teacher Education, and Meredith Ludwig of the

Association of Schools, Colleges, and Universities.
iii

Table of Contents

Page

Foreword ................................................................... i

Acknowledgments ........................................................... ii

List of Figures .............................................................. iv

List of Tables ................................................................ v

Introduction ................................................................. 3

What is the “Teacher Pipeline”? ................................................ 5

Who Entered the Teacher Pipeline? ............................................. 8

Background .......................................................... 8

Entering the Teacher Pipeline .............................................. 9

Location in the Pipeline .................................................. 9

Schools in Which They Taught ............................................ 12

Expectations for the Future ............................................... 13

Undergraduate Academic Experiences and Teaching .............................. 14

Background ........................................................... 14

Undergraduate Major .................................................... 16

Types of Postsecondary Institutions Attended ................................ 17

College Entrance Examination Scores ...................................... 20

Undergraduate Grade Point Averages ....................................... 23

Undergraduate Course Taking ............................................ 26

Remedial Course Taking ........................................... 28

Course Taking in Advanced Mathematics and Calculus .................. 29

Course Taking in Science and Engineering ............................ 31

Course Taking in the Humanities and Social Sciences .................... 31

Course Taking in Education ........................................ 33

Early Teaching Experiences: School Characteristics .............................. 35

Summary and Conclusion .................................................... 39

Table Compendium ......................................................... 41

Appendix A: Glossary ....................................................... 101

Appendix B: Technical Notes and Methodology ................................. 115
iv

List of Figures

Page

1 Percentage distributions of 1992–93 bachelor’s degree recipients by whether they

were pipeline-eligible, by whether they were in the teacher pipeline, and by

their status in the teacher pipeline: 1994 ...................................... 7

2 Of 1992–93 bachelor’s degree recipients in the teacher pipeline, percentage

distribution according to status in the pipeline, by race–ethnicity: 1994 ............. 11

3 Percentage of 1992–93 bachelor’s degree recipients who were in the teacher

pipeline, by undergraduate major: 1994 ...................................... 17

4 Percentage distribution of 1992–93 bachelor’s degree recipients according to

college entrance examination score quartile, by status in the teacher

pipeline: 1994 .......................................................... 21

5 Average GPA in undergraduate major among 1992–93 bachelor’s degree

recipients, by undergraduate major and status in teacher pipeline: 1994 ............. 25

6 Of 1992–93 bachelor’s degree recipients who were new teachers, percentage who

reported that their students or classes were more difficult than others in their

schools, that they had participated in teacher induction programs, and that their

schools were effective in helping new teachers with various areas of school

life: 1994 ............................................................. 36

7 Of 1992–93 bachelor’s degree recipients who were new teachers, percentage who

expected to be teaching in 2 years and in the long term, by whether they had participated

in a teacher induction program: 1994 ....................................... 38
v

List of Tables

Text tables Page

1 Percentage of 1992–93 bachelor’s degree recipients who entered the teacher

pipeline; and of pipeline entrants, percentage distribution according to status

in pipeline, by gender and race–ethnicity: 1994 ............................... 10

2 Of 1992–93 bachelor’s degree recipients in the teacher pipeline, percentage who prepared

to teach, applied for a teaching position, were offered a teaching

position, and accepted a teaching position, by gender and race–ethnicity: 1994 ....... 12

3 Percentage distributions of 1992–93 bachelor’s degree recipients who were new teachers

according to the sector and level of the schools in which they taught, by gender and

race–ethnicity: 1994 ..................................................... 13

4 Of 1992–93 bachelor’s degree recipients in the teacher pipeline, percentage who planned

to be teaching in two years and in the long term, by gender and race–ethnicity: 1994 . . 14

5 Percentage of 1992–93 bachelor’s degree recipients who entered the teacher

pipeline; and of pipeline entrants, percentage distribution according to status

in pipeline, by baccalaureate degree major: 1994 .............................. 16

6 Percentage distribution of 1992–93 bachelor’s degree recipients according to

type of postsecondary institution first attended after high school, by selected

teaching-related characteristics: 1994 ....................................... 18

7 Percentage distribution of 1992–93 bachelor’s degree recipients according to

type of postsecondary institution from which they received their bachelor’s

degree, by selected teaching-related characteristics: 1994 ........................ 19

8 Percentage of 1992–93 bachelor’s degree recipients for whom college entrance

examination scores were available; and of those with scores, percentage

distribution according to score quartile, by selected teaching-related

characteristics: 1994 ..................................................... 22

9 Average undergraduate cumulative grade point average (GPA) among 1992–93

bachelor’s degree recipients and percentage distribution of 1992–93 bachelor’s

degree recipients according to cumulative undergraduate GPA, by selected

teaching-related characteristics: 1994 ....................................... 24

10 Average GPA in undergraduate major among 1992–93 bachelor’s degree

recipients and percentage distribution of 1992–93 bachelor’s degree recipients

according to GPA in undergraduate major, by selected teaching-related

characteristics: 1994 ..................................................... 26
vi

Text tables Page

11 Percentage distribution of 1992–93 bachelor’s degree recipients according to

undergraduate major, by selected teaching-related characteristics: 1994 ............ 27

12 Percentage of 1992–93 bachelor’s degree recipients whose undergraduate

transcripts recorded at least one course attempted in precollegiate mathematics

or remedial English, average number of credits earned in each field, and

average GPA in each field, by selected teaching-related characteristics: 1994 ........ 29

13 Percentage of 1992–93 bachelor’s degree recipients whose undergraduate

transcripts recorded credit earned in advanced mathematics or calculus and

science or engineering, average number of credits earned in each field, and

average GPA in each field, by selected teaching-related characteristics: 1994 ........ 30

14 Percentage of 1992–93 bachelor’s degree recipients whose undergraduate

transcripts recorded credit earned in the humanities, social sciences, and

education; average number of credits earned in each field; and average GPA

in each field, by selected teaching-related characteristics: 1994 ................... 32

15 Of 1992–93 bachelor’s degree recipients who were new teachers, percentage

who planned to be teaching in 2 years and in the long term, by selected teaching- related

characteristics: 1994 ........................................................... 37

Compendium tables

C1.1 Percentage of 1992–93 bachelor’s degree recipients who entered the teacher

pipeline; and of pipeline entrants, percentage distribution according to

status in pipeline, by selected undergraduate academic and demographic

characteristics: 1994 ..................................................... 43

C1.2 Of 1992–93 bachelor’s degree recipients in the teacher pipeline, percentage who prepared

to teach, applied for a teaching position, were offered a teaching

position, and accepted a teaching position, by selected undergraduate academic

and demographic characteristics: 1994 ...................................... 46

C2.1 Percentage distributions of 1992–93 bachelor’s degree recipients according to

gender and age, by selected teaching-related characteristics: 1994 ................. 50

C2.2 Percentage distribution of 1992–93 bachelor’s degree recipients according to

race–ethnicity, by selected teaching-related characteristics: 1994 .................. 51

C2.3 Percentage distribution of 1992–93 bachelor’s degree recipients according to

highest level of parental education, by selected teaching-related characteristics:

1994 ................................................................. 52
vii

Compendium tables Page

C2.4 Percentage distributions of 1992–93 bachelor’s degree recipients according to

marital status in April 1994 and whether they had children, by selected teaching- related

characteristics: 1994 ........................................................... 53

C2.5 Percentage distribution of 1992–93 bachelor’s degree recipients according

to employment status in April 1994, by selected teaching-related characteristics:

1994 ................................................................. 54

C2.6 Percentage distribution of 1992–93 bachelor’s degree recipients according to

annual salary received for April 1994 job, by status in teacher pipeline: 1994 ........ 55

C3.1 Percentage of 1992–93 bachelor’s degree recipients for whom college entrance

examination scores were available; and of those with scores, percentage

distribution according to score quartile, by selected teaching-related characteristics: 1994 ............................................................ 58

C3.2 Percentage distributions of 1992–93 bachelor’s degree recipients according to

type of postsecondary institution first attended after high school and whether

they had taken remedial instruction in college, by selected teaching-related

characteristics: 1994 ..................................................... 60

C3.3 Percentage of 1992–93 bachelor’s degree recipients whose undergraduate

transcripts recorded at least one course attempted in precollegiate mathematics

or remedial English, average number of credits earned in each field, and GPA

in each field, by selected teaching-related characteristics: 1994 ................... 62

C3.4 Percentage of 1992–93 bachelor’s degree recipients whose undergraduate

transcripts recorded credit earned in advanced mathematics or calculus,

science or engineering, and education, average number of credits earned in

each field, and GPA in each field, by selected teaching-related characteristics:

1994 ................................................................. 64

C3.5 Percentage of 1992–93 bachelor’s degree recipients whose undergraduate

transcripts recorded credit earned in the social sciences and humanities,

average number of credits earned in each field, and GPA in each field, by

selected teaching-related characteristics: 1994 ................................ 66

C3.6 Percentage distribution of 1992–93 bachelor’s degree recipients according to

undergraduate major, by selected teaching-related characteristics: 1994 ............ 68

C3.7 Percentage distribution of 1992–93 bachelor’s degree recipients according to years

between entry into postsecondary education and degree completion, and average number

of years between postsecondary entry and degree completion, by selected teaching-related

characteristics: 1994 ..................................................... 70
viii
ix

Compendium tables Page

C3.8 Percentage distribution of 1992–93 bachelor’s degree recipients according to

number of credits earned toward undergraduate degree and average number of

credits earned, by selected teaching-related characteristics: 1994 .................. 72

C3.9 Average undergraduate cumulative grade point average (GPA) among 1992–93

bachelor’s degree recipients and percentage distribution of 1992–93 bachelor’s

degree recipients according to cumulative undergraduate GPA, by selected

teaching-related characteristics: 1994 ....................................... 74

C3.10 Average GPA in undergraduate major among 1992–93 bachelor’s degree recipients and

percentage distribution of 1992–93 bachelor’s degree recipients according to

GPA in undergraduate major, by selected teaching-related characteristics: 1994 ...... 76

C3.11 Percentage distribution of 1992–93 bachelor’s degree recipients according to

type of postsecondary institution from which they received their bachelor’s

degree, by selected teaching-related characteristics: 1994 ........................ 78

C3.12 Percentage distributions of 1992–93 bachelor’s degree recipients according to

April 1994 enrollment status and highest degree expected, by selected teachingrelated characteristics: 1994 ............................................... 80

C4.1 Percentage distributions of 1992–93 bachelor’s degree recipients who were new teachers

according to level and sector of schools in which they taught, by selected undergraduate

academic and demographic characteristics: 1994 .............................. 84

C4.2 Of 1992–93 bachelor’s degree recipients who were new teachers, percentage who

reported that their students or classes were more difficult than others in their

schools, that they had participated in teacher induction programs, and that their

schools were effective in helping new teachers with various aspects of school

life, by selected teaching-related characteristics: 1994 .......................... 87

C5.1a Of 1992–93 bachelor’s degree recipients in the teacher pipeline, percentage who

did not apply for a teaching job; and of those who did not apply, percentage who

did not apply for various reasons, by selected undergraduate academic and 

demographic characteristics: 1994 ................................................ 90

C5.1b Of 1992–93 bachelor’s degree recipients in the teacher pipeline who did not apply

for a teaching job, percentage who did not apply for various reasons, by selected

undergraduate academic and demographic characteristics: 1994 .................. 93

C5.2 Percentage of 1992–93 bachelor’s degree recipients who reported that various

job characteristics were important to them in selecting a future job, by selected

teaching-related characteristics: 1994 ....................................... 96
x
xi

Compendium tables Page

C5.3 Of 1992–93 bachelor’s degree recipients in the teacher pipeline, percentage who 

expected to be teaching in 2 years and in the long term, by selected undergraduate

academic and demographic characteristics: 1994 .............................. 97

C5.4 Of 1992–93 bachelor’s degree recipients who were new teachers, percentage

who expected to be teaching in 2 years and in the long term, by selected

teaching-related characteristics: 1994 ...................................... 100

Appendix tables

B1 Percentage distribution of the 1993 Baccalaureate and Beyond (B&B:93/94)

sample according to case disposition, by selected demographic characteristics:

1994 ................................................................ 116

B2 Standard errors for Table C1.1: Percentage of 1992–93 bachelor’s degree

recipients who entered the teacher pipeline; and of pipeline entrants, percentage

distribution according to status in pipeline, by selected undergraduate academic

and demographic characteristics: 1994 ..................................... 118

B3 Standard errors for Table C4.1: Percentage distributions of 1992–93 bachelor’s

degree recipients who were new teachers according to level and sector of

schools in which they taught, by selected undergraduate academic and

demographic characteristics: 1994 ......................................... 121
Undergraduate Academic Experiences

of 1992–93 College Graduates

Linda Darling-Hammond, Beyond the Commission Reports: The Coming Crisis in Teaching (Santa Monica, CA: 1

RAND Corporation, 1984).

David C. Berliner and Bruce J. Biddle, The Manufactured Crisis: Myths, Fraud, and the Attack on America's 2

Public Schools (Reading, MA: Addison-Wesley Publishing Company, 1995); Phillip C. Schlechty and Victor S.

Vance, “Recruitment, Selection, and Retention: The Shape of the Teaching Force,” Elementary School Journal 83

(4) (1983): 469–487.

Phillip C. Schlechty and Victor S. Vance, “Recruitment, Selection, and Retention: The Shape of the Teaching 3

Force,” Elementary School Journal 83 (4) (1983): 469–487.

Peter Applebome, “Is Experience the Best Teacher?” New York Times, (January 7, 1996), Section 4A, 22; Carnegie 4

Forum on Education and the Economy, A Nation Prepared: Teachers for the 21st Century (New York: 1986);

Education Commission of the States, New Strategies for Producing Minority Teachers (Denver: 1990); Joint Center

for Political Studies, Visions of a Better Way–A Black Appraisal of Public Schooling (Washington, DC: 1989).

A.V. Adair, The Illusion of Black Progress (Lanham, MD: University Press of America, 1984); Patricia A. Graham, 5

“Black Teachers: A Drastically Scarce Resource,” Phi Delta Kappan 68 (8) (1987): 598-605; J. Stewart, K.J. Meier,

R.M. LaFollette, and R.E. England, “In Quest of Role Models: Change in Black Teacher

Representation in Urban School Districts, 1968–1986,” Journal of Negro Education 58 (1989): 140-152.

3

Introduction

In the early 1980s, two concerns about elementary and secondary school teachers drew the

attention of policymakers and the public at large: the supply of teachers, particularly whether the

United States would experience a shortage of teachers; and the academic ability and

qualifications of those who became teachers. Some warned that fewer talented college graduates

were entering or remaining in teaching than in previous generations, and that in the face of

shortages schools would be forced to hire less qualified teachers in order to fill classrooms.1

Others were less concerned with a shortage of teachers than with teacher qualifications,

particularly in light of school reform efforts. Did teachers have the knowledge and skills

necessary to teach the material reformers demanded in the ways that reformers wanted?2

These concerns have raised questions and contributed to debate regarding teacher

preparation, licensure, and the conditions of teaching. Should requirements for entry into teacher

education programs, such as test scores or grade point averages, be increased? What should

potential teachers study in teacher education programs? Should certification requirements for

new teachers demand more rigorous courses, particularly in science and mathematics, or include

professional examinations such as the National Teacher Examination (NTE)? Would increased

teacher salaries lead those with stronger academic qualifications to choose teaching? Would

mechanisms for differentiating teachers according to their expertise encourage teachers to remain

in the profession?3

In addition to concerns about teacher supply and quality, educators, policymakers, and the

public have also been concerned for some time about the growing discrepancy between the

proportions of minority school children and minority teachers. The importance of increasing the 4

proportion of teachers who are of minority background has been argued from a number of

vantage points. Many assert that minority children will be more motivated to succeed in school if

they see minority adults—teachers—who have succeeded in school and earned positions of

responsibility.5
S.H. King, “The Limited Presence of African-American Teachers,” Review of Educational Research 63 (2) 6

(Summer 1993): 115–149. Others have argued that the empirical evidence, as yet, does not warrant these claims

(See, for example, C.J. Cizek, “On the Limited Presence of African American Teachers: An Assessment of Research,

Synthesis, and Policy Implications,” Review of Educational Research 65 (1) (Spring 1995): 78–92).

In this report the study as a whole, including present and future data collections, is referred to as B&B:93, and the 7

followup data collection conducted in 1994 is referred to as B&B:93/94.

4

Beyond the call for minority role models, others have suggested that minority teachers are

more likely to teach in ways that promote the achievement of minority students. Because

minority teachers have participated in minority groups' unique cultures, these authors argue, they

are more likely than white teachers both to understand the norms and styles of communication of

minority children and to structure their classrooms and lessons in ways that are congruent with

minority cultures. Whether practiced by minority or majority teachers, culturally relevant

pedagogy, as it is termed, has been found to be more successful with minority children than

traditional classroom routines. Therefore, increasing the proportion of teachers who are likely to

practice it is expected to improve minority students' achievement.6

Thus, attracting college graduates with strong academic skills and preparation, particularly

those of minority racial–ethnic backgrounds, into teaching and retaining them in the profession

are important policy concerns, and the 1993 Baccalaureate and Beyond study (B&B:93) offers an

important opportunity to begin to study these issues both now and into the 21st century. The data 7

collected in 1994 (B&B:93/94), the first wave of B&B:93 data collection, permit analysis of new

college graduates' participation in teacher preparation and in teaching. In the future, B&B:93 data

will allow researchers to compare those who entered teaching immediately after graduating from

college with those who enter later, determine when and why teachers leave the profession, and

study patterns of reentry into teaching.

Thus far, B&B:93/94 data indicate that patterns of early participation in teaching among

subgroups of 1992–93 college graduates were similar to those of previous cohorts. As the essay

that follows demonstrates, women and white graduates were more likely than men and minority

graduates both to have taken any of several steps toward teaching and to have expected to teach

in the future. Although graduates with college entrance examination scores in the top quartile

were less likely than other college graduates to take steps toward teaching, graduates with higher

GPAs were more likely to enter the teacher pipeline. Further analysis of the B&B:93 data

indicate that this apparent discrepancy may be explained by differences in course-taking patterns:

graduates more inclined to teach were more likely to have taken education courses, in which

most students earned higher grades, and less likely to have taken courses in advanced

mathematics or calculus, in which most students earned lower grades.

After describing the teacher pipeline, through which college graduates enter and exit

teaching at various points in time, the essay focuses on 1992–93 college graduates who were

first-time entrants into the teacher pipeline. Its first section examines the rate of entry into and

progress through the teacher pipeline among 1992–93 college graduates of varying demographic

characteristics, asking “Who took steps toward a teaching career?” In the second section the

academic experiences of those who taught, only prepared to teach, or were only considering

teaching are compared with those of other recent graduates, asking questions such as “How did
U.S. Department of Education, National Center for Education Statistics, New Teachers in the Job Market, 1991 8

Update, NCES 93–392 (Washington, DC: 1993).

C. Emily Feistrizer and David T. Chester, Alternative Teacher Certification: A State-by-State Analysis, 1995 (Santa 9

Fe, NM: National Center for Education Information, 1995).

5

those more inclined to teach compare academically with those less so inclined?”

The essay concludes by looking at 1992–93 graduates' expectations for teaching in the

future. In particular, the essay discusses the relationship between new teachers' experiences in the

classroom and their plans to continue teaching in the near and long terms. Additional data

regarding teaching among the class of 1992–93 are presented in the table compendium following

the essay.

What is the “Teacher Pipeline”?

Unlike professions that require years of technical training, college graduates may become

elementary or secondary teachers or leave teaching for other occupations with relative ease.

Some students decide that they want to teach before they enter college or while they are

undergraduates, and therefore prepare for teaching while in college by fulfilling the education

course and student teaching requirements necessary for certification to teach in their state.

Although education remains the most popular undergraduate major among new teachers, an

increasing number of college students who prepare to teach major in an academic discipline and

fulfill the education course and student teaching requirements for certification in addition to the

degree requirements of their undergraduate major.8

Graduates who prepared to teach must then consider whether to teach immediately

following graduation. Some do choose to teach immediately, while others wait to gain other job

experience or obtain further education, often a master's degree, before teaching. Still others

decide that teaching is not what they want to do and enter other occupations. Also, those who do

teach may choose to leave after as little as 1 year.

In contrast with those who prepared to teach, most undergraduates are either uninterested

in teaching or less certain that they would choose teaching as a long-term career. Some college

graduates who do not prepare to teach pursue teaching positions in private schools, which often

do not require certification for employment as teachers. Others obtain emergency or temporary

teaching certificates in order to teach in public schools for a year or two, usually while taking the

coursework necessary to obtain regular certification. Moreover, in the last decade or so

alternative certification programs have been designed to make the transition into teaching even

easier for college graduates who did not prepare to teach as undergraduates.9
American Association of Colleges for Teacher Education, Teacher Education Pipeline: Schools, Colleges, and 10

Departments of Education Enrollments by Race and Ethnicity (Washington, DC: 1988); American Association of

Colleges for Teacher Education, Teacher Education Pipeline II: Schools, Colleges, and Departments of Education

Enrollments by Race and Ethnicity (Washington, DC: 1990); American Association of Colleges for Teacher

Education, Teacher Education Pipeline III: Schools, Colleges, and Departments of Education Enrollments by Race,

Ethnicity, and Gender (Washington, DC: 1994).

U.S. Department of Education, National Center for Education Statistics, A Descriptive Summary of 1992–93 11

Bachelor's Degree Recipients: One Year Later, NCES 96-158 (Washington, DC: July 1996).

6

Thus, the supply of educators that staff the nation's classrooms depends upon decisions regarding

teaching as an occupation that college students and graduates make not only while

undergraduates but throughout the course of their adult lives.10

B&B:93 will examine, in this report and in subsequent analyses, the class of 1992–93 as

they enter, leave, and reenter the teaching profession in the years following their college

graduation. Although the majority of 1992–93 graduates were first-time bachelor’s degree

recipients and were too young to have taught before receiving their 1992–93 degrees, others may

have prepared to teach over the course of earning an earlier bachelor's degree or taught

previously with or without certification. These graduates had, at the time they received their 11

degrees, already entered the teacher pipeline and had varying experiences of it at different points

of time. So as not to confound decades-old experiences of teaching or teacher preparation with

contemporary experiences, it was important to be able to distinguish new from previous entrants.

Consequently, the first step was to identify those 1992–93 bachelor's degree recipients who

had taught before completing the 1992–93 degree or who had been certified to teach 1 year or

more before receiving the 1992–93 bachelor's degree. Overall, of those who received bachelor's

degrees in 1992–93, only about 3 percent had taught before obtaining their 1992–93 degrees or

had been certified 1 year or more before receiving these degrees (figure 1). Given the small size

of the sample representing these graduates, it was not possible to study these graduates separately

from the others, and therefore they were excluded from the study.

The remaining 97 percent of graduates were considered eligible to enter the teacher

pipeline, that is, to take some step toward entering the teaching profession, and these graduates

make up the population discussed in this report. One year after receiving the baccalaureate,

graduates could have entered the pipeline in one of three ways:

• by teaching in the year following receipt of the 1992–93 bachelor's degree;

• by having prepared to teach, either by student teaching while at the degree-granting

institution, or by earning a teaching certificate less than 1 year before college

graduation or within 1 year after it;

• by reporting, 1 year after receiving the 1992–93 bachelor's degree, that they were

considering teaching.
74

Pipeline-eligible Not pipeline-eligible

In teacher pipeline

 as of 1994

Taught

All 1992–93 bachelor's degree recipients

Not in teacher pipeline as of 1994 Not pipeline-eligible

Only

considering

teaching

Not in 

teacher

pipeline

as of

1994

Not pipelineeligible

Prepared

only

Pipeline-eligible 1992–93 bachelor's degree recipients

3 3

17 53

 1992–93 pipeline

 entrants

7

Figure 1—Percentage distributions of 1992–93 bachelor's degree recipients by whether they were

pipeline-eligible, by whether they were in the teacher pipeline, and by their status in the 

teacher pipeline: 1994

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.

As figure 1 also illustrates, by 1994 approximately one-quarter of pipeline-eligible

1992–93 graduates had entered the teacher pipeline. Of those who had entered, 30 percent had

done so by teaching in that year (teachers), 17 percent by preparing to teach but not teaching

(prepared only), and 53 percent by reporting in 1994 that they were only considering teaching

(considering). The remaining three-quarters of the graduating class did not report that they were

considering teaching, had prepared to teach, or had taught, and therefore for the purposes of this

analysis are considered outside the teacher pipeline.

Analyses of data to be collected in the future will study the rates at which each group of

pipeline-eligible graduates enters the teacher pipeline and the pattern of entry, departure, and

reentry within each group, recognizing that those who were not considering teaching in 1994 may

enter at a later date. However, because these graduates were not considering teaching in 1994,
Peter Applebome, “Is Experience the Best Teacher?”, 22; Carnegie Forum on Education and the Economy, A

12

Nation Prepared: Teachers for the 21st Century; Education Commission of the States, New Strategies for Producing

Minority Teachers; Joint Center for Political Studies, Visions of a Better Way—A Black Appraisal of Public

Schooling.

The Schools and Staffing Survey (SASS) samples schools, teachers, principals, and school districts nationwide to 13

gather data on the programs offered and people who work in the nation’s schools. It provides a comprehensive data

source on teachers in elementary and secondary schools, including information on their preservice education and

professional development.

American Association of Colleges for Teacher Education, Teacher Education Pipeline III; U.S. Department of 14

Education, National Center for Education Statistics, Schools and Staffing in the United States: A Statistical Profile,

1993–94, NCES 96-124 (Washington, DC), forthcoming.

U.S. Department of Education, National Center for Education Statistics, The Condition of Education 1994, NCES 15

94-149 (Washington, DC: 1994).

8

this analysis excludes them from the teacher pipeline and distinguishes among the three pipeline

groups in order to make comparisons among groups who in 1994 were more or less inclined to

teach. Thus, the remainder of this essay discusses the demographic and academic characteristics

of these three groups of graduates, comparing them with each other and with those who had not

entered the pipeline.

Who Entered the Teacher Pipeline?

Historically, most teachers have been women and/or from white, non-Hispanic

backgrounds, and discussion has centered around whether these limitations on the demographic

makeup of teachers constitute a problem, and, if so, how to rectify it. The racial–ethnic makeup 12

of the teaching pool in particular has often been the subject of analysis and debate in the past, and

a discussion of race–ethnicity is therefore central to this section of the report.

Background

Data from multiple sources confirm many authors' claims that the disparity between the

proportions of students and teachers who are of minority background is increasing. The

Elementary and Secondary School Civil Rights Survey, the Schools and Staffing Survey (SASS),

and U.S. Department of Education data cited by the American Association of Colleges for

Teacher Education (AACTE) indicate that the proportion of U.S. school children who are of

minority background has increased in recent years. The SASS data are the most recent of these, 13

and they show that approximately 32 percent of children in the nation's schools were of minority

racial or ethnic background in 1993–94. According to a time series analysis of Civil Rights 14

Surveys, the percentage of the nation's students who were of minority background increased 8

percentage points between 1976 and 1990.15

At the same time, the SASS data, NCES's Recent College Graduates Study (RCG), and

data on teacher education enrollments collected by AACTE all indicate that the proportions of

practicing teachers, newly qualified teachers, and would-be teachers who are of minority

backgrounds are less than half that of minority schoolchildren. Moreover, whereas the proportion

of minority children has increased, the proportion of minority teachers has been notably stable.
American Association of Colleges for Teacher Education, Teacher Education Pipeline; American Association of 16

Colleges for Teacher Education, Teacher Education Pipeline II; American Association of Colleges for Teacher

Education, Teacher Education Pipeline III; U.S. Department of Education, National Center for Education Statistics,

Schools and Staffing in the United States: A Statistical Profile, 1993–94; National Education Association, “Status of

the American Public School Teacher, 1990–91,” cited in U.S. Department of Education, National Center for

Education Statistics, Digest of Education Statistics: 1995, NCES 95-029 (Washington, DC: 1995); U.S. Department

of Education, National Center for Education Statistics, New Teachers in the Job Market, 1991 Update.

9

Surveys conducted by the National Education Association between 1971 and 1991 indicate that

the proportion of teachers who were white declined by only 1.5 percent, from 88.3 percent to

86.8 percent, during this time period. SASS and AACTE data also indicate that although the

proportions of minority teachers and education students have increased since the late 1980s, that

increase remains slight (about 1 percent) and that the proportions of minority teachers and

education students hover around 13 percent.16

Thus the questions of why and when some groups of college students choose to teach while

others do not has become increasingly important to those interested in achieving a diverse

teaching staff. Although small sample sizes prevent some apparent differences from being

statistically significant, in general, the data discussed below indicate that Asian/Pacific Islander

and black, non-Hispanic graduates were less inclined to teach than were white, non-Hispanic or

Hispanic graduates. Also, continuing historical trends, women were more likely than men to be

attracted to teaching.

Entering the Teacher Pipeline

Differences by gender and race–ethnicity are apparent when one examines 1992–93 college

graduates' first point of entry into a teaching career. For example, Asians and Pacific Islanders

were significantly less likely than other racial–ethnic groups to be in the teacher pipeline (table

1). Ten percent of Asian/Pacific Islander graduates, compared with 27–34 percent of other

graduates, were at least considering teaching in 1994. The gender difference was equally striking:

whereas 1 in 3 women eligible to enter the teacher pipeline had entered it, 1 in 5 eligible men had

done so.

Location in the Pipeline

While black, non-Hispanic graduates were no less likely than any other racial–ethnic group

to enter the teacher pipeline, they were more apt to enter it by only considering teaching than by

preparing to teach or teaching. To illustrate, 74 percent of black, non-Hispanic graduates in the

pipeline were only considering teaching, significantly more than their Hispanic (54 percent) and

white, non-Hispanic (50 percent) peers (table 1 and figure 2). Furthermore, black, non-Hispanic

graduates in the pipeline prepared to teach half as often as their Hispanic or white, non-Hispanic

peers (17 percent versus 35–43 percent) (table 2).
10

Table 1—Percentage of 1992–93 bachelor's degree recipients who entered the teacher pipeline; and of 1

pipeline entrants, percentage distribution according to status in pipeline, by gender and

race–ethnicity: 1994

Percent Of pipeline entrants 

entered

teacher Considering Prepared

pipeline only only Taught 2

Total 26.1 52.8 17.1 30.1

Gender

Male 19.8 63.0 13.4 23.6

Female 31.7 47.2 19.1 33.7

Race–ethnicity

Minority 24.4 65.5 8.3 26.1

American Indian/Alaskan Native 35.4 — — — 

Asian/Pacific Islander 9.6 59.6 20.9 19.5

Black, non-Hispanic 33.4 74.2 5.6 20.2

Hispanic 27.5 53.8 8.2 38.0

White, non-Hispanic 26.5 50.3 18.8 31.0

—Too few cases for a reliable estimate.

Excludes those who either taught in elementary or secondary schools before receiving the 1992–93 bachelor's degree or had 1

been certified to teach 1 year or more before receiving the 1992–93 bachelor's degree.

Graduates were defined as having entered the teacher pipeline if they had first taught since receiving the 1992–93 bachelor's 2

degree, prepared to teach during or since the 1992–93 degree, or were considering teaching at the time of the B&B:93/94

interview.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System. 

In contrast, the rate at which graduates in the pipeline applied for teaching positions, the

rate at which those who applied for teaching positions received offers, and the rate at which those

who received offers accepted them did not vary with their racial–ethnic backgrounds (table 2).

Thus, although both Asians or Pacific Islanders and black, non-Hispanics were less likely to

teach, the points at which these groups opted out of teaching differed. Asians and Pacific

Islanders were less likely to be in the teacher pipeline in the first place. Black, non-Hispanic

graduates were no less likely than members of other racial–ethnic groups to consider teaching as

an occupation, but were less likely to pursue it by preparing to teach or by teaching in the year

following college graduation.

Gender differences in preparing to teach, applying for teaching positions, and teaching

were consistent with teaching's history as a female-dominated profession. Forty-seven percent of

women in the pipeline prepared to teach, compared with 28 percent of men (table 2), and 1 in 3

women in the pipeline actually taught, whereas about 1 in 4 men did so (table 1). As was the case

for race–ethnicity, there were no significant differences between men and women in the

percentage who received teaching job offers or the percentage who accepted them.
Asian/Pacific Islander Black, non-Hispanic

Hispanic White, non-Hispanic

20 20

38 31

21

19 8

Taught 

6

Considering only Prepared only

11

Figure 2—Of 1992–93 bachelor's degree recipients* in the teacher pipeline, percentage distribution 

according to status in the pipeline, by race–ethnicity: 1994

*Excludes bachelor's degree recipients who had taught before receiving 1992–93 degree or had been certified to teach 1 year or

more before receiving the 1992–93 degree.

NOTE: The sample size for American Indian/Native Alaskan respondents was too small for reliable estimates. Details may not

sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
 Estimates from the 1993–94 administration of the Schools and Staffing Survey (SASS) indicate that about 87 17

percent of teachers taught in public schools and 13 percent in private schools.

12

Table 2—Of 1992–93 bachelor's degree recipients in the teacher pipeline, percentage who prepared

to teach, applied for a teaching position, were offered a teaching position, and accepted

a teaching position, by gender and race–ethnicity: 1994

Of Of those

applicants, offered,

Percent Percent percent percent

prepared applied for offered a accepted

to teaching teaching teaching

teach position position position 1 2 2 2

Total 40.1 46.7 72.0 90.0

Gender

Male 28.3 35.5 71.9 88.0

Female 46.5 52.8 72.0 90.8

Race–ethnicity

Minority 25.3 41.6 74.8 84.2

American Indian/Alaskan Native — — — — 

Asian/Pacific Islander 32.0 29.8 — — 

Black, non-Hispanic 17.1 38.0 71.5 77.7

Hispanic 35.0 50.2 79.3 89.2

White, non-Hispanic 42.9 47.8 71.5 90.9

—Too few cases for a reliable estimate.

Includes those who prepared to teach regardless of whether they had taught. Does not include those who taught but did not 1

prepare to teach.

Includes applications for positions as teacher aides and substitute teachers. Because these positions were not counted as 2

“teaching” in the pipeline variable, respondents who were offered and accepted these positions were not categorized as having

taught in the pipeline variable.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.

Schools in Which They Taught

As discussed above, who became a teacher—or was even considering teaching—varied

according to several demographic characteristics. Not surprisingly then, the sector and level of

the schools in which 1992–93 college graduates taught also varied with graduates' race–ethnicity

and gender. Overall, about 84 percent of 1992–93 graduates who taught worked in public

schools, and the balance worked in private schools (table 3), figures that are comparable to the

distribution of teachers nationally in 1993–94. Minority graduates were more likely than white 17

graduates to teach in public schools. Two-thirds of women who taught worked in elementary

schools, compared with two-fifths of men. Similarly, one-quarter of women taught in secondary

schools, whereas over half of men who taught worked in secondary schools.
13

Table 3—Percentage distributions of 1992–93 bachelor's degree recipients who were new teachers

according to the sector and level of the schools in which they taught, by gender and 

race–ethnicity: 1994

Sector of school Level of school

Public Private Elementary Secondary Combined

Total 84.3 15.7 59.6 34.1 6.3

Race–ethnicity

Minority 92.4 7.6 69.8 28.6 1.6

American Indian/Alaskan Native — — — — — 

Asian/Pacific Islander — — — — — 

Black, non-Hispanic* — — — — — 

Hispanic 91.2 8.8 74.3 25.7 0

White, non-Hispanic 83.3 16.7 57.9 35.2 6.9

Gender

Male 86.4 13.6 40.8 55.4 3.7

Female 83.5 16.5 66.0 26.1 7.3

—Too few cases for a reliable estimate.

*Although 33 percent of black, non-Hispanic graduates entered the pipeline, only 20 percent taught, so tables that include only

teachers have too few black, non-Hispanics to report estimates.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.

Expectations for the Future

New teachers exit the teacher pipeline at various times and for various reasons, including

pursuing further education or changing careers altogether. The longitudinal nature of B&B:93

will allow tracking of these graduates' moves in and out of the teaching profession, but in the

meantime, their expectations provide an early indicator of their commitment to teaching as a

profession.

In general, new teachers' expectations for teaching in the future followed patterns similar

to those observed regarding their entrance into teaching in the year after receiving their bachelor's

degrees. For example, about 62 percent of black, non-Hispanic new teachers expected to be

teaching in 2 years, whereas 78 percent of Hispanic teachers and 76 percent of white, nonHispanic new teachers had this expectation (table 4). Likewise, when asked about their plans

regarding teaching in the long term, 25 percent of black, non-Hispanic graduates in the pipeline

responded that they expected to be teaching, compared with 45 percent of their white, nonHispanic peers. Similarly, among nonteachers in the teacher pipeline, Asian/Pacific Islanders and

black, non-Hispanics were less likely than white, non-Hispanics to expect to teach in the long

term.

Differences between men's and women's expectations for teaching in the future were also

consistent with those found with respect to entering the pipeline and teaching. Whereas about

half of the women in the teacher pipeline expected to be teaching in 2 years or in the long term,

about 30 percent of men expected to be teaching at either of these points in time. Among new
W. Timothy Weaver, America's Teacher Quality Problem: Alternatives for Reform (New York: Praeger 18

Publishers, 1983).

14

teachers, 81 percent of women expected to be teaching in 2 years, compared with 62 percent of

men. Women were also more likely than men to expect to teach in the long term (69 percent

compared with 52 percent).

Given these expectations, it appears that among this cohort of college graduates, the

historical trends in minority and female participation in teaching are not likely to change.

Analyses of future B&B:93 data will indicate just how accurate these new graduates'

expectations for the future were, and whether graduates who begin teaching at a later point have

similar demographic characteristics to those who began teaching within one year of their degree

completion. Let us now turn from the question of who entered the teacher pipeline to how those

who did enter compared with those who did not in terms of their undergraduate academic

experiences.

Table 4—Of 1992–93 bachelor's degree recipients in the teacher pipeline, percentage who planned to 

be teaching in two years and in the long term, by gender and race–ethnicity: 1994

Expects Expects

to be teaching in 2 years to be teaching in long term

Non- NonTotal Teachers teachers Total Teachers teachers

Total 44.8 75.5 30.9 42.9 63.3 33.8

Gender

Male 30.2 61.5 20.0 28.7 51.7 21.5

Female 52.8 80.9 37.8 50.8 67.8 41.7

Race–ethnicity

Minority 38.0 70.1 26.3 31.4 48.3 25.5

American Indian/Native 

 Alaskan — — — — — — 

Asian/Pacific Islander 24.5 — 15.4 25.6 — 17.5

Black, non-Hispanic 32.2 61.8 24.2 24.6 45.7 19.3

Hispanic 53.0 77.9 37.5 44.3 48.2 42.0

White, non-Hispanic 46.1 76.2 31.9 45.1 65.4 35.6

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.

Undergraduate Academic Experiences and Teaching

Background

Although the academic achievement and ability of teachers have been questioned for well

over 100 years, the early 1980s occasioned a renewed interest in the topic. In the last decade or 18

so, this issue has been studied from several vantage points. Studies have compared the
Berliner and Biddle, The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools;

19

Cassandra Book, Donald Freeman, and Bruce Brousseau, “Comparing Academic Backgrounds and Career

Aspirations of Education and Non-education Majors,” Journal of Teacher Education 36 (3) (1985): 27-30; Eric A.

Hanushek and Richard R. Pace, “Who Chooses to Teach (and Why)?” Economics of Education Review 14 (2)

(1995): 101–117; Richard J. Murnane, Judith D. Singer, John B. Willett, James J. Kemple, and Randall J. Olsen,

Who Will Teach? Policies That Matter (Cambridge, MA: Harvard University Press, 1991); Phillip C. Schlechty and

Victor S. Vance, “Recruitment, Selection, and Retention: The Shape of the Teaching Force”; Janet C. Sweeney,

Richard D. Warren, and Mari R. Kemis, “Teacher Education Graduates at One Year Following Graduation—An

Examination of Differences Between Those Who Entered Teaching and Those Who Did Not” (Paper presented at

the annual meeting of the Mid-Western Educational Research Association, Chicago, 1990); Weaver, America's

Teacher Quality Problem.

Russell W. Rumberger, "The Impact of Salary Differentials on Teacher Shortages and Turnover: The Case of 20

Mathematics and Science Teachers," Economics of Education Review 6 (4) (1987): 389–399.

15

achievement test scores and grade point averages of college students who were interested in

teaching with those of other students, education majors with noneducation majors, teachers with

nonteachers, and those who continued to teach with those who left the profession. The findings

have been fairly consistent: college students interested in teaching, teacher education students,

teachers, and those who remain in teaching tend to have somewhat lower scores on standardized

tests—including the ACT or SAT, the NTE, and the High School and Beyond (HS&B)

achievement tests—than their counterparts who were less inclined toward teaching. On the other

hand, studies that employ high school or college grade point averages as the measure of

achievement consistently report that those more inclined toward teaching achieve at levels equal

to or higher than those less inclined.19

In addition to possible shortages of teachers with high academic achievement,

policymakers and researchers have been concerned in particular about the potential for a shortage

of teachers who have studied high-level mathematics and science. Because college graduates

with degrees in mathematics, computer science, and the natural sciences have greater earning

power in private enterprise than they do as schoolteachers, it is believed, these graduates are less

likely to be interested in teaching (especially as a long-term career), to prepare to teach, to enter

teaching, or to remain in teaching for an extended period of time.20

As the data presented in the remainder of this section indicate, earlier findings regarding

the academic achievement of those who were considering teaching, had prepared to teach, or had

taught were not contradicted by B&B:93/94 data. At several points along the teacher pipeline,

those more inclined toward teaching tended to have lower college entrance examination scores

and higher GPAs than did those less inclined toward teaching. The data also indicate that this

apparent discrepancy in findings may be accounted for, at least in part, by differences in course

taking: those who taught, only prepared to teach, or were only considering teaching were more

likely than other graduates to have taken education courses, less likely to have taken advanced

mathematics and calculus courses, and tended to take fewer courses in science or engineering.

Because grades in education courses tended to be higher than those in advanced mathematics,

calculus, science, and engineering courses, the mix of courses taken by those inclined to teach

tended to result in higher GPAs than the mix taken by those who were not so inclined.
Many of these graduates may pursue graduate study in education, teach at non-elementary/secondary levels, or 21

become administrators, counselors, or education policymakers rather than classroom teachers.

16

This section explicates these findings by comparing 1992–93 graduates who took various

steps toward teaching, and who taught in different types of schools, on several aspects of their

undergraduate academic careers: their major fields of study, the types of postsecondary

institutions in which they began postsecondary education and completed their bachelor's degrees,

their entrance examination scores, their grade point averages, the number of credits they earned

in various subject areas, and the grades associated with those credits.

Undergraduate Major

Although a useful indicator of the propensity to teach, majoring in education was quite

distinct from preparing to teach. Education majors were far more likely than graduates who

majored in other fields to enter the teacher pipeline (figure 3 and table 5). However, 1 year after

graduation a significant proportion—nearly one quarter—of graduates who majored in education

had neither prepared to teach nor taught and were not even considering teaching (table 5). In 21

addition, significant proportions of graduates in other fields—about one-third of humanities

majors and one-fifth of other liberal arts majors—were considering teaching in 1994, even if they

had neither prepared nor taught.

Table 5—Percentage of 1992–93 bachelor's degree recipients who entered the teacher pipeline; and of 1

pipeline entrants, percentage distribution according to status in the pipeline, by

baccalaureate degree major: 1994

Percent Pipeline entrants

entered

teacher Considering Prepared

pipeline only only Taught 2

Total 26.1 52.8 17.1 30.1

Baccalaureate degree major

Business and management 13.6 86.0 4.1 9.9

Education 77.1 13.0 32.5 54.5

Humanities 33.9 65.1 12.1 22.8

Mathematics, computer science, 20.4 67.7 9.2 23.1

 natural sciences

Social sciences 22.9 73.0 11.5 15.5

Other 16.9 75.3 10.2 14.5

Excludes those who either taught in elementary or secondary schools before receiving the 1992–93 bachelor's degree or had 1

been certified to teach 1 year or more before receiving the 1992–93 bachelor's degree.

Graduates were defined as having entered the teacher pipeline if they had first taught since receiving the 1992–93 bachelor's 2

degree, prepared to teach during or since the 1992–93 degree, or were considering teaching at the time of the B&B:93/94

interview.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
0 20 40 60 80 100

Business/

management

Education

Social sciences

Other

Humanities

TOTAL

Mathematics, 

computer science,

natural sciences

17

Once in the teacher pipeline, just over half of education majors had taught and another

one-third had only prepared to teach (table 5). In contrast, no more than 23 percent of graduates

in other majors had taught and no more than 12 percent had only prepared to teach. Given these

differences, when comparing education majors with graduates who majored in other fields it is

important to keep in mind both that many education majors either had not entered the pipeline or

were only considering teaching and that a number of those who majored in other fields had either

taught or prepared to teach by 1994.

Figure 3—Percentage of 1992–93 bachelor's degree recipients* who were in the teacher pipeline, by

undergraduate major: 1994

*Excludes bachelor's degree recipients who had taught before receiving 1992–93 degree or had been certified to teach 1 year or

more before receiving the 1992–93 degree.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.

Types of Postsecondary Institutions Attended

In general, new teachers began their postsecondary careers in and graduated from the same

types of postsecondary institutions as other graduates. Most graduates first attended a 4-year

institution after high school: 55 percent began in public 4-year institutions, 28 percent in private

4-year institutions, and 17 percent in less-than-4-year institutions. These proportions did not vary
Beyond a greater likelihood among humanities graduates to have begun in private 4-year institutions, college major 22

was not associated with the postsecondary institutions that graduates first attended after high school.

18

with graduates' interest in teaching, and varied little with their undergraduate fields of study

(table 6).22

Table 6—Percentage distribution of 1992–93 bachelor's degree recipients* according to type of

postsecondary institution first attended after high school, by selected teaching-related

characteristics: 1994

First postsecondary institution

attended after high school

Less than Public, Private,

4-year 4-year 4-year

Total 17.3 54.8 27.9

Status in teacher pipeline

Not in teacher pipeline 16.8 55.5 27.8

In teacher pipeline 18.8 53.0 28.3

Nonteachers 18.1 52.3 29.6

Considering only 17.0 51.9 31.1

Prepared only 21.4 53.6 25.0

Taught 20.6 54.5 24.8

Baccalaureate degree major

Business and management 19.4 54.7 26.0

Education 19.6 56.2 24.2

Humanities 16.0 45.3 38.8

Mathematics, computer science, 14.4 57.1 28.5

 natural sciences

Social sciences 14.0 54.1 31.9

Other 20.0 58.1 21.9

Teachers

Sector of school at which taught

Public 23.0 57.7 19.2

Private 9.8 46.2 43.9

Expects to be teaching in 2 years

Yes 21.1 57.3 21.6

No 19.2 46.3 34.5

Expects to be teaching in long term

Yes 20.3 58.3 21.4

No 20.2 49.1 30.8

*Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year

or more before receiving the 1992–93 degree.

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
19

Among teachers, however, the type of institution in which they began college was

associated with both the sector of schools in which they taught and their plans to teach in the

future. For instance, whereas more than one-fifth of new graduates who taught in public schools

first attended less-than-4-year institutions, about one-tenth of their classmates who taught in

private schools did. Similarly, private school teachers were more likely than public school

teachers to have begun in private 4-year institutions (44 percent versus 19 percent). In addition,

new teachers who planned to teach in the future (both in 2 years and in the long term) were less

likely than those who did not expect to remain in the classroom to have begun their

postsecondary careers in private 4-year institutions.

Unlike the first postsecondary institution attended after high school, the type of institution

from which graduates received their degrees did vary slightly with pipeline status. Between 29

and 38 percent of graduates who had only prepared to teach or had taught received their degrees

from public nondoctorate-granting institutions, compared with 21 percent of graduates who were

not in the teacher pipeline (table 7).

Table 7—Percentage distribution of 1992–93 bachelor's degree recipients according to type of 1

postsecondary institution from which they received their bachelor's degree, by selected

teaching-related characteristics: 1994

Private Private

Public Public not-for-profit not-for-profit

nondoctorate- doctorate- nondoctorate- doctorategranting granting granting granting Other2

Total 22.9 42.5 17.8 13.4 3.5

Status in teacher pipeline

Not in teacher pipeline 20.7 44.3 17.2 13.8 3.9

In teacher pipeline 28.9 37.3 19.3 12.2 2.3

Nonteachers 29.0 35.9 19.7 13.2 2.2

Considering only 26.2 37.3 20.4 13.9 2.2

Prepared only 37.7 31.6 17.5 11.2 2.0

Taught 29.1 41.5 17.1 10.1 2.3

Teachers

Sector of school at which taught

Public 32.5 43.2 13.9 7.7 2.7

Private 20.5 33.5 30.9 15.1 0

Expects to be teaching in 2 years

Yes 33.2 41.7 16.2 7.1 1.8

No 16.1 41.8 18.9 19.2 4.1

Expects to be teaching in long term

Yes 32.5 42.9 15.9 6.9 1.9

No 21.4 40.9 19.8 14.6 3.4

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Includes graduates of private, for-profit institutions and institutions of unknown type (i.e., 1992–93 bachelor's degree recipients 2

who were sampled from an institution other than the degree-granting one).

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
For the purposes of this analysis, students' SAT scores were used when available. ACT scores were used if SAT 23

scores were not available. Quartiles were determined relative to B&B graduates, not the population of SAT/ACT

test-takers. See the glossary for further details on this variable.

20

Also, in contrast to their classmates who were in the teacher pipeline, those who were not

in the pipeline were more likely to have graduated from public doctorate-granting institutions.

These differences are hardly surprising, given that public nondoctorate-granting institutions often

began as normal schools or teachers' colleges and are more likely than other types of institutions

to offer teacher preparation programs.

As with the first institution attended, however, the most consistent differences were

observed between groups of teachers. One-third of public school teachers graduated from public

nondoctorate-granting institutions, compared with one-fifth of private school teachers. At the

same time private school teachers were more likely to have graduated from private not-for-profit

nondoctorate-granting institutions. Again, new teachers who expected to teach in the future

differed from short-term teachers: those who expected to be teaching in 2 years and in the long

term were more likely to have graduated from nondoctorate-granting public institutions and less

likely to have graduated from doctorate-granting private institutions.

Thus, to some degree those in the teacher pipeline attended different types of institutions

from those outside the pipeline. More consistent differences in the types of institutions attended

occurred among teachers, however. Those who expected to teach in the future and those who

taught in public schools more often attended public institutions, particularly public nondoctorategranting 4-year institutions. It appears, therefore, that those more committed to teaching were

more likely to attend institutions that prepared large numbers of teachers.

College Entrance Examination Scores 23

Those graduates who were more inclined to teach were consistently less likely than

graduates who were less inclined to be in the top quartile of entrance exam scores and often were

more likely to be in the bottom quartile. For example, although one-quarter of those not in the

teacher pipeline had college entrance exam scores in the top quartile, about one-fifth of those

who taught had scores in the top quartile (figure 4 and table 8). Similarly, those who majored in

education were less likely than liberal arts majors (those who majored in mathematics, computer

science, or the natural sciences; the social sciences; or the humanities) to have scored in the top

quartile among B&B:93 graduates.

Among 1992–93 graduates who taught, the kinds of schools in which they taught and the

level at which they taught were also related to their college entrance exam scores. Compared with

those who taught in public schools (17 percent), nearly twice as many of those who taught in

private schools (33 percent) scored in the top quartile of B&B graduates (table 8). In addition,

new teachers who taught in secondary schools were more likely than their peers in elementary

schools to have scored in the top quartile (29 percent compared with 12 percent). Secondary

teachers in the class of 1992–93 scored in the top quartile at the same rate as their peers who

were not in the teacher pipeline.
Not in pipeline

Taught

52 51

53 56

Top quartile 

Considering only

26 25

18 18

Prepared only

Middle half Bottom quartile

21

Finally, whether they had taught or not, graduates in the pipeline who expected to be

teaching in 2 years were less likely to have scores in the top quartile than were those who did not

expect to be teaching in 2 years. And among new teachers, those who planned to continue

teaching in the future were more likely than those who did not to be in the bottom quartile. Thus,

at each step toward a long-term career in teaching, those who were more inclined to teach scored

less well than those less inclined.

Figure 4—Percentage distribution of 1992–93 bachelor's degree recipients* according to college entrance

examination score quartile, by status in teacher pipeline: 1994 

*Excludes bachelor's degree recipients who had taught before receiving 1992–93 degree or had been certified to teach 1 year or

more before receiving the 1992–93 degree.

NOTE: Self-reported entrance examination scores were available for 65–70 percent of new bachelor's degree recipients. There

were no differences in the proportion of graduates with examination scores by pipeline status.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
22

Table 8—Percentage of 1992–93 bachelor's degree recipients* for whom college entrance examination

scores were available; and of those with scores, percentage distribution according to score

quartile, by selected teaching-related characteristics: 1994

Of those with test scores

Test scores Top Middle Bottom

available quartile half quartile

Total 69.1 25.3 51.9 22.9

Status in teacher pipeline

Not in teacher pipeline 69.4 26.4 51.6 22.0

In teacher pipeline 68.5 22.1 52.6 25.3

Nonteachers 67.8 23.5 51.8 24.7

Considering only 68.7 25.2 51.4 23.4

Prepared only 64.5 17.7 53.4 28.9

Taught 69.9 18.4 55.5 26.2

Baccalaureate degree major

Business and management 66.1 19.1 54.7 26.2

Education 70.6 15.7 54.6 29.7

Humanities 69.8 32.7 49.4 17.9

Mathematics, computer science, 76.0 38.1 48.3 13.6

 natural sciences

Social sciences 70.3 26.4 52.9 20.7

Other 64.1 18.3 51.7 30.1

Teachers

Sector of school at which taught

Public 68.0 16.6 55.2 28.2

Private 82.6 32.1 48.4 19.5

Level of school at which taught

Elementary 67.2 11.7 56.8 31.5

Secondary 74.7 28.6 49.7 21.7

Combined 76.2 29.2 59.0 11.8

Graduates in teacher pipeline

Expects to be teaching in 2 years

Teachers

Yes 68.7 14.0 56.5 29.5

No 74.6 30.9 52.9 16.3

Nonteachers

Yes 62.3 15.8 55.6 28.7

No 70.1 26.7 50.6 22.7

Expects to be teaching in long term

Teachers

Yes 68.8 16.2 53.8 30.0

No 75.7 22.5 58.8 18.7

Nonteachers

Yes 63.8 16.5 55.7 27.7

No 70.2 26.4 50.3 23.3

*Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year

or more before receiving the 1992–93 degree.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
23

Undergraduate Grade Point Averages

Comparison of undergraduate grade point averages (GPAs) is more complicated than

comparison of test scores. Unlike entrance examination scores, where the metric is normed on a

national sample, course grades are distributed relative to students in particular classes taught by

individual faculty in various institutions. Because grades are not subject to uniform standards

across faculty, fields of study, or institutions, comparing them can be problematic. Furthermore,

this variation is compounded by differences in the combinations of courses taken by students in

different institutions and different fields of study. Therefore, when comparing the GPAs of

various groups of students it is important to take into account other variables that are related to

GPA that also vary consistently among those groups, such as their fields of study, the courses

they took, and their achievement in those courses. Although multivariate techniques provide the

best methods of accounting for the influence of other variables, such analyses are beyond the

scope of this report. Therefore, in order to examine differences among 1992–93 graduates at

various points along the teacher pipeline as accurately as possible, this essay includes

information regarding those important covariates.

Cumulative GPA did vary by location in the teacher pipeline. Teachers and those who had

only prepared to teach had higher cumulative GPAs than did both those who had not entered the

pipeline and those who were only considering teaching (table 9). In addition, with the exception

of humanities majors, education majors had higher cumulative GPAs than their peers in the other

undergraduate major categories. However, there were no differences among teachers’ GPAs by

the sector or level of their schools or by their expectations for teaching in the future.

A similar pattern emerges from graduates' GPAs in their major fields of study. Those who

taught and those who only prepared to teach had GPAs in their major ranging from 3.44 to 3.48,

in contrast to the major GPAs of those who were not in the pipeline or who were only

considering teaching, whose major GPAs ranged from 3.26 to 3.29 (figure 5 and table 10). As

observed with cumulative GPAs, education majors tended to have higher GPAs in their major

field than did their classmates in other fields, with the exception of the humanities.

Because education majors had higher GPAs in their majors than students in some other

majors, one might suspect, as others have suggested, that GPAs are a flawed measure of

achievement and that this flaw accounts for the contradictory findings on entrance examination

scores and GPAs, that is, that those inclined to teach had both lower entrance exam scores and

higher GPAs than other graduates. Specifically, one might argue that teachers and those who only

prepared to teach had higher GPAs not because they achieved more academically but because the

courses they took in college were less rigorous than those taken by other college graduates.
24

Table 9—Average undergraduate cumulative grade point average (GPA) among 1992–93 bachelor's degree

recipients* and percentage distribution of 1992–93 bachelor's degree recipients according to

cumulative undergraduate GPA, by selected teaching-related characteristics: 1994

Cumulative undergraduate GPA

Average Less 3.75

cumulative than 2.25– 2.75– 3.25– or

GPA 2.25 2.74 3.24 3.74 higher

Total 3.17 2.4 13.6 41.3 30.0 12.8

Status in teacher pipeline

Not in teacher pipeline 3.16 2.5 13.9 42.0 29.3 12.4

In teacher pipeline 3.19 2.0 12.8 39.3 32.1 13.9

Nonteachers 3.17 2.4 14.7 38.8 31.4 12.7

Considering only 3.12 3.1 17.4 39.0 29.7 10.9

Prepared only 3.31 0.4 6.2 38.3 36.8 18.3

Taught 3.26 1.0 8.4 40.0 33.6 16.9

Baccalaureate degree major

Business and management 3.15 2.7 14.7 40.5 29.4 12.7

Education 3.24 1.1 10.4 39.3 33.6 15.6

Humanities 3.24 2.2 10.3 37.8 34.3 15.4

Mathematics, computer science, 3.13 3.0 16.6 40.8 29.6 10.1

 natural sciences

Social sciences 3.16 2.6 14.4 40.1 29.8 13.2

Other 3.16 2.2 11.7 46.7 27.7 11.7

Teachers

Sector of school at which taught

Public 3.27 0.7 8.4 39.0 34.5 17.4

Private 3.29 0.9 8.0 40.0 28.5 22.4

Level of school at which taught

Elementary 3.28 0.4 7.3 41.7 32.4 18.2

Secondary 3.26 0.7 9.9 35.9 37.9 15.6

Combined 3.25 2.3 9.4 39.4 26.2 22.7

Expects to be teaching in 2 years

Teachers

Yes 3.27 1.1 7.0 40.7 36.2 15.1

No 3.26 0.4 13.1 37.1 26.5 23.0

Expects to be teaching in long term

Teachers

Yes 3.27 0.9 7.6 38.0 37.4 16.1

No 3.25 0.4 10.0 42.9 28.8 17.9

*Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year

or more before receiving the 1992–93 degree.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
GPA

Social

sci.

Bus./

management

Education

Math,

comp.

sci.,

nat. sci.

Human. Not in

pipe-

 line

Consid-

 ering

Prepared

 only

Taught

3.26

3.42 3.40

3.42 3.25 3.33 3.29 3.26

3.48 3.44

only

25

Figure 5—Average GPA in undergraduate major of 1992–93 bachelor's degree recipients,* by

undergraduate major and status in teacher pipeline: 1994

*Excludes bachelor's degree recipients who had taught before receiving 1992–93 degree or had been certified to teach 1 year or

more before receiving the 1992–93 degree.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.

For example, when one looks at the undergraduate majors of graduates in different

locations in the pipeline, one finds that undergraduate major may well be related to the GPA

differences between those more inclined to teach and those less inclined. As noted above,

majoring in education was not synonymous with preparing to teach or teaching, but it was

related. Sixty-four percent of those who only prepared to teach had majored in education (table

11). Three-quarters of elementary school teachers and about half of secondary teachers majored

in education, while many secondary level teachers majored in the arts and sciences: 11 percent in

the humanities, 11 percent in the natural sciences, 10 percent in mathematics or computer

science, and 9 percent in the social sciences. Moreover, teachers who planned to teach in the

future were especially likely to have majored in education—about 70 percent did.
26

Table 10—Average GPA in undergraduate major among 1992–93 bachelor's degree recipients* and

percentage distribution of 1992–93 bachelor's degree recipients according to GPA in

undergraduate major, by selected teaching-related characteristics: 1994

Average GPA in undergraduate major

GPA in Less 3.75

undergraduate than 2.25– 2.75– 3.25– or

major 2.25 2.74 3.24 3.74 higher

Total 3.31 1.6 6.8 40.9 27.5 23.3

Status in teacher pipeline

Not in teacher pipeline 3.29 1.7 6.9 42.4 26.6 22.4

In teacher pipeline 3.35 1.4 6.4 36.6 29.9 25.7

Nonteachers 3.31 1.5 7.7 38.1 29.3 23.3

Considering only 3.26 1.9 9.5 41.3 27.9 19.5

Prepared only 3.48 0.4 2.2 28.4 33.9 35.0

Taught 3.44 0.9 3.4 32.6 31.0 32.0

Baccalaureate degree major

Business and management 3.26 1.5 9.0 42.6 26.2 20.7

Education 3.42 1.1 3.1 32.8 31.6 31.3

Humanities 3.40 1.5 5.1 32.9 29.4 31.1

Mathematics, computer science, 3.25 2.6 8.2 44.4 25.8 19.0

 natural sciences

Social sciences 3.33 1.2 6.3 39.6 28.1 24.8

Other 3.29 1.7 5.6 44.6 27.6 20.5

*Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year

or more before receiving the 1992–93 degree.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.

Thus, because those more inclined to teach were more likely to major in education and

education majors tended to have both higher GPAs and lower scores on the SAT or ACT,

undergraduate major may account for some of the discrepancy between entrance examination

scores and grades. However, given the diversity in majors among graduates in the pipeline, it is

necessary to look further at the courses they took and the grades they earned in those courses.

Undergraduate Course Taking

The B&B:93/94 data collection included not only the telephone interview of 1992–93

graduates, but also respondents' transcripts from the degree-granting institution. For most

students, these transcripts reflect the courses credited toward the 1992–93 bachelor's degree, but

for students who transferred to the degree granting-institutions from other institutions, these

transcripts may not be complete records of their undergraduate course-taking experience.
27

Table 11—Percentage distribution of 1992–93 bachelor's degree recipients according to undergraduate major, by selected teaching-related 1

characteristics: 1994

Mathematics, Business Health,

Social Natural computer and vocational,

Humanities sciences sciences science Engineering Education management technical Other 2

Total 10.0 15.4 8.9 4.1 6.6 11.4 25.4 8.8 9.4

Status in teacher pipeline

Not in teacher pipeline 9.0 16.1 8.9 4.1 8.0 3.5 29.7 10.4 10.2

In teacher pipeline 12.9 13.5 8.8 3.9 2.6 33.7 13.2 4.3 7.1

Nonteachers 14.1 16.2 9.6 3.8 3.4 22.1 16.8 4.9 9.1

Considering only 15.8 18.5 11.3 4.0 4.3 8.4 21.3 6.0 10.3

Prepared only 7.9 8.9 4.3 3.2 0.6 64.1 3.1 1.4 5.4

Taught 9.7 6.9 7.1 4.0 0.6 61.8 4.3 3.1 2.4

Teachers

Level of school at which taught

Elementary 8.1 3.6 4.6 1.1 0 75.6 3.6 1.8 1.7

Secondary 10.5 7.9 11.4 9.9 1.5 47.0 8.1 1.8 1.9

Combined 16.4 6.7 11.9 6.7 0 54.5 0 3.8 0

Expects to be teaching in 2 years

Yes 8.9 3.4 5.5 4.6 0.3 71.8 3.0 1.4 1.1

No 10.8 16.9 12.4 2.5 1.6 33.1 8.3 8.5 5.8

Expects to be teaching in long term

Yes 8.9 4.3 5.7 3.6 0.6 70.0 3.4 1.6 1.8

No 10.8 11.4 9.9 4.8 0.8 47.3 5.7 5.9 3.5

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year or more before receiving the 1992–93 degree. 1

Includes literature, foreign languages, and fine and performing arts; for more detail see appendix A. 2

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal Study First Followup (B&B:93/94), Data

Analysis System.
U.S. Department of Education, National Center for Education Statistics, A Descriptive Summary of 1992–93 24

Bachelor's Degree Recipients: One Year Later.

Because some postsecondary institutions do not grant credit for remedial coursework, this report addresses 25

remedial course taking by examining the proportion of graduates who had taken at least one course regardless of

credit granted. With respect to nonremedial course taking, the report discusses credits earned so as not to include

courses attempted but not passed.

Details concerning definitions of “precollegiate mathematics,” “remedial English,” and other types of courses can 26

be found in the technical appendix.

28

Between 34 and 38 percent of graduates either a) reported having begun postsecondary

education at an institution other than the degree-granting institution or b) had records of courses

taken at other institutions on their transcripts from the degree-granting institutions. Therefore, 24

the estimates of courses taken, credits earned, and GPAs in the fields presented below must be

read with some caution. Nevertheless, they can be used to determine whether there were

systematic differences in course taking among groups of graduates.

Remedial Course Taking 25

The proportion of graduates whose transcripts indicated that they had taken at least one

precollegiate mathematics course while in college was positively associated with the propensity

to teach. Fifteen percent of graduates in the teacher pipeline had taken at least one precollegiate 26

mathematics course, compared with 12 percent of their classmates who were not in the teacher

pipeline (table 12). Differences were also apparent by undergraduate major: 18 percent of

education majors had taken a precollegiate mathematics course, compared with 9 percent of

mathematics/computer science/natural science majors, and 11 percent among both humanities

and social science majors. Public school teachers were more likely than private school teachers to

have taken a precollegiate mathematics course. Among those who received credit for

precollegiate mathematics, no differences were observed in the number of credits received or in

the grade point averages in these courses.

Course taking in remedial English was similar only in that education majors were more

likely than social science or humanities majors to have taken at least one course (13 percent of

education majors compared with 7 percent of both social science and humanities majors) (table

12). Although there were no differences in the number of credits earned in remedial English

courses, teachers who earned credit in remedial English earned slightly higher grades in those

courses than graduates who were not in the teacher pipeline.

To the extent that they received credit and higher grades for these courses than their

classmates received for other courses, those who took remedial courses may have increased their

overall GPAs relative to those of their classmates despite lower achievement levels in

mathematics or English. However, given the data discussed above, remedial course taking does

not entirely explain the discrepancy between findings on entrance examination scores and GPAs.

There was only a 3 percent difference between pipeline and nonpipeline graduates in the

proportion who had taken precollegiate mathematics, no difference in the proportion who had

taken remedial English, and no differences between teachers and their classmates outside the

pipeline. However, those who majored in education were more likely than those who majored in

other fields to take remedial courses in both mathematics and English.
 The reader is reminded that by “had taken” it is meant “had a record of having taken on the transcript from the 27

degree-granting institution.” Respondents whose transcripts did not indicate courses in any of the subjects discussed

may well have taken such courses at another institution.

29

Table 12—Percentage of 1992–93 bachelor's degree recipients whose undergraduate transcripts recorded 1 2

at least one course attempted in precollegiate mathematics or remedial English, average

number of credits earned in each field, and average GPA in each field, by selected teachingrelated characteristics: 1994

Precollegiate mathematics Remedial English

Average Average

Percent number Percent number

with of with of

course credits GPA course credits GPA 3 3 3 3

Total 12.5 3.9 2.77 8.7 3.5 3.13

Status in teacher pipeline

Not in teacher pipeline 11.7 3.8 2.75 8.1 3.5 3.10

In teacher pipeline 14.9 4.1 2.79 10.3 3.3 3.21

Nonteachers 14.3 4.0 2.84 9.8 3.4 3.14

Considering only 12.7 4.0 2.84 9.7 3.3 3.14

Prepared only 19.4 3.9 2.84 10.2 3.8 3.15

Taught 16.8 4.2 2.70 11.9 3.2 3.35

Baccalaureate degree major

Business and management 13.2 3.8 2.91 7.8 3.7 3.05

Education 17.9 4.1 2.77 12.5 3.3 3.29

Humanities 10.7 3.8 2.62 6.5 3.3 3.05

Mathematics, computer science, 8.5 4.1 2.82 8.5 3.6 3.19

 natural sciences

Social sciences 11.3 3.5 2.64 7.3 3.6 3.05

Other 14.8 4.0 2.70 10.2 3.2 3.13

Teachers

Sector of school at which taught

Public 18.5 4.2 2.66 11.6 3.5 3.39

Private 8.7 — — 12.8 — — 

—Too few cases for a reliable estimate.

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Transcripts were collected from degree-granting institutions only and may not include postsecondary credits earned at other 2

institutions. See appendix B for details on transcript data.

Average credits/GPA for those with some credit in each field. 3

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.

Course Taking in Advanced Mathematics or Calculus

Were those inclined to teach more or less likely to have earned credit in advanced

mathematics or calculus? As table 13 illustrates, about one-fifth of those in the pipeline had 27

earned advanced mathematics or calculus credit, compared with about one-third of those not in

the pipeline. 
30

Table 13—Percentage of 1992–93 bachelor's degree recipients whose undergraduate transcripts recorded 1 2

credit earned in advanced mathematics or calculus and science or engineering, average number

of credits earned in each field, and average GPA in each field, by selected teaching-related

characteristics: 1994

Advanced math

or calculus Science or engineering

Average Average

Percent number Percent number

earned of earned of

credit credits GPA credit credits GPA 3 3 3 3

Total 31.0 7.3 2.68 75.5 18.3 2.67

Status in teacher pipeline

Not in teacher pipeline 34.5 7.0 2.69 75.1 19.8 2.76

In teacher pipeline 21.2 8.4 2.62 76.6 14.1 2.69

Nonteachers 23.5 8.0 2.63 78.1 15.2 2.67

Considering only 26.0 7.9 2.58 77.1 16.8 2.65

Prepared only 15.9 8.4 2.84 81.3 10.4 2.72

Taught 16.7 10.0 2.61 76.4 11.6 2.75

Baccalaureate degree major

Business and management 35.8 4.3 2.66 64.0 7.1 2.79

Education 15.5 6.2 2.70 77.5 9.5 2.66

Humanities 16.4 5.0 2.58 68.3 8.9 2.69

Mathematics, computer 65.0 10.8 2.77 90.6 46.0 2.88

 science, natural sciences

Social sciences 21.7 5.6 2.52 76.8 8.6 2.66

Other 14.3 5.2 2.52 77.0 14.8 2.65

Teachers

Sector of school at which taught

Public 17.6 10.4 2.70 75.9 11.9 2.75

Private 15.7 — — 71.5 11.0 2.82

Level of school at which taught

Elementary 12.5 7.7 2.76 74.5 10.7 2.75

Secondary 26.5 12.8 2.73 76.8 14.0 2.87

Combined 16.8 — — 69.3 11.3 2.88

Main field taught

General elementary 8.0 — — 75.6 9.0 2.73

English, reading 7.7 — — 71.2 8.5 2.66

Mathematics, computer 52.4 18.2 2.94 78.4 10.1 2.86

 science

Natural sciences 23.3 7.3 2.52 82.3 24.8 2.84

Social studies 9.9 — — 82.9 — — 

Bilingual, ESL, foreign 21.0 — — 67.6 6.6 2.89

 languages

Fine or performing arts 0.9 — — 67.2 6.9 2.75

Vocational education 15.4 — — 72.0 9.6 2.55

Special education 7.6 — — 73.3 8.7 2.68

Other 16.2 — — 80.3 12.3 2.57

—Too few cases for a reliable estimate.

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Transcripts were collected from degree-granting institutions only and may not include postsecondary credits earned at other 2

institutions. See appendix B for details on transcript data.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
31

However, secondary school teachers were no less likely than those not in the pipeline to

have earned credit in these fields. This appears to be due to course taking among mathematics,

computer science, and natural science teachers: 52 percent of mathematics/computer science

teachers had taken these courses, as had 23 percent of their colleagues in the natural sciences.

Education majors were less likely than business and mathematics/computer science/natural

science majors to have earned credit in advanced mathematics or calculus.

When teachers took courses in these subjects, they tended to earn more credits than their

classmates who were not in the teacher pipeline. Teachers earned about 10 credits in advanced

mathematics or calculus, compared with 7 credits among those who were not in the pipeline.

Grades earned in these courses did not vary with teaching status, and education majors earned

about the same grades as their classmates in other majors.

Course Taking in Science or Engineering

Unlike advanced mathematics or calculus, the proportion of graduates who earned credit

in science or engineering did not vary with teaching status. About three-quarters of graduates

earned credit in these fields regardless of teaching status (table 13). Those who taught did tend to

earn fewer credits (12 on average) than either those outside the pipeline (20 credits) or those who

were only considering teaching (17 credits). However, those in the pipeline tended to earn about

the same grades in science and engineering courses as those not in the pipeline.

Although education majors were less likely than those who majored in mathematics,

computer science, or the natural sciences to have earned credit in science and engineering, 78

percent of education majors did earn these credits. Moreover, education majors earned no fewer

credits in science or engineering than social science or humanities majors and more than business

majors. Education majors did earn lower grades in science and engineering courses than

mathematics, computer science, or natural science majors, but about the same grades as their

classmates in other majors.

Course Taking in the Humanities and Social Sciences

Course taking in the humanities and social sciences among graduates who taught, only

prepared to teach, or were only considering teaching also differed from that of their counterparts

outside the teaching pipeline. Although the proportion of graduates who earned any credit in

either the humanities or social sciences did not vary with teaching status or undergraduate major,

differences were observed in the number of credits earned by those inside and outside the teacher

pipeline and in the grades they received. Those who were only considering teaching earned about

2.8 more credits in the humanities than those outside the pipeline, although no other differences

were observed by pipeline status (table 14). Education majors earned about 11 fewer humanities

credits than humanities majors, but about 7 more than both business and management majors and

mathematics, computer science, and natural sciences majors. Graduates’ grades in humanities

courses did not vary with their major fields of study or with their teaching status.
32

Table 14—Percentage of 1992–93 bachelor's degree recipients whose undergraduate transcripts recorded 1 2

credit earned in the humanities, social sciences, and education, average number

of credits earned in each field, and average GPA in each field, by selected teaching-related

characteristics: 1994

Humanities Social sciences Education 

Average Average Average

Percent number Percent number Percent number

earned of earned of earned of

credit credits GPA credit credits GPA credit credits GPA 3 3 3 3 3 3

Total 87.9 18.1 3.06 89.0 23.4 2.96 26.4 18.0 3.41

Status in teacher pipeline

Not in teacher pipeline 87.5 17.6 3.06 88.5 23.6 2.97 16.6 6.1 3.38

In teacher pipeline 88.8 19.5 3.06 90.3 22.9 2.91 54.0 28.3 3.44

Nonteachers 90.7 19.8 3.03 91.9 24.4 2.92 43.6 21.3 3.37

Considering only 91.3 20.4 3.03 91.8 25.3 2.91 26.9 7.4 3.21

Prepared only 88.8 18.1 3.04 91.9 21.4 2.96 94.9 33.5 3.51

Taught 88.4 18.6 3.12 90.6 19.6 2.90 80.4 37.0 3.51

Baccalaureate degree major

Business and management 85.6 14.2 3.04 87.8 19.9 2.90 11.2 4.9 3.47

Education 89.3 21.0 3.06 91.3 20.1 2.85 80.9 36.9 3.46

Humanities 92.6 32.6 3.14 87.4 21.2 2.98 27.1 10.5 3.43

Mathematics, computer 89.2 14.1 3.13 89.5 16.6 3.08 17.2 9.9 3.39

 science, natural sciences

Social sciences 90.1 20.0 2.99 95.7 44.8 3.04 28.1 7.3 3.29

Other 84.5 15.7 3.00 84.4 19.2 2.88 20.6 6.7 3.38

Teachers

Sector of school at which taught

Public 87.2 17.3 3.13 90.3 19.1 2.90 84.4 37.9 3.54

Private 84.2 23.4 3.18 83.8 19.8 2.92 66.8 36.3 3.51

Level of school at which taught

Elementary 86.8 17.4 3.12 88.7 18.6 2.89 87.9 42.9 3.53

Secondary 87.7 18.8 3.23 91.6 21.0 3.00 77.6 27.6 3.54

Combined 83.2 20.3 3.19 83.7 19.4 3.02 75.0 34.7 3.57

Main field taught

General elementary 87.2 16.8 3.05 89.9 21.2 2.86 90.2 43.7 3.51

English, reading 92.1 27.9 3.17 88.7 17.0 2.90 88.0 36.6 3.58

Mathematics, computer 82.3 15.6 3.22 83.7 15.9 2.95 73.2 32.1 3.56

 science

Natural sciences 90.9 14.4 3.15 93.4 17.5 2.94 83.5 35.8 3.57

Social studies 87.8 17.5 3.28 91.1 46.0 3.35 83.3 23.6 3.65

Bilingual, ESL, foreign 82.3 41.8 3.33 92.4 17.3 3.02 65.0 26.0 3.52

 languages

Fine or performing arts 93.6 19.7 3.09 84.9 13.0 2.83 76.3 20.3 3.43

Vocational education 88.8 10.4 2.93 99.2 16.7 2.74 58.2 31.5 3.46

Special education 87.1 16.4 3.08 89.7 18.3 2.81 88.2 49.0 3.46

Other 87.3 17.5 3.04 87.3 20.8 2.86 70.2 33.7 3.44

—Too few cases for a reliable estimate.

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Transcripts were collected from degree-granting institutions only and may not include postsecondary credits earned at other 2

institutions. See appendix B for details on transcript data.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
 People who had prepared to teach were identified as such by either having a student teaching course recorded on 28

the transcript from the degree-granting institution, or by having become certified to teach within a year of completion

of the degree. Thus, they could have been identified as prepared even if transcript information is missing. 

33

In the social sciences, graduates outside the pipeline earned about 4 more credits than

those who taught, but because the other two groups within the pipeline earned more credits than

those who taught, overall there was no difference between those inside and those outside the

pipeline. Education majors earned about 23 fewer social science credits than social sciences

majors, but about 3 credits more than mathematics, computer science, and natural sciences

majors. Education majors earned slightly lower grades in social sciences courses than did their

classmates who majored in mathematics, computer science, and the natural sciences; the social

sciences; and the humanities. 

Course Taking in Education

Not surprisingly, those inclined to teach were far more likely to have taken education

courses, have taken more of them, and earn higher grades in them than those less inclined to

teach. For example, 54 percent of graduates in the pipeline had earned at least one credit in

education, compared with 17 percent of graduates not in the pipeline. Ninety-five percent of

those who only prepared to teach and 80 percent of those who taught had earned credit in 28

education, compared with 27 percent of those who were only considering teaching. In addition,

public school teachers were more likely than private school teachers to have earned credit in

education courses.

Similarly, graduates who were more likely to have earned credit in education courses also

tended to earn more credits. Those in the pipeline earned an average of 28 credits, compared with

6 among those not in the pipeline. Those who taught or only prepared to teach earned an average

of 34 to 37 credits, compared with 6 to 7 credits among those who were not in the pipeline at all

or who were only considering teaching. Although public school teachers earned no more credits

than private school teachers, elementary school teachers earned an average of 43 credits,

compared with 28 credits among secondary school teachers. In addition, grades in education

courses varied with teaching status to some degree. Those who taught or only prepared to teach

earned higher grades in education courses than those who were not in the pipeline or who were

only considering teaching. Grades did not vary with the types of schools in which teachers

taught.

Thus it appears that graduates' undergraduate academic experiences varied with their

inclinations to teach in several ways. Graduates more inclined to teach were more likely than

graduates who were less inclined to receive their degrees from public, nondoctorate-granting

institutions, which often prepare large numbers of teachers. Also, graduates in the teacher

pipeline were less likely than those not in the pipeline to have college entrance examination

scores in the top quartile, but tended to have higher GPAs.
 Linda Darling-Hammond, “The Quiet Revolution: Rethinking Teacher Development,” Educational Leadership 53 29

(6) (March 1996): 4–10; Emerson Elliott, “What Performance-Based Standards Mean for Teacher Preparation,”

Educational Leadership 53 (6) (March 1996): 57–58.

34

Graduates in the teacher pipeline may have tended to have lower entrance examination

scores and higher GPAs than their classmates who were not in the teacher pipeline because of

differences in the mix of courses they took. Compared with graduates not inclined to teach, those

leaning toward teaching were more likely to have taken precollegiate mathematics and education

courses, less likely to have taken advanced mathematics and calculus courses, and tended to have

earned fewer credits in science and engineering. Overall, students tended to earn higher grades in

education courses than in these fields, the humanities, or the social sciences (tables 12–14).

Therefore, students who took proportionally more courses in education would tend to have

higher GPAs than those who took relatively more courses in these other fields. Thus the mix of

courses taken by graduates in various locations in the teacher pipeline may well explain the

observed variation in their cumulative and major GPAs. 

The role that differences in undergraduate academic achievement or other experiences,

however, play in the quality of teachers' instruction is unknown. For example, although

elementary school teachers' experiences tended to differ from their nonteaching peers', these

teachers also teach more subjects at less sophisticated levels than secondary school teachers.

Therefore the differences between their undergraduate academic experiences and those of other

college graduates may reflect different needs for professional training. Further studies beyond the

scope of this database are needed to examine the relationship between teachers' achievement and

course taking in college on the one hand and their abilities to teach children at various levels on

the other.

In addition, a number of efforts to establish standards and assessments for quality

instructional practice among elementary and secondary school teachers are underway. The

Interstate New Teacher Assessment and Support Consortium (INTASC), the National Board for

Professional Teaching Standards (NBPTS), and the National Council for Accreditation of

Teacher Education (NCATE) are all engaged in projects to develop standards for high quality

instructional practice, assessments for determining which teachers have mastered these standards

at various grade levels and in various subject areas, and performance standards for teacher

education programs. These efforts may well provide standards and assessments that will allow 29

direct evaluation of teachers’ knowledge and practice, and will therefore offer means of

improving both professional preparation and practice. Such assessments, for example, may offer

teacher educators insight into the most effective balance of undergraduate subject matter and

pedagogical courses for preparing elementary and secondary school teachers. They may also

provide analyses such as those presented in this report with information that could guide

interpretation of the differences in undergraduate preparation observed in the B&B:93 data.
An analysis of the 1987–88 SASS data also indicated that, contrary to popular belief, new teachers were not more 30

likely than other teachers in their schools to have difficult assignments (Sharon Bobbitt and Summer Whitener,

“Classroom Environment and Support of Beginning Teachers: A Test of the Crucible versus Cradle' Theory of

Teacher Induction,” (Paper presented at the Annual Meeting of the American Educational Research Association, San

Francisco, CA, April 1992)).

35

Early Teaching Experiences: School Characteristics

In addition to their racial–ethnic backgrounds, gender, and academic experiences, other

factors are undoubtedly related to the retention of teachers in the profession. This section

examines one of these factors: new teachers' early professional experiences.

In the B&B:93/94 interview, graduates who were new teachers were asked several

questions about their most recent teaching experience, and their responses may be linked to their

plans to continue or leave teaching. Are difficult assignments early in one's teaching career

associated with an early exit from the profession? Do schools that can offer particular types of

assistance to new teachers make a difference in their future expectations? And, finally, can

teacher induction programs help to maintain new teachers' interest in teaching?

First, in the 1994 B&B interview new teachers were asked whether their students or

classes were more difficult than others in their school. This question both serves as a subjective

measure of whether these teachers were given more difficult assignments than more experienced

teachers, and allows analysis of the relationship between the difficulty of teaching and new

teachers' plans to remain in the profession. About 14 percent of new teachers felt that their

students or classes were more difficult than those of other teachers in their schools (figure 6).30

Of these, three out of four expected to be teaching in 2 years, about the same proportion as that

found among new teachers who did not consider their assignments more difficult than those of

their peers (table 15). Although it appears that those who did not feel that their assignments were

more difficult were more likely to expect to be teaching in the long term than those who did (65

percent compared with 54 percent), this difference is not statistically significant.

In addition to reporting the relative difficulty of their teaching assignments, the new

teachers were asked to report whether their schools were effective in helping new teachers with

discipline, instructional methods, curriculum, and adjusting to the school environment. These

data serve as a measure of the conditions under which new teachers worked and, again, allow

assessment of the relationship between their early teaching experiences and their future

expectations. New teachers tended to report that their schools had helped them on all of these

issues. For example, 78 percent of new teachers felt that their schools were helpful with

discipline, and 85 percent said their schools helped new teachers adjust to the school

environment (figure 6).

New teachers' expectations for teaching in the future were sometimes, but not always,

linked to their schools' effectiveness at assisting new teachers. In the case of discipline, for

example, 79 percent of those who taught in schools that provided assistance expected to be

teaching in 2 years, compared with 67 percent of those who did not perceive this support (table

15). Moreover, 67 percent of those whose schools were effective in helping with
Students or 

classes more

difficult

Participated in

a teacher

induction

program

School

effective in

helping with

discipline

School 

effective in

helping with

instructional

methods

School 

effective in

helping

with

curriculum

School effective

in helping

with adjusting

to school

environment

Simon Veenman, “Perceived Problems of Beginning Teachers,” Review of Educational Research 54 (2) (Summer, 31

1984): 143–178.

36

Figure 6—Of 1992–93 bachelor's degree recipients who were new teachers, percentage who reported that

their students or classes were more difficult than others in their schools, that they had

participated in teacher induction programs, and that their schools were effective in helping new

teachers with various areas of school life: 1994

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.

discipline expected to be teaching long term, compared with 53 percent of those who did not

teach in such schools. These findings are consistent with earlier research and conventional

wisdom that discipline and classroom management are crucial issues in the first year of

teaching.31

New teachers who reported that their schools were effective at helping with issues other

than discipline were as likely as those who were not in such schools to plan to teach in the future.

There was one exception: those who reported that their schools helped new
Mary Judith Goggins Selke, Teacher Induction Variables: Impact upon Second Year Teacher Retention (Ph.D. 32

dissertation, Marquette University, 1992).

U.S. Department of Education, National Center for Education Statistics, Schools and Staffing in the United States: 33

A Statistical Profile, 1993–94.

37

Table 15—Of 1992–93 bachelor's degree recipients who were new teachers, percentage who planned to be

teaching in 2 years and in the long term, by selected teaching-related characteristics: 1994

Expects Expects

to be teaching in 2 years to be teaching in long term

Total 75.5 63.3

Participated in induction program

Yes 80.4 67.9

No 72.1 59.8

Classes or students more difficult than

 others in school

Yes 78.3 54.3

No 75.7 65.0

School helped with discipline

Yes 79.4 66.8

No 66.8 53.5 

School helped with instructional methods

Yes 78.0 64.8

No 68.5 57.5

School helped with curriculum

Yes 76.9 64.5

No 74.2 59.7

School helped with environment

Yes 77.4 65.3

No 72.2 55.0

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.

teachers adjust to their school environments were more likely than those who did not to expect to

teach long term. This suggests that receiving support in the intervention areas discussed above

may not have a large effect on new teachers' expected persistence in the teacher pipeline.

Another form of institutional support for new teachers is the teacher induction program.

Based on the idea that new teachers who are provided with a professional support system will be

more capable of adjusting to their environment, performing their job competently, enjoying their

work, and therefore more likely to continue teaching, an increasing number of school districts 32

and private schools offer induction programs for new teachers. These programs typically assign 33
80

72 68

60

Expect to teach in 2 years Expect to teach in long term

Participated in a teacher

induction program

Did not participate in a

teacher induction program

38

a new teacher to a mentor or master teacher who can assist them as questions or difficulties arise,

but often include workshops or seminars that allow new teachers to share their experiences with

each other as well as with their mentors. 

Among the 1992–93 graduates who were new teachers, nearly half had participated in a

teacher induction program (figure 6). Eighty percent of those who had participated expected to be

teaching in 2 years, compared with 72 percent of those who had not participated (figure 7 and

table 15). Similarly, while 68 percent of induction program participants expected to be teaching

in the long term, 60 percent of nonparticipants had this expectation.

Figure 7—Of 1992–93 bachelor's degree recipients who were new teachers, percentage who expected to be

teaching in 2 years and in the long term, by whether they had participated in a teacher

induction program: 1994

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
39

Thus, the B&B:93/94 survey provides some evidence that teacher induction programs may

aid in retaining teachers in the work force in the short term. Among both new teachers who were

induction program participants and those who were nonparticipants, however, significantly more

expected to be teaching in 2 years than in the long term. Thus, the retention effect of the

induction programs may not be enough to counteract the tendency of new teachers to make longterm plans outside of teaching. On the other hand, it is important to note that the amount of

support provided by teacher induction programs varies with the content, length, and structure of

the program. For example, while some schools may offer formal mentorships combined with

workshops, other programs may consist of an introduction to more experienced teachers in the

school and encouragement to call if problems arise. Thus, the overall effects of teacher induction

programs on new teachers’ future expectations may be masked by variability in the programs

themselves. In any case, whether those who do not plan to continue teaching do, in fact, drop out

of the teacher pipeline will be examined using subsequent waves of data collection.

Summary and Conclusion

The data presented in this report indicate that 1992–93 college graduates who entered the

teacher pipeline differed in both demographic and academic terms from their classmates who

were not in the pipeline. At several points along the pipeline, women and white graduates were

more inclined toward teaching than men and minority graduates, as has been observed

historically. Compared with those not in the pipeline, those in the pipeline were less likely to

have college entrance examination scores in the top quartile, tended to have higher GPAs, and

were more likely to have graduated from public nondoctorate-granting institutions. Graduates in

the pipeline also tended to take a different mix of courses than their peers outside the pipeline

did. Pipeline graduates were more likely to take both precollegiate mathematics and education

courses, less likely to take advanced mathematics or calculus courses, and tended to take fewer

science or engineering courses. These differences in course taking may explain, in part, the

observed differences in GPAs, because students tended to earn higher grades in education

courses than in other disciplines.

Differences between those in the pipeline and those outside the pipeline, however,

sometimes overshadowed differences among types of teachers. About 60 percent of the new

teachers in the class of 1992–93 taught in elementary schools, compared with 34 percent in

secondary schools. On several of the characteristics examined—including gender, college

entrance examination scores, cumulative or major GPAs, and credits earned in advanced

mathematics or calculus—secondary school teachers did not differ from their classmates who had

not entered the teacher pipeline. In addition, secondary school teachers tended to take fewer

education courses than their elementary school colleagues. Thus differences between teachers

and those outside the pipeline often represented differences between elementary school teachers

and those outside the pipeline.
Schlechty and Vance, “Recruitment, Selection, and Retention”; Weaver, America's Quality Teacher Problem.

34

40

Some have suggested that differences in academic characteristics and experiences between

those inclined to teach and those not so inclined may decrease the quality of instruction in

elementary and secondary schools. These authors have further suggested that these differences 34

are compounded when teachers with higher academic achievement leave the profession at higher

rates than those with lower achievement levels. Future B&B:93 data collections will allow

examination of both teachers' departure from the profession and others' entry into the profession

as the class of 1992–93 matures. Analysts will therefore be able to assess the degree to which

differences between the teachers and nonteachers among this college cohort become greater,

remain the same, or decrease as graduates move in and out of teaching.

Nevertheless, the import of these differences remains unclear without criteria against which

one might judge the adequacy of teachers' academic preparation for their work with children.

Further research, such as that being carried out by INTASC, NBPTS, and NCATE, must

determine what teachers at various grade levels and in various disciplines need to know in order

to instruct their students effectively. Given empirically based criteria for teacher knowledge,

B&B:93 data on the undergraduate and graduate education of teachers will allow those interested

in elementary and secondary education to evaluate teachers' postsecondary education and

performance, and then make informed decisions regarding university education and teacher

professional development.
41

Table Compendium

The table compendium includes the data presented in the essay as well as additional

statistics on 1992–93 bachelor’s degree recipients and teaching. The tables are arranged in five

sections:

I Which 1992–93 Graduates Entered the Teacher Pipeline?

II Demographic Characteristics of 1992–93 Bachelor’s Degree Recipients in the

Teacher Pipeline

III Academic Experiences of 1992–93 Bachelor’s Degree Recipients in the

Teacher Pipeline

IV New Teachers’ Experiences in Schools

V Reasons for Choosing Future Jobs and Plans for the Future

The tables in each section are accompanied by a page of highlights from the tables. The

highlights are intended to provide readers with the most interesting information in the tables at a

glance, and in some instances repeat information provided in the essay.
 Excludes those who either taught in elementary or secondary schools before receiving the 1992–93 bachelor's degree 1

or had been certified to teach 1 year or more before receiving the 1992–93 bachelor's degree.

Those who had taught since graduation, prepared to teach, or at the time of the interview were considering teaching

2

are referred to as “those who entered the teacher pipeline” or “pipeline entrants” elsewhere in this report. 

 Quartiles were determined relative to B&B graduates, not SAT or ACT population norms. 3

42

Section I: Which 1992–93 Graduates Entered the Teacher Pipeline?

Among 1992–93 bachelor’s degree recipients, 26 percent had taught since graduation, 1

had prepared to teach, or were considering a teaching career in 1994. About 77 percent 2

of education majors had entered the pipeline, at least twice the proportion of pipeline

entrants among graduates with any other major. (table C1.1) {t's 17.40}

At each point along the teacher pipeline, men were less likely than women to make a

commitment to teaching. For example, while half of female pipeline entrants had neither

prepared to teach nor taught by 1994, this was the case for two-thirds of their male

counterparts. {not prepared t=5.63} Similarly, about one-third of females in the pipeline

had taught by 1994, compared with one-fourth of males. (table C1.1) {t=5.18}

Cumulative undergraduate grade point average was positively associated with preparing

to teach and with teaching. Thirty percent or more of pipeline entrants whose cumulative

GPAs were 2.75 or higher had taught by 1994, whereas 20 percent or fewer of those with

cumulative GPAs between 2.25 and 2.75 did so. {t's 3.20, k=10, cv=2.81} Similarly,

those with cumulative GPAs of 2.75 of higher were more likely than those with lower

cumulative GPAs to have prepared but not taught. (table C1.1) {t's 3.70, k=10, cv=2.81}

Almost 50 percent of pipeline entrants applied for teaching positions, and of those who

applied, 72 percent were offered them. Of those who were offered positions, 90 percent

accepted. (table C1.2) 

Pipeline entrants who had earned 120 or fewer semester credits as undergraduates were

less likely than their peers who had earned 136 or more credits to have prepared to teach

(24 versus 52 to 54 percent). Those with fewer credits were also less likely to have

applied for a teaching position (38 versus 55 percent). (table C1.2) {t's 4.16} 

Compared with pipeline entrants who scored in the top quartile on the SAT or ACT,

those scoring in the bottom quartile were more likely to have applied for teaching

positions (52 versus 41 percent). {t=2.75, k=3, cv=2.39} However, among applicants for 3

teaching positions, there was no association between entrance exam score and the

proportion of bachelor’s degree recipients who received or accepted a teaching job offer.

(table C1.2) {received t's 1.29; accepted t's 0.29; k=3, cv=2.39}
43

Table C1.1—Percentage of 1992–93 bachelor's degree recipients who entered the teacher pipeline; and 1

of pipeline entrants, percentage distribution according to status in pipeline, by selected

undergraduate academic and demographic characteristics: 1994

Percent Of pipeline entrants

entered

teacher Considering Prepared

pipeline only only Taught 2

Total 26.1 52.8 17.1 30.1

Academic characteristics

Entrance exam scores

Available 25.8 53.0 16.2 30.8

Bottom quartile 27.8 49.4 18.6 32.0

Middle half 26.3 51.4 16.3 32.3

Top quartile 22.6 61.1 13.1 25.9

Unavailable 27.1 52.2 19.1 28.7

First postsecondary institution attended

 after high school

Less-than-4-year 28.5 46.9 19.8 33.3

Public 4-year 25.3 51.0 17.6 31.4

Private not-for-profit 4-year 26.6 57.6 15.5 26.9

Ever taken remedial instruction

Yes 34.6 57.3 16.7 26.0

No 25.7 51.8 17.6 30.6

Baccalaureate degree major

Business and management 13.6 86.0 4.1 9.9

Education 77.1 13.0 32.5 54.5

Humanities 33.9 65.1 12.1 22.8

Mathematics, computer science, 20.4 67.7 9.2 23.1

 natural sciences

Social sciences 22.9 73.0 11.5 15.5

Other 16.9 75.3 10.2 14.5

Cumulative undergraduate GPA

Less than 2.25 21.9 81.1 3.5 15.4

2.25–2.74 24.5 71.6 8.3 20.0

2.75–3.24 24.9 52.3 16.8 31.0

3.25–3.74 27.9 48.6 19.7 31.8

3.75 or higher 28.4 40.9 22.5 36.7

Undergraduate GPA in major

Less than 2.25 22.1 73.8 5.2 20.9

2.25–2.74 24.9 78.1 6.0 15.9

2.75–3.24 23.5 59.7 13.4 26.9

3.25–3.74 28.5 49.3 19.5 31.2

3.75 or higher 29.1 39.7 23.1 37.2

Degree-granting institution

Public nondoctorate-granting 33.1 47.6 22.3 30.1

Public doctorate-granting 23.0 52.4 14.4 33.2

Private not-for-profit nondoctorate-granting 28.4 56.9 15.9 27.2

Private not-for-profit doctorate-granting 23.8 59.6 15.7 24.7

Other 17.1 53.1 15.4 31.5
44

Table C1.1—Percentage of 1992–93 bachelor's degree recipients who entered the teacher pipeline; and 1

of pipeline entrants, percentage distribution according to status in pipeline, by selected

undergraduate academic and demographic characteristics: 1994—Continued

Percent Of pipeline entrants

entered

teacher Considering Prepared

pipeline only only Taught 2

Credits earned toward bachelor's degree

120 or fewer 23.1 66.4 12.6 21.1

121–135 25.0 58.5 14.3 27.2

136–150 28.8 41.5 24.1 34.4

More than 150 31.4 41.5 19.7 38.8

Years from postsecondary education

 entry to BA receipt

4 years or less 24.9 57.5 15.6 26.9

More than 4, up to 5 years 26.0 49.7 18.9 31.4

More than 5, up to 6 years 24.2 54.2 14.9 31.0

More than 6 years 27.8 51.6 18.1 30.3

Enrollment status April 1994

Not enrolled 25.9 52.5 16.7 30.8

Enrolled part time 30.9 47.1 14.2 38.7

Enrolled full time 25.9 59.2 20.2 20.6

Highest degree expected

Bachelor's degree 14.4 64.7 19.3 15.9

Master's degree 28.5 48.5 18.2 33.3

First professional degree 15.5 73.9 6.5 19.6

Doctoral degree 33.8 56.7 15.1 28.3

Other degree 24.5 43.8 11.9 44.2

Demographic characteristics

Gender

Male 19.8 63.0 13.4 23.6

Female 31.7 47.2 19.1 33.7

Age received bachelor's degree

22 or younger 26.0 53.1 17.7 29.3

23–24 25.4 53.9 13.9 32.3

25–29 25.8 51.5 12.4 36.1

30–39 28.2 48.8 24.6 26.6

40 or older 28.0 56.0 22.3 21.7

Race–ethnicity

Minority 24.4 65.5 8.3 26.1

American Indian/Alaskan Native 35.4 — — — 

Asian/Pacific Islander 9.6 59.6 20.9 19.5

Black, non-Hispanic 33.4 74.2 5.6 20.2

Hispanic 27.5 53.8 8.2 38.0

White, non-Hispanic 26.5 50.3 18.8 31.0

Parents' educational attainment

High school or less 27.9 47.5 21.0 31.6

Some postsecondary education 26.0 53.7 16.0 30.3

Bachelor's degree 24.5 52.5 18.7 28.7

Advanced degree 26.6 58.5 13.2 28.3
45

Table C1.1—Percentage of 1992–93 bachelor's degree recipients who entered the teacher pipeline; and 1

of pipeline entrants, percentage distribution according to status in pipeline, by selected

undergraduate academic and demographic characteristics: 1994—Continued

Percent Of pipeline entrants

entered

teacher Considering Prepared

pipeline only only Taught 2

Employment status April 1994

Not in labor force 23.3 60.8 23.8 15.4

Unemployed 30.7 64.3 19.3 16.4

Working part time 35.7 44.0 27.7 28.3

Working full time 24.5 53.5 13.2 33.3

Marital status April 1994

Never married 24.1 56.7 15.1 28.2

Married/cohabit as married 30.7 44.7 20.5 34.8

Divorced/separated/widowed 28.3 61.8 18.4 19.7

Number of children

No children 25.1 54.1 16.2 29.7

One child or more 31.5 48.5 20.5 31.0

—Too few cases for a reliable estimate.

Excludes those who either taught in elementary or secondary schools before receiving the 1992–93 bachelor's degree or had 1

been certified to teach 1 year or more before receiving the 1992–93 bachelor's degree.

Graduates were defined as having entered the teacher pipeline if they had first taught since receiving the 1992–93 bachelor's 2

degree, prepared to teach during or since the 1992–93 degree, or were considering teaching at the time of the B&B:93/94

interview.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System. 
46

Table C1.2—Of 1992–93 bachelor's degree recipients in the teacher pipeline, percentage who prepared to 

teach, applied for a teaching position, were offered a teaching position, and accepted a

teaching position, by selected undergraduate academic and demographic characteristics: 1994

Of Of those

applicants, offered,

Percent Percent percent percent

prepared applied for offered a accepted

to teaching teaching teaching

teach position position position 1 2 2 2

Total 40.1 46.7 72.0 90.0 

Status in teacher pipeline

Nonteachers 24.5 28.5 43.8 66.9*

Considering only 0 15.3 50.8 67.7*

Prepared only 100.0 69.0 39.0 66.2*

Taught 76.3 89.8 92.7* 98.0*

Academic characteristics

Entrance exam scores

Available 39.7 46.4 73.2 89.6 

Bottom quartile 46.2 51.8 76.9 90.2 

Middle half 40.9 46.2 71.5 89.3 

Top quartile 29.2 40.5 72.6 89.6 

Unavailable 41.1 47.4 69.3 91.0 

First postsecondary institution attended

 after high school

Less-than-4-year 45.5 51.1 71.5 91.7 

Public 4-year 42.9 49.1 72.8 89.4 

Private not-for-profit 4-year 32.8 41.6 68.4 91.4 

Ever taken remedial instruction

Yes 35.7 46.8 72.7 86.3 

No 41.3 46.8 71.6 90.1 

Baccalaureate degree major

Business and management 6.4 16.8 66.3 — 

Education 83.3 78.5 73.8 90.9 

Humanities 25.8 41.5 65.2 89.9 

Mathematics, computer science, 23.9 37.8 76.8 93.2 

 natural sciences

Social sciences 17.9 31.8 60.2 88.0 

Other 14.4 23.2 77.6 82.3 

Cumulative undergraduate GPA

Less than 2.25 13.8 34.5 — — 

2.25–2.74 22.0 37.4 71.6 81.6 

2.75–3.24 41.0 47.0 70.5 92.3 

3.25–3.74 45.1 51.0 71.8 88.1 

3.75 or higher 49.2 48.1 75.4 94.2 

Undergraduate GPA in major

Less than 2.25 20.7 55.3 — — 

2.25–2.74 12.8 30.8 76.3 76.4 

2.75–3.24 34.4 41.6 75.3 90.3 

3.25–3.74 43.5 49.5 70.9 86.3 

3.75 or higher 53.2 54.3 69.3 94.2 
47

Table C1.2—Of 1992–93 bachelor's degree recipients in the teacher pipeline, percentage who prepared to 

teach, applied for a teaching position, were offered a teaching position, and accepted a

teaching position, by selected undergraduate academic and demographic characteristics:

1994—Continued

Of Of those

applicants, offered,

Percent Percent percent percent

prepared applied for offered a accepted

to teaching teaching teaching

teach position position position 1 2 2 2

Degree-granting institution

Public nondoctorate-granting 48.5 52.7 70.3 91.3 

Public doctorate-granting 40.5 47.2 76.9 91.1 

Private not-for-profit

 nondoctorate-granting 34.5 44.1 69.4 83.9 

Private not-for-profit

 doctorate-granting 29.3 36.3 65.9 90.7 

Other 30.5 37.7 — — 

Credits earned toward bachelor's degree

120 or fewer 24.3 37.6 67.0 83.5 

121–135 33.6 42.6 71.5 91.3 

136–150 54.2 55.0 73.9 88.7 

More than 150 52.3 55.2 74.5 92.1 

Years from postsecondary education

 entry to BA receipt

4 years or less 34.4 43.9 70.6 90.0 

More than 4, up to 5 years 44.1 49.1 71.6 87.7 

More than 5, up to 6 years 38.5 47.2 70.9 90.5 

More than 6 years 42.5 46.4 71.9 92.3 

Enrollment status April 1994

Not enrolled 41.2 48.2 71.8 90.1 

Enrolled part time 45.7 52.6 83.5 95.5 

Enrolled full time 28.4 32.3 64.5 82.1 

Highest degree expected

Bachelor's degree 31.0 30.9 62.5 79.5 

Master's degree 45.0 51.3 72.6 90.0 

First professional degree 15.6 32.3 76.4 — 

Doctoral degree 33.4 41.2 73.1 92.1 

Other degree 51.4 65.1 — — 

Highest teacher certification type (from all)

Other 68.8 86.7 67.2 96.8 

Probationary 100.0 90.2 69.3 95.2 

Regular 100.0 89.6 76.5 91.4 

Demographic characteristics

Gender

Male 28.3 35.5 71.9 88.0 

Female 46.5 52.8 72.0 90.8 
48

Table C1.2—Of 1992–93 bachelor's degree recipients in the teacher pipeline, percentage who prepared to 

teach, applied for a teaching position, were offered a teaching position, and accepted a

teaching position, by selected undergraduate academic and demographic characteristics:

1994—Continued

Of Of those

applicants, offered,

Percent Percent percent percent

prepared applied for offered a accepted

to teaching teaching teaching

teach position position position 1 2 2 2

Age received bachelor's degree

22 or younger 38.8 47.4 71.2 88.1 

23–24 40.2 45.4 73.5 89.6 

25–29 39.3 49.0 74.9 93.8 

30–39 47.5 46.2 74.8 93.0 

40 or older 39.2 42.9 58.7 94.2 

Race–ethnicity

Minority 25.3 41.6 74.8 84.2 

American Indian/Alaskan Native — — — — 

Asian/Pacific Islander 32.0 29.8 — — 

Black, non-Hispanic 17.1 38.0 71.5 77.7 

Hispanic 35.0 50.2 79.3 89.2 

White, non-Hispanic 42.9 47.8 71.5 90.9 

Parents' educational attainment

High school or less 47.5 51.7 70.1 87.2 

Some postsecondary education 37.3 45.7 74.1 93.5 

Bachelor's degree 40.8 46.4 72.8 91.0 

Advanced degree 33.3 41.7 71.4 89.9 

Employment status April 1994

Not in labor force 30.4 24.1 72.3 85.6 

Unemployed 25.9 49.2 60.3 82.5 

Working part time 47.2 52.7 57.5 84.9 

Working full time 40.3 47.3 77.4 91.8 

Marital status April 1994

Never married 35.1 42.8 72.7 89.8 

Married/cohabit as married 50.0 54.6 71.9 89.7 

Divorced/separated/widowed 34.1 40.0 58.8 — 

Number of children

No children 38.2 45.8 72.4 89.2 

One child or more 46.8 49.5 70.3 92.8 

—Too few cases for a reliable estimate.

Includes those who prepared to teach regardless of whether they had taught. Does not include those who taught but did not 1

prepare to teach.

Includes applications for positions as teacher aides and substitute teachers. Because these positions were not counted as 2

“teaching” in the pipeline variable, respondents who were offered and accepted these positions were not categorized as having

taught in the pipeline variable.

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
49

Section II: Demographic Characteristics of 1992–93 Bachelor’s Degree Recipients

in the Teacher Pipeline

Among both teachers and nonteachers in the pipeline, those who expected to teach in the

future tended to be women. Three out of four of the new teachers who expected to still be

teaching in 2 years or in the long term were women. Among nonteachers in the pipeline, 3

out of 4 of those who expected to be teaching in 2 years or in the long term were women.

(table C2.1)

The racial–ethnic makeup of the teacher pipeline was somewhat different from that of other

1992–93 bachelor's degree recipients. The teacher pipeline had a higher proportion of black,

non-Hispanic graduates (8 percent versus 5 percent) and a smaller proportion of

Asian/Pacific Islander graduates (2 percent versus 6 percent) than the non-pipeline

population. (table C2.2) {t=2.07, 5.38; k=1,cv=1.96}

Among those who were in the teacher pipeline, those who applied for teaching positions

were more likely than those who did not apply to come from families where neither parent

had pursued education beyond high school (36 percent versus 30 percent). {t=2.57, k=,

cv=1.96} Similarly, those who applied for positions were less likely than those who did not

apply to come from families where at least one parent had earned an advanced degree (23

percent versus 28 percent). (table C2.3) {t=2.5, k=1, cv=1.96}

In general, having children appeared to be associated with an interest in teaching. For

example, 1992–93 bachelor's degree recipients in the teacher pipeline were more likely to

have at least one child (22 percent) than were their peers who were not in the pipeline (17

percent). (table C2.4) {t=3.36, k=1, cv=1.96}

Graduates in the pipeline earned less than graduates not in the pipeline. Among 1992–93

bachelor’s degree recipients, those who were in the teacher pipeline were more likely than

those who were not to have earned between $5,000 and $14,999 a year. {5K–9,999 t=4.49;

10K–14,999 t=6.66, k=1, cv=1.96} Those in the pipeline were also less likely than those

who were not to earn incomes higher than $25,000. (table C2.6) {25–34,999 t=6.52, k=1,

cv=1.96; 35–49,000 t=7.29, k=1, cv=1.96; 50,000+ t=4.53, k=1, cv=1.96}
50

Table C2.1—Percentage distributions of 1992–93 bachelor's degree recipients according to gender and 1

age, by selected teaching-related characteristics: 1994

Gender Age

22 or 40 or

Male Female younger 22–24 25–29 30–39 older

Total 46.5 53.5 47.3 24.8 12.4 9.8 5.7

Status in teacher pipeline

Not in teacher pipeline 50.5 49.5 47.4 25.0 12.5 9.6 5.5

In teacher pipeline 35.2 64.8 47.1 24.0 12.3 10.6 6.1

Nonteachers 38.4 61.6 47.8 23.2 11.2 11.1 6.9

Considering only 42.0 58.0 47.4 24.4 11.9 9.8 6.5

Prepared only 27.4 72.6 48.7 19.4 8.9 15.1 8.0

Taught 27.5 72.5 45.9 25.7 14.6 9.3 4.4

Graduates in teacher pipeline

Whether applied for teaching position

Yes 26.7 73.3 47.7 23.3 12.9 10.5 5.6

No 42.6 57.4 46.5 24.6 11.8 10.7 6.5

Whether offered teaching position2

Yes 26.7 73.3 47.3 23.8 13.4 11.0 4.6

No 26.9 73.2 48.9 21.9 11.5 9.5 8.2

Whether accepted offer3

Yes 26.2 73.8 46.5 23.6 14.0 11.2 4.8

No 32.2 67.8 56.7 24.7 8.3 7.6 2.7

Expects to be teaching in 2 years

Teachers

Yes 22.7 77.3 43.0 27.1 14.5 11.2 4.2

No 43.7 56.3 54.2 20.9 16.1 4.2 4.6

Nonteachers

Yes 25.0 75.0 45.7 23.1 10.9 11.8 8.5

No 44.8 55.2 47.6 23.7 11.4 11.1 6.1

Expects to be teaching in long term

Teachers

Yes 22.6 77.4 43.2 26.9 13.2 11.9 4.8

No 36.4 63.6 51.5 23.8 16.4 4.9 3.6

Nonteachers

Yes 25.0 75.0 46.0 24.1 10.2 11.2 8.5

No 46.6 53.4 47.2 23.2 11.8 11.4 6.3

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Defined for those who applied for at least one teaching position. 2

Defined for those who were offered at least one teaching position. 3

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
51

Table C2.2—Percentage distribution of 1992–93 bachelor's degree recipients according to race–ethnicity, 1

by selected teaching-related characteristics: 1994

American

Indian/ Asian/ Black, White,

Alaskan Pacific non- nonNative Islander Hispanic Hispanic Hispanic

Total 0.5 5.1 5.9 5.0 83.6

Status in teacher pipeline

Not in teacher pipeline 0.5 6.2 5.3 4.9 83.2

In teacher pipeline 0.7 1.9 7.5 5.2 84.7

Nonteachers 0.8 2.2 8.4 4.7 84.0

 Considering only 1.0 2.1 10.3 5.4 81.2

 Prepared only 0.2 2.3 2.4 2.5 92.7

Taught 0.4 1.2 4.9 6.6 86.9

Graduates in teacher pipeline

Whether applied for teaching position

Yes 0.7 1.2 6.1 5.6 86.4

No 0.7 2.5 8.8 4.9 83.2

Whether offered teaching position2

Yes 0.5 1.4 6.1 6.1 85.9

No 1.3 0.6 6.2 4.1 87.9

Whether accepted offer3

Yes 0.6 1.4 5.3 5.9 86.9

No 0 2.1 13.6 6.4 77.9

Expects to be teaching in 2 years

Teachers

Yes 0.3 0.9 4.1 6.9 87.9

No 0.7 1.5 7.7 6.0 84.1

Nonteachers

Yes 0.3 1.1 6.5 5.9 86.3

No 1.1 2.7 9.1 4.4 82.6

Expects to be teaching in long term

Teachers

Yes 0.4 1.1 3.5 5.0 90.1

No 0.5 1.4 7.2 9.1 81.8

Nonteachers

Yes 0.3 1.1 5.0 6.0 87.6

No 1.1 2.6 10.6 4.3 81.4

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Defined for those who applied for at least one teaching position. 2

Defined for those who were offered at least one teaching position. 3

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
52

Table C2.3—Percentage distribution of 1992–93 bachelor's degree recipients according to highest level of 1

parental education, by selected teaching-related characteristics: 1994

High

school Some

or postsecondary Bachelor's Advanced

less education degree degree

Total 30.9 19.4 23.9 25.8

Status in teacher pipeline

Not in teacher pipeline 30.2 19.5 24.5 25.7

In teacher pipeline 32.7 19.1 22.2 26.0

Nonteachers 31.8 19.2 22.5 26.6

Considering only 29.3 19.7 22.0 29.0

Prepared only 39.0 17.7 23.7 19.6

Taught 34.5 19.6 21.3 24.7

Graduates in teacher pipeline

Whether applied for teaching position

Yes 36.1 18.7 22.0 23.1

No 29.7 19.5 22.4 28.4

Whether offered teaching position2

Yes 35.3 19.3 22.4 23.0

No 38.3 17.1 21.3 23.4

Whether accepted offer3

Yes 34.2 20.0 22.7 23.1

No 44.7 12.3 20.0 23.0

Expects to be teaching in 2 years

Teachers

Yes 37.8 18.7 21.0 22.6

No 24.0 22.3 21.3 32.4

Nonteachers

Yes 38.5 17.4 22.6 21.4

No 29.4 20.3 22.4 27.9

Expects to be teaching in long term

Teachers

Yes 37.0 19.3 20.7 23.0

No 29.0 19.6 21.7 29.6

Nonteachers

Yes 36.7 18.8 21.2 23.3

No 30.5 19.6 22.5 27.3

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Defined for those who applied for at least one teaching position. 2

Defined for those who were offered at least one teaching position. 3

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
53

Table C2.4—Percentage distributions of 1992–93 bachelor's degree recipients according to marital status 1

in April 1994 and whether they had children, by selected teaching-related characteristics:

1994

Marital status April 1994 Number of children

Married/

cohabit Divorced/

Never as separated/ One child

married married widowed None or more

Total 66.8 29.3 3.9 82.1 17.9

Status in teacher pipeline

Not in teacher pipeline 68.7 27.5 3.8 83.3 16.7

In teacher pipeline 61.4 34.3 4.2 78.5 21.5

Nonteachers 62.9 32.2 4.9 78.7 21.3

Considering only 65.8 29.2 5.0 80.2 19.8

Prepared only 54.0 41.4 4.6 74.1 25.9

Taught 57.4 39.8 2.8 77.7 22.3

Graduates in teacher pipeline

Whether applied for teaching position

Yes 56.2 40.1 3.6 77.1 22.9

No 65.9 29.3 4.8 79.6 20.4

Whether offered teaching position2

Yes 56.8 40.2 3.0 77.6 22.4

No 54.5 40.1 5.3 75.8 24.1

Whether accepted offer3

Yes 56.9 39.9 3.2 77.1 22.9

No 58.1 41.1 0.8 83.9 16.1

Expects to be teaching in 2 years

Teachers

Yes 59.3 43.9 2.8 75.7 24.4

No 69.4 28.1 2.5 83.0 17.0

Nonteachers

Yes 54.0 40.1 5.8 74.6 25.4

No 65.4 30.4 4.2 79.8 20.3

Expects to be teaching in long term

Teachers

Yes 53.1 44.1 2.8 75.0 25.0

No 65.1 32.2 2.8 82.3 17.7

Nonteachers

Yes 54.9 38.8 6.3 73.7 26.3

No 65.9 30.0 4.2 80.0 20.0

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Defined for those who applied for at least one teaching position. 2

Defined for those who were offered at least one teaching position. 3

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
54

Table C2.5—Percentage distribution of 1992–93 bachelor's degree recipients according to employment 1

status in April 1994, by selected teaching-related characteristics: 1994

Not in Working Working

labor part full

force Unemployed time time

Total 8.7 4.6 13.7 73.0

Status in teacher pipeline

Not in teacher pipeline 9.0 4.3 11.9 74.7

In teacher pipeline 7.7 5.4 18.7 68.2

Nonteachers 9.4 6.5 19.3 64.9

Considering only 8.9 6.6 15.6 68.8

Prepared only 10.8 6.2 30.5 52.6

Taught 4.0 3.0 17.6 75.4

Graduates in teacher pipeline

Whether applied for teaching position

Yes 4.0 5.7 21.1 69.2

No 10.9 5.2 16.6 67.4

Whether offered teaching position2

Yes 3.9 4.8 16.9 74.4

No 3.9 8.1 32.2 55.8

Whether accepted offer3

Yes 3.7 4.4 15.8 76.1

No 5.5 8.4 25.2 60.9

Expects to be teaching in 2 years

Teachers

Yes 2.3 2.2 16.1 79.3

No 8.7 4.3 22.3 64.6

Nonteachers

Yes 9.6 11.4 29.1 50.0

No 10.0 4.6 15.3 70.2

Expects to be teaching in long term

Teachers

Yes 2.4 2.4 18.4 76.8

No 6.2 3.7 16.5 73.7

Nonteachers

Yes 10.5 9.8 26.6 53.1

No 9.1 5.3 16.3 69.3

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Defined for those who applied for at least one teaching position. 2

Defined for those who were offered at least one teaching position. 3

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
55

Table C2.6—Percentage distribution of 1992–93 bachelor's degree recipients* according to annual salary

received for April 1994 job, by status in teacher pipeline: 1994

Less

than $5,000– $10,000– $15,000– $20,000– $25,000– $35,000–

$5,000 9,999 14,999 19,999 24,999 34,999 49,999 $50,000 

Total 3.6 8.6 15.7 19.2 19.9 21.5 8.6 2.9

Status in teacher pipeline

Not in teacher pipeline 3.3 7.4 13.2 18.5 20.0 23.8 10.3 3.5

In teacher pipeline 4.2 12.1 22.5 21.1 19.6 15.2 4.0 1.3

Nonteachers 4.8 13.3 21.7 20.6 16.0 16.5 5.3 1.7

Considering only 4.2 11.6 18.4 20.9 17.6 19.0 6.5 1.9

Prepared only 6.8 18.5 31.8 19.9 11.0 9.0 1.7 1.2

Taught 3.1 9.8 24.0 22.0 27.2 11.9 1.4 0.6

*Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year

or more before receiving the 1992–93 degree.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.

57

Section III: Academic Experiences of 1992–93 Bachelor’s Degree Recipients in the

Teacher Pipeline

About 10 percent of all 1992–93 bachelor's degree recipients reported that they had taken at

least one remedial course in college (table 3.2). Neither teachers nor those who had only

prepared to teach were more likely than their classmates outside the pipeline to have reported

taking remedial courses. {t's 1.73} However, 14 percent of those who were only

considering teaching in 1994 reported having taken remedial courses, compared with 9

percent of those who were not in the pipeline. {t = 3.3, K = 6, CV = 2.64} Education majors

were no more or less likely than graduates in other majors to have reported taking remedial

courses. {t's 2.07, K = 15, CV = 2.93}

The amount of time between graduates' entry into postsecondary education and receipt of the

bachelor's degree was not associated with their teaching status. {t's on all comparisons among

pipeline categories 1.86} However, compared with those who taught in public schools,

those who taught in private schools were significantly more likely to have earned their

degrees in four years or less (57 percent compared with 27 percent) {t = 4.20} and less likely

to taken more than 6 years to earn their degrees (15 percent compared with 34 percent) (table

3.7). {t = 3.93}

Although they took no more time to complete their bachelor's degrees, those more inclined to

teach earned more credits toward their bachelor's degrees than their classmates who were less

inclined. Those who taught or only prepared to teach earned between 140 and 142 credits,

compared with the 133–135 credits earned by those who were only considering teaching or

who were not in the pipeline (table 3.8). {t's 3.18, CV = 2.64, K = 6}

Among teachers, those who expected to teach in the future were less likely than their

colleagues who did not expect to teach in the future both to be enrolled in school in April

1994 and to be enrolled full time. For example, 5 percent of teachers who expected to be

teaching in 2 years were enrolled full time, compared with 19 percent of teachers who did not

expect to be teaching in 2 years (table 3.12). {t = 3.38, conservative K = 3, CV = 2.39} In

contrast, nonteachers who expected to teach in 2 years were more likely than nonteachers

who did not expect to teach in 2 years to be enrolled and more likely to be enrolled full time.

{t's 3.47, conservative K = 3, CV = 2.39}

Graduates' educational expectations varied consistently with their inclinations to teach.

Compared with graduates who were not in the teacher pipeline, those in the pipeline were

less likely to expect that bachelor's or professional degrees would be their highest degrees

and more likely to expect that master's or doctoral degrees would be their terminal degrees

(table 3.12). {t's 5.01} Similarly, among those in the pipeline, those who expected to teach

in the future were more likely than those who did not expect to teach in the future to expect

that their highest degree would be a master's. {4 t's 2.84; for each comparison conservative

K = 6, CV = 2.64}
58

Table C3.1—Percentage of 1992–93 bachelor's degree recipients* for whom college entrance examination

scores were available; and of those with scores, percentage distribution according to score

quartile, by selected teaching-related characteristics: 1994

Of those with test scores

Test scores Top Middle Bottom

available quartile half quartile

Total 69.1 25.3 51.9 22.9

Status in teacher pipeline

Not in teacher pipeline 69.4 26.4 51.6 22.0

In teacher pipeline 68.5 22.1 52.6 25.3

Nonteachers 67.8 23.5 51.8 24.7

Considering only 68.7 25.2 51.4 23.4

Prepared only 64.5 17.7 53.4 28.9

Taught 69.9 18.4 55.5 26.2

Baccalaureate degree major

Business and management 66.1 19.1 54.7 26.2

Education 70.6 15.7 54.6 29.7

Humanities 69.8 32.7 49.4 17.9

Mathematics, computer science, 76.0 38.1 48.3 13.6

 natural sciences

Social sciences 70.3 26.4 52.9 20.7

Other 64.1 18.3 51.7 30.1

Teachers

Sector of school at which taught

Public 68.0 16.6 55.2 28.2

Private 82.6 32.1 48.4 19.5

Level of school at which taught

Elementary 67.2 11.7 56.8 31.5

Secondary 74.7 28.6 49.7 21.7

Combined 76.2 29.2 59.0 11.8

Main field taught

General elementary 65.5 5.4 51.7 42.9

English, reading 72.2 23.8 49.0 27.3

Mathematics, computer science 68.9 21.2 68.7 10.1

Natural sciences 77.9 22.7 61.3 16.1

Social studies 84.3 — — — 

Bilingual, ESL, foreign languages 74.6 25.1 45.2 29.7

Fine or performing arts 73.6 28.8 36.6 34.6

Vocational education 61.4 13.7 66.2 20.2

Special education 71.2 11.7 61.2 27.1

Other 64.0 27.1 54.8 18.1

Graduates in teacher pipeline

Expects to be teaching in 2 years

Teachers

Yes 68.7 14.0 56.5 29.5

No 74.6 30.9 52.9 16.3

Nonteachers

Yes 62.3 15.8 55.6 28.7

No 70.1 26.7 50.6 22.7
59

Table C3.1—Percentage of 1992–93 bachelor's degree recipients* for whom college entrance examination

scores were available; and of those with scores, percentage distribution according to score

quartile, by selected teaching-related characteristics: 1994—Continued

Of those with test scores

Test scores Top Middle Bottom

available quartile half quartile

Expects to be teaching in long term

Teachers

Yes 68.8 16.2 53.8 30.0

No 75.7 22.5 58.8 18.7

Nonteachers

Yes 63.8 16.5 55.7 27.7

No 70.2 26.4 50.3 23.3

—Too few cases for a reliable estimate.

*Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year

or more before receiving the 1992–93 degree.

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
60

Table C3.2—Percentage distributions of 1992–93 bachelor's degree recipients according to type of 1

postsecondary institution first attended after high school and whether they had taken

remedial instruction in college, by selected teaching-related characteristics: 1994

First postsecondary institution Ever taken remedial

attended after high school instruction2

Less than Public, Private,

4-year 4-year 4-year Yes No

Total 17.3 54.8 27.9 9.6 90.4

Status in teacher pipeline

Not in teacher pipeline 16.8 55.5 27.8 8.5 91.5

In teacher pipeline 18.8 53.0 28.3 12.5 87.5

Nonteachers 18.1 52.3 29.6 13.2 86.8

Considering only 17.0 51.9 31.1 13.7 86.3

Prepared only 21.4 53.6 25.0 11.9 88.1

Taught 20.6 54.5 24.8 10.8 89.2

Baccalaureate degree major

Business and management 19.4 54.7 26.0 7.5 92.5

Education 19.6 56.2 24.2 10.1 89.9

Humanities 16.0 45.3 38.8 10.2 89.8

Mathematics, computer science, 14.4 57.1 28.5 7.5 92.5

 natural sciences

Social sciences 14.0 54.1 31.9 10.5 89.5

Other 20.0 58.1 21.9 13.4 86.6

Teachers

Sector of school at which taught

Public 23.0 57.7 19.2 8.9 91.1

Private 9.8 46.2 43.9 11.9 88.1

Level of school at which taught

Elementary 22.4 55.4 22.2 10.8 89.2

Secondary 19.6 59.1 21.3 7.3 92.7

Combined 17.6 30.9 51.5 10.9 89.1

Main field taught

General elementary 18.1 57.5 24.4 12.4 87.6

English, reading 20.8 63.9 15.3 7.5 92.5

Mathematics, computer science 20.6 51.4 28.0 4.4 95.6

Natural sciences 23.6 48.3 28.1 13.9 86.1

Social studies 23.7 55.6 20.7 10.9 89.1

Bilingual, ESL, foreign languages 11.5 57.0 31.5 8.6 91.4

Fine or performing arts 23.0 52.2 24.8 8.4 91.6

Vocational education 21.8 54.8 23.4 17.2 82.8

Special education 25.9 54.6 19.5 8.9 91.1

Other 16.5 48.6 34.8 13.1 86.9

Graduates in pipeline

Expects to be teaching in 2 years

Teachers

Yes 21.1 57.3 21.6 10.7 89.3

No 19.2 46.3 34.5 10.9 89.1

Nonteachers

Yes 20.8 54.2 25.0 15.1 84.9

No 17.0 52.7 30.3 12.2 87.8
61

Table C3.2—Percentage distributions of 1992–93 bachelor's degree recipients according to type of 1

postsecondary institution first attended after high school and whether they had taken

remedial instruction in college, by selected teaching-related characteristics: 1994—Continued

First postsecondary institution Ever taken remedial

attended after high school instruction2

Less than Public, Private,

4-year 4-year 4-year Yes No

Expects to be teaching in long term

Teachers

Yes 20.3 58.3 21.4 10.4 89.6

No 20.2 49.1 30.8 12.1 87.9

Nonteachers

Yes 20.2 54.4 25.4 13.9 86.1

No 17.1 53.2 29.7 12.5 87.5

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

These data are students' self-reports of having taken remedial instruction in reading, mathematics, writing, and study skills. The 2

estimates reported can be both higher and lower than those derived from transcript data for at least three reasons: 1) transcript

variables report courses taken in specific subject areas, and therefore may result in lower estimates than the self-reports, which

combine subject areas, in particular, remedial courses, which schools may not grant credit toward graduation; 2) estimates from

transcript data may also be lower because the transcript(s) collected may not include all courses a student had taken; and 3)

estimates from transcripts could be higher if graduates' definitions of “remedial instruction” differed from those employed in this

study, e.g., they did not consider a precollegiate mathematics course to be remedial instruction.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
62

Table C3.3—Percentage of 1992–93 bachelor's degree recipients whose undergraduate transcripts 1 2

recorded at least one course attempted in precollegiate mathematics or remedial English,

average number of credits earned in each field, and GPA in each field, by selected teachingrelated characteristics: 1994

Precollegiate mathematics Remedial English

Average Average

Percent number Percent number

with of with of

course credits GPA course credits GPA 3 3 3 3

Total 12.5 3.9 2.77 8.7 3.5 3.13

Status in teacher pipeline

Not in teacher pipeline 11.7 3.8 2.75 8.1 3.5 3.10

In teacher pipeline 14.9 4.1 2.79 10.3 3.3 3.21

Nonteachers 14.3 4.0 2.84 9.8 3.4 3.14

Considering only 12.7 4.0 2.84 9.7 3.3 3.14

Prepared only 19.4 3.9 2.84 10.2 3.8 3.15

Taught 16.8 4.2 2.70 11.9 3.2 3.35

Baccalaureate degree major

Business and management 13.2 3.8 2.91 7.8 3.7 3.05

Education 17.9 4.1 2.77 12.5 3.3 3.29

Humanities 10.7 3.8 2.62 6.5 3.3 3.05

Mathematics, computer science, natural 8.5 4.1 2.82 8.5 3.6 3.19

 sciences

Social sciences 11.3 3.5 2.64 7.3 3.6 3.05

Other 14.8 4.0 2.70 10.2 3.2 3.13

Teachers

Sector of school at which taught

Public 18.5 4.2 2.66 11.6 3.5 3.39

Private 8.7 — — 12.8 — — 

Level of school at which taught

Elementary 19.8 4.4 2.71 14.4 3.7 3.38

Secondary 11.1 — — 8.9 — — 

Combined 16.3 — — 11.1 — — 

Main field taught

General elementary 26.0 4.6 2.70 12.2 — — 

English, reading 11.2 — — 18.6 — — 

Mathematics, computer science 18.5 — — 13.0 — — 

Natural sciences 12.3 — — 7.8 — — 

Social studies 10.1 — — 11.3 — — 

Bilingual, ESL, foreign languages 4.8 — — 6.8 — — 

Fine or performing arts 16.3 — — 8.1 — — 

Vocational education 22.6 — — 15.4 — — 

Special education 17.1 — — 8.3 — — 

Other 12.8 — — 16.6 — — 

Graduates in teacher pipeline

Expects to be teaching in 2 years

Teachers

Yes 17.3 4.3 2.76 12.7 3.2 3.31

No 15.2 — — 8.8 — — 

Nonteachers

Yes 16.9 4.0 2.87 9.3 3.5 3.05

No 13.2 3.9 2.81 9.9 3.4 3.14
63

Table C3.3—Percentage of 1992–93 bachelor's degree recipients whose undergraduate transcripts 1 2

recorded at least one course attempted in precollegiate mathematics or remedial English,

average number of credits earned in each field, and GPA in each field, by selected teachingrelated characteristics: 1994—Continued

Precollegiate mathematics Remedial English

Average Average

Percent number Percent number

with of with of

course credits GPA course credits GPA 3 3 3 3

Expects to be teaching in long term

Teachers

Yes 17.1 4.2 2.70 12.4 3.1 3.36

No 16.4 4.3 2.63 10.2 3.6 3.26

Nonteachers

Yes 16.9 4.1 3.03 8.8 3.5 3.15

No 13.4 3.8 2.71 11.1 3.4 3.13

—Too few cases for a reliable estimate.

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Transcripts were collected from degree-granting institutions only and may not include postsecondary credits earned at other 2

institutions. See appendix B for details on transcript data.

Average credits/GPA for those with some credit in each field. 3

NOTE: These data are derived from graduates' transcripts. The estimates reported can be both higher and lower than students'

self-reports for at least three reasons: 1) transcript variables report courses taken in specific subject areas, and therefore may

result in lower estimates than the self-reports, which combine subject areas; 2) estimates from transcript data may also be lower

because the transcript(s) collected may not include all courses a student had taken; and 3) estimates from transcripts could be

higher if graduates' definitions of “remedial instruction” differed from those employed in this study, e.g., they did not consider a

precollegiate mathematics course to be remedial instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
64

Table C3.4—Percentage of 1992–93 bachelor's degree recipients whose undergraduate transcripts 1 2

recorded credit earned in advanced mathematics or calculus, science or engineering, and

education, average number of credits earned in each field, and GPA in each field, by

selected teaching-related characteristics: 1994

Advanced math

or calculus Science/engineering Education

Average Average Average

Percent number Percent number Percent number

earned of earned of earned of

credit credits GPA credit credits GPA credit credits GPA 3 3 3 3 3 3

Total 31.0 7.3 2.68 75.5 18.3 2.67 26.4 18.0 3.41

Status in teacher pipeline

Not in teacher pipeline 34.5 7.0 2.69 75.1 19.8 2.76 16.6 6.1 3.38

In teacher pipeline 21.2 8.4 2.62 76.6 14.1 2.69 54.0 28.3 3.44

Nonteachers 23.5 8.0 2.63 78.1 15.2 2.67 43.6 21.3 3.37

Considering only 26.0 7.9 2.58 77.1 16.8 2.65 26.9 7.4 3.21

Prepared only 15.9 8.4 2.84 81.3 10.4 2.72 94.9 33.5 3.51

Taught 16.7 10.0 2.61 76.4 11.6 2.75 80.4 37.0 3.51

Baccalaureate degree major

Business and management 35.8 4.3 2.66 64.0 7.1 2.79 11.2 4.9 3.47

Education 15.5 6.2 2.70 77.5 9.5 2.66 80.9 36.9 3.46

Humanities 16.4 5.0 2.58 68.3 8.9 2.69 27.1 10.5 3.43

Mathematics, computer 65.0 10.8 2.77 90.6 46.0 2.88 17.2 9.9 3.39

 science, natural sciences

Social sciences 21.7 5.6 2.52 76.8 8.6 2.66 28.1 7.3 3.29

Other 14.3 5.2 2.52 77.0 14.8 2.65 20.6 6.7 3.38

Teachers

Sector of school at which taught

Public 17.6 10.4 2.70 75.9 11.9 2.75 84.4 37.9 3.54

Private 15.7 — — 71.5 11.0 2.82 66.8 36.3 3.51

Level of school at which taught

Elementary 12.5 7.7 2.76 74.5 10.7 2.75 87.9 42.9 3.53

Secondary 26.5 12.8 2.73 76.8 14.0 2.87 77.6 27.6 3.54

Combined 16.8 — — 69.3 11.3 2.88 75.0 34.7 3.57

Main field taught

General elementary 8.0 — — 75.6 9.0 2.73 90.2 43.7 3.51

English, reading 7.7 — — 71.2 8.5 2.66 88.0 36.6 3.58

Mathematics, computer 52.4 18.2 2.94 78.4 10.1 2.86 73.2 32.1 3.56

 science

Natural sciences 23.3 7.3 2.52 82.3 24.8 2.84 83.5 35.8 3.57

Social studies 9.9 — — 82.9 — — 83.3 23.6 3.65

Bilingual, ESL, foreign 21.0 — — 67.6 6.6 2.89 65.0 26.0 3.52

 languages

Fine or performing arts 0.9 — — 67.2 6.9 2.75 76.3 20.3 3.43

Vocational education 15.4 — — 72.0 9.6 2.55 58.2 31.5 3.46

Special education 7.6 — — 73.3 8.7 2.68 88.2 49.0 3.46

Other 16.2 — — 80.3 12.3 2.57 70.2 33.7 3.44

Graduates in teacher pipeline

Expects to be teaching in 2 years

Teachers

Yes 15.7 11.2 2.68 76.3 10.8 2.77 89.7 39.1 3.53

No 19.6 7.6 2.44 76.5 14.3 2.65 53.4 26.4 3.46
65

Table C3.4—Percentage of 1992–93 bachelor's degree recipients whose undergraduate transcripts 1 2

recorded credit earned in advanced mathematics or calculus, science or engineering, and

education, average number of credits earned in each field, and GPA in each field, by

selected teaching-related characteristics: 1994—Continued

Advanced math

or calculus Science/engineering Education

Average Average Average

Percent number Percent number Percent number

earned of earned of earned of

credit credits GPA credit credits GPA credit credits GPA 3 3 3 3 3 3

Nonteachers

Yes 20.1 6.7 2.50 77.8 10.9 2.62 67.7 30.5 3.40

No 24.7 8.7 2.64 79.2 17.4 2.70 33.9 13.7 3.37

Expects to be teaching in long term

Teachers

Yes 15.6 11.2 2.69 75.1 11.0 2.76 87.8 39.1 3.54

No 18.2 8.5 2.55 78.9 12.7 2.74 67.8 32.3 3.47

Nonteachers

Yes 21.5 7.4 2.67 77.6 11.9 2.64 64.3 28.2 3.37

No 24.8 8.4 2.58 79.4 17.1 2.69 34.6 14.6 3.38

—Too few cases for a reliable estimate.

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Transcripts were collected from degree-granting institutions only and may not include postsecondary credits earned at other 2

institutions. See appendix B for details on transcript data.

Average credits/GPA for those with some credit in each field. 3

NOTE: Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
66

Table C3.5—Percentage of 1992–93 bachelor's degree recipients whose undergraduate transcripts 1 2

recorded credit earned in the social sciences and humanities, average number of credits

earned in each field, and GPA in each field, by selected teaching-related characteristics: 1994

Social sciences Humanities

Average Average

Percent number Percent number

earned of earned of

credit credits GPA credit credits GPA 3 3 3 3

Total 89.0 23.4 2.96 87.9 18.1 3.06

Status in teacher pipeline

Not in teacher pipeline 88.5 23.6 2.97 87.5 17.6 3.06

In teacher pipeline 90.3 22.9 2.91 88.8 19.5 3.06

Nonteachers 91.9 24.4 2.92 90.7 19.8 3.03

Considering only 91.8 25.3 2.91 91.3 20.4 3.03

Prepared only 91.9 21.4 2.96 88.8 18.1 3.04

Taught 90.6 19.6 2.90 88.4 18.6 3.12

Baccalaureate degree major

Business and management 87.8 19.9 2.90 85.6 14.2 3.04

Education 91.3 20.1 2.85 89.3 21.0 3.06

Humanities 87.4 21.2 2.98 92.6 32.6 3.14

Mathematics, computer science, 89.5 16.6 3.08 89.2 14.1 3.13

 natural sciences

Social sciences 95.7 44.8 3.04 90.1 20.0 2.99

Other 84.4 19.2 2.88 84.5 15.7 3.00

Teachers

Sector of school at which taught

Public 90.3 19.1 2.90 87.2 17.3 3.13

Private 83.8 19.8 2.92 84.2 23.4 3.18

Level of school at which taught

Elementary 88.7 18.6 2.89 86.8 17.4 3.12

Secondary 91.6 21.0 3.00 87.7 18.8 3.23

Combined 83.7 19.4 3.02 83.2 20.3 3.19

Main field taught

General elementary 89.9 21.2 2.86 87.2 16.8 3.05

English, reading 88.7 17.0 2.90 92.1 27.9 3.17

Mathematics, computer science 83.7 15.9 2.95 82.3 15.6 3.22

Natural sciences 93.4 17.5 2.94 90.9 14.4 3.15

Social studies 91.1 46.0 3.35 87.8 17.5 3.28

Bilingual, ESL, foreign languages 92.4 17.3 3.02 82.3 41.8 3.33

Fine or performing arts 84.9 13.0 2.83 93.6 19.7 3.09

Vocational education 99.2 16.7 2.74 88.8 10.4 2.93

Special education 89.7 18.3 2.81 87.1 16.4 3.08

Other 87.3 20.8 2.86 87.3 17.5 3.04

Graduates in teacher pipeline

Expects to be teaching in 2 years

Teachers

Yes 90.9 18.6 2.90 88.4 17.7 3.12

No 88.7 23.0 2.89 88.2 20.8 3.09

Nonteachers

Yes 92.0 23.7 2.88 90.7 19.3 2.98

No 92.0 24.5 2.94 90.8 19.7 3.05
67

Table C3.5—Percentage of 1992–93 bachelor's degree recipients whose undergraduate transcripts 1 2

recorded credit earned in the social sciences and humanities, average number of credits

earned in each field, and GPA in each field, by selected teaching-related characteristics:

1994—Continued

Social sciences Humanities

Average Average

Percent number Percent number

earned of earned of

credit credits GPA credit credits GPA 3 3 3 3

Expects to be teaching in long term

Teachers

Yes 89.6 18.4 2.90 87.1 17.3 3.13

No 91.1 22.1 2.89 89.9 20.6 3.10

Nonteachers

Yes 92.1 23.6 2.88 90.0 19.4 3.02

No 91.8 25.1 2.95 91.0 19.5 3.03

—Too few cases for a reliable estimate.

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Transcripts were collected from degree-granting institutions only and may not include postsecondary credits earned at other 2

institutions. See appendix B for details on transcript data.

Average credits/GPA for those with some credit in each field. 3

NOTE: Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
68

Table C3.6—Percentage distribution of 1992–93 bachelor's degree recipients according to undergraduate major, by selected teaching-related 1

characteristics: 1994

Mathematics, Business Health,

Social Natural computer and vocational,

Humanities sciences sciences science Engineering Education management technical Other 2

Total 10.0 15.4 8.9 4.1 6.6 11.4 25.4 8.8 9.4

Status in teacher pipeline

Not in teacher pipeline 9.0 16.1 8.9 4.1 8.0 3.5 29.7 10.4 10.2

In teacher pipeline 12.9 13.5 8.8 3.9 2.6 33.7 13.2 4.3 7.1

Nonteachers 14.1 16.2 9.6 3.8 3.4 22.1 16.8 4.9 9.1

Considering only 15.8 18.5 11.3 4.0 4.3 8.4 21.3 6.0 10.3

Prepared only 7.9 8.9 4.3 3.2 0.6 64.1 3.1 1.4 5.4

Taught 9.7 6.9 7.1 4.0 0.6 61.8 4.3 3.1 2.4

Teachers

Sector of school at which taught

Public 8.3 4.9 7.1 4.4 0.6 64.6 5.6 3.0 1.5

Private 16.2 11.9 7.7 4.5 0 56.0 0 2.1 1.6

Level of school at which taught

Elementary 8.1 3.6 4.6 1.1 0 75.6 3.6 1.8 1.7

Secondary 10.5 7.9 11.4 9.9 1.5 47.0 8.1 1.8 1.9

Combined 16.4 6.7 11.9 6.7 0 54.5 0 3.8 0

Main field taught

General elementary 6.9 7.0 1.4 0 0 78.4 4.5 0.7 1.1

English, reading 7.6 7.7 2.2 1.2 0 76.3 0.7 0 4.1

Mathematics, computer science 3.5 0 5.5 33.1 1.9 47.4 6.7 0 2.0

Natural sciences 5.1 4.9 25.7 1.2 0.9 58.9 2.2 0 1.0

Social studies 16.5 17.0 7.5 0 0 53.6 0 5.4 0

Bilingual, ESL, foreign

 languages 42.3 10.6 1.9 1.8 0 32.4 9.1 0 1.9

Fine or performing arts 39.3 1.7 0 0 0 51.4 5.5 0 2.1

Vocational education 0.9 1.5 11.7 0 1.5 39.4 13.1 28.0 3.8

Special education 5.3 4.3 3.9 0 0 80.7 3.3 1.8 0.7

Other 7.4 16.5 6.2 2.9 1.6 51.6 1.5 5.1 7.2
69

69

Table C3.6—Percentage distribution of 1992–93 bachelor's degree recipients according to undergraduate major, by selected teaching-related 1

characteristics: 1994—Continued

Mathematics, Business Health,

Social Natural computer and vocational,

Humanities sciences sciences science Engineering Education management technical Other 2

Graduates in teacher pipeline

Expects to be teaching in 2 years

Teachers

Yes 8.9 3.4 5.5 4.6 0.3 71.8 3.0 1.4 1.1

No 10.8 16.9 12.4 2.5 1.6 33.1 8.3 8.5 5.8

Nonteachers

Yes 14.9 14.7 6.2 3.2 0.5 45.0 9.5 2.3 3.6

No 14.1 16.9 10.7 4.4 4.8 12.3 19.1 6.4 11.3

Expects to be teaching in long term

Teachers

Yes 8.9 4.3 5.7 3.6 0.6 70.0 3.4 1.6 1.8

No 10.8 11.4 9.9 4.8 0.8 47.3 5.7 5.9 3.5

Nonteachers

Yes 14.8 14.2 7.1 3.8 0.9 40.9 12.0 3.0 3.3

No 13.7 17.5 10.9 4.1 4.7 13.3 18.0 6.3 11.5

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year or more before receiving the 1992–93 degree. 1

Includes literature, foreign languages, and fine and performing arts; for more detail see appendix A. 2

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal Study First Followup (B&B:93/94), Data

Analysis System.
70

Table C3.7—Percentage distribution of 1992–93 bachelor's degree recipients* according to years between

entry into postsecondary education and degree completion, and average number of years

between postsecondary entry and degree completion, by selected teaching-related

characteristics: 1994

Years from postsecondary entry to BA receipt

4 years More than More than More than Average

or 4 to 5 5 to 6 years to

less years 6 years years BA receipt

Total 35.8 28.1 10.9 25.3 6.6

Status in teacher pipeline

Not in teacher pipeline 36.2 28.0 11.1 24.7 6.5

In teacher pipeline 34.4 28.2 10.1 27.2 6.8

Nonteachers 35.8 27.5 9.9 26.8 6.8

Considering only 37.2 26.4 10.3 26.2 6.8

Prepared only 31.4 31.2 8.8 28.6 7.4

Taught 31.5 30.1 10.6 27.9 6.5

Baccalaureate degree major

Business and management 31.7 28.1 9.0 31.3 7.2

Education 33.2 30.2 10.9 25.7 6.7

Humanities 41.0 25.0 12.4 21.7 6.4

Mathematics, computer science, 37.4 28.1 12.8 21.8 5.9

 natural sciences

Social sciences 45.3 25.3 9.9 19.6 6.0

Other 30.0 30.9 11.6 27.6 7.0

Teachers

Sector of school at which taught

Public 26.7 28.3 11.4 33.5 6.9

Private 57.4 23.7 4.2 14.7 5.1

Level of school at which taught

Elementary 28.8 28.7 10.2 32.3 7.0

Secondary 31.8 29.0 12.1 27.0 6.3

Combined 57.1 21.1 0 21.8 5.0

Main field taught

General elementary 28.1 29.2 13.3 29.4 6.8

English, reading 35.2 32.0 8.0 24.8 6.1

Mathematics, computer science 24.5 22.8 14.1 38.6 6.8

Natural sciences 29.6 30.5 10.9 29.0 6.8

Social studies 39.8 38.3 4.1 17.8 5.2

Bilingual, ESL, foreign 56.0 24.8 3.8 15.4 5.0

 languages

Fine or performing arts 18.3 53.0 8.3 20.4 6.3

Vocational education 26.5 20.8 8.7 44.0 7.9

Special education 25.4 33.3 12.9 28.3 6.6

Other 47.3 24.3 9.1 71.5 6.0

Graduates in teacher pipeline

Expects to be teaching in 2 years

Teachers

Yes 28.4 32.1 10.8 28.7 6.5

No 41.5 22.3 10.1 26.1 6.2

Nonteachers

Yes 33.7 27.3 10.8 28.2 7.3

No 35.8 28.0 9.4 26.8 6.9
71

Table C3.7—Percentage distribution of 1992–93 bachelor's degree recipients* according to years between

entry into postsecondary education and degree completion, and average number of years

between postsecondary entry and degree completion, by selected teaching-related

characteristics: 1994—Continued

Years from postsecondary entry to BA receipt

4 years More than More than More than Average

or 4 to 5 5 to 6 years to

less years 6 years years BA receipt

Expects to be teaching in long term

Teachers

Yes 28.9 32.1 10.1 28.9 6.7

No 37.2 27.0 12.0 23.8 5.8

Nonteachers

Yes 35.0 26.8 11.1 27.1 7.2

No 35.2 28.0 9.6 27.3 6.9

—Too few cases for a reliable estimate.

*Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year

or more before receiving the 1992–93 degree.

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
72

Table C3.8—Percentage distribution of 1992–93 bachelor's degree recipients* according to number of

credits earned toward undergraduate degree and average number of credits earned, by

selected teaching-related characteristics: 1994

Percentage distribution

according to number of credits

120 More Average

or 121– 136– than number

fewer 135 150 150 of credits

Total 19.4 45.7 17.4 17.5 135.4

Status in teacher pipeline

Not in teacher pipeline 20.3 46.6 16.9 16.3 135.0

In teacher pipeline 17.0 43.2 19.0 20.8 136.6

Nonteachers 19.1 44.9 17.8 18.2 135.0

Considering only 21.2 47.7 14.9 16.3 132.9

Prepared only 12.5 36.4 26.9 24.2 141.5

Taught 11.9 39.2 21.8 27.0 140.3

Baccalaureate degree major

Business and management 22.2 48.4 15.2 14.2 132.9

Education 15.4 40.5 22.8 21.3 138.3

Humanities 24.7 46.5 14.3 14.6 131.3

Mathematics, computer science, 12.2 39.9 23.8 24.2 141.5

 natural sciences

Social sciences 25.3 51.7 13.1 9.9 128.9

Other 17.6 46.0 15.8 20.6 138.5

Teachers

Sector of school at which taught

Public 10.0 38.1 23.0 28.9 142.2

Private 19.7 44.0 18.7 17.7 133.8

Level of school at which taught

Elementary 10.3 42.1 24.6 23.0 140.0

Secondary 7.8 34.2 22.1 35.9 144.2

Combined 21.8 49.6 7.9 20.8 135.0

Main field taught

General elementary 12.3 45.7 21.6 20.4 137.9

English, reading 10.3 34.4 26.1 29.1 140.2

Mathematics, computer science 7.8 34.5 20.0 37.6 143.8

Natural sciences 8.8 38.4 23.2 29.6 145.0

Social studies 10.1 43.8 37.6 8.5 134.8

Bilingual, ESL, foreign languages 9.6 58.0 13.1 19.3 133.6

Fine or performing arts 9.8 25.0 19.9 45.3 146.5

Vocational education 26.6 27.8 14.5 31.1 134.6

Special education 6.3 36.2 24.5 33.0 147.4

Other 20.2 41.4 19.0 19.4 133.6

Graduates in teacher pipeline

Expects to be teaching in 2 years

Teachers

Yes 9.8 38.5 22.6 29.2 141.2

No 17.8 41.9 20.1 20.1 137.5

Nonteachers

Yes 17.7 42.0 19.8 20.4 137.0

No 19.2 45.8 17.5 17.5 134.8
73

Table C3.8—Percentage distribution of 1992–93 bachelor's degree recipients* according to number of

credits earned toward undergraduate degree and average number of credits earned, by

selected teaching-related characteristics: 1994—Continued

Percentage distribution

according to number of credits

120 More Average

or 121– 136– than number

fewer 135 150 150 of credits

Expects to be teaching in long term

Teachers

Yes 10.8 37.6 23.3 28.3 141.4

No 14.6 41.9 19.1 24.4 137.5

Nonteachers

Yes 14.6 46.0 21.0 18.4 136.3

No 20.3 45.1 16.7 17.8 134.8

—Too few cases for a reliable estimate.

*Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year

or more before receiving the 1992–93 degree.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
74

Table C3.9—Average undergraduate cumulative grade point average (GPA) among 1992–93 bachelor's

degree recipients* and percentage distribution of 1992–93 bachelor's degree recipients

according to cumulative undergraduate GPA, by selected teaching-related characteristics:

1994

Cumulative undergraduate GPA

Average Less 3.75

cumulative than 2.25– 2.75– 3.25– or

GPA 2.25 2.74 3.24 3.74 higher

Total 3.17 2.4 13.6 41.3 30.0 12.8

Status in teacher pipeline

Not in teacher pipeline 3.16 2.5 13.9 42.0 29.3 12.4

In teacher pipeline 3.19 2.0 12.8 39.3 32.1 13.9

Nonteachers 3.17 2.4 14.7 38.8 31.4 12.7

Considering only 3.12 3.1 17.4 39.0 29.7 10.9

Prepared only 3.31 0.4 6.2 38.3 36.8 18.3

Taught 3.26 1.0 8.4 40.0 33.6 16.9

Baccalaureate degree major

Business and management 3.15 2.7 14.7 40.5 29.4 12.7

Education 3.24 1.1 10.4 39.3 33.6 15.6

Humanities 3.24 2.2 10.3 37.8 34.3 15.4

Mathematics, computer science, 3.13 3.0 16.6 40.8 29.6 10.1

 natural sciences

Social sciences 3.16 2.6 14.4 40.1 29.8 13.2

Other 3.16 2.2 11.7 46.7 27.7 11.7

Teachers

Sector of school at which taught

Public 3.27 0.7 8.4 39.0 34.5 17.4

Private 3.29 0.9 8.0 40.0 28.5 22.4

Level of school at which taught

Elementary 3.28 0.4 7.3 41.7 32.4 18.2

Secondary 3.26 0.7 9.9 35.9 37.9 15.6

Combined 3.25 2.3 9.4 39.4 26.2 22.7

Main field taught

General elementary 3.26 0.6 6.3 45.8 33.8 13.5

English, reading 3.26 0 9.9 47.9 22.1 20.1

Mathematics, computer science 3.22 0.9 16.3 35.6 28.7 18.5

Natural sciences 3.23 1.5 14.2 32.5 36.4 15.4

Social studies 3.42 0 2.5 35.2 25.5 36.8

Bilingual, ESL, foreign languages 3.38 0 1.1 39.0 39.0 21.0

Fine or performing arts 3.34 0 8.5 28.7 41.6 21.2

Vocational education 3.31 0 5.2 40.3 34.3 20.2

Special education 3.23 2.0 9.0 39.5 33.2 16.3

Other 3.21 2.3 5.6 46.1 39.5 6.4

Graduates in teacher pipeline

Expects to be teaching in 2 years

Teachers

Yes 3.27 1.1 7.0 40.7 36.2 15.1

No 3.26 0.4 13.1 37.1 26.5 23.0

Nonteachers

Yes 3.18 1.6 13.7 39.1 32.9 12.5

No 3.17 2.6 15.1 38.7 30.5 13.1
75

Table C3.9—Average undergraduate cumulative grade point average (GPA) among 1992–93 bachelor's

degree recipients* and percentage distribution of 1992–93 bachelor's degree recipients

according to cumulative undergraduate GPA, by selected teaching-related characteristics:

1994—Continued

Cumulative undergraduate GPA

Average Less 3.75

cumulative than 2.25– 2.75– 3.25– or

GPA 2.25 2.74 3.24 3.74 higher

Expects to be teaching in long term

Teachers

Yes 3.27 0.9 7.6 38.0 37.4 16.1

No 3.25 0.4 10.0 42.9 28.8 17.9

Nonteachers

Yes 3.19 1.4 14.5 37.6 31.6 14.9

No 3.16 2.9 14.9 38.9 30.9 12.4

*Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year

or more before receiving the 1992–93 degree.

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
76

Table C3.10—Average GPA in undergraduate major among 1992–93 bachelor's degree recipients and

percentage distribution of 1992–93 bachelor's degree recipients* according to GPA in

undergraduate major, by selected teaching-related characteristics: 1994

Average GPA in undergraduate major

GPA in Less 3.75

undergraduate than 2.25– 2.75– 3.25– or

major 2.25 2.74 3.24 3.74 higher

Total 3.31 1.6 6.8 40.9 27.5 23.3

Status in teacher pipeline

Not in teacher pipeline 3.29 1.7 6.9 42.4 26.6 22.4

In teacher pipeline 3.35 1.4 6.4 36.6 29.9 25.7

Nonteachers 3.31 1.5 7.7 38.1 29.3 23.3

Considering only 3.26 1.9 9.5 41.3 27.9 19.5

Prepared only 3.48 0.4 2.2 28.4 33.9 35.0

Taught 3.44 0.9 3.4 32.6 31.0 32.0

Baccalaureate degree major

Business and management 3.26 1.5 9.0 42.6 26.2 20.7

Education 3.42 1.1 3.1 32.8 31.6 31.3

Humanities 3.40 1.5 5.1 32.9 29.4 31.1

Mathematics, computer science, 3.25 2.6 8.2 44.4 25.8 19.0

 natural sciences

Social sciences 3.33 1.2 6.3 39.6 28.1 24.8

Other 3.29 1.7 5.6 44.6 27.6 20.5

Teachers

Sector of school at which taught

Public 3.45 0.6 3.4 31.9 30.9 33.2

Private 3.46 2.4 2.2 27.3 30.7 37.5

Level of school at which taught

Elementary 3.47 0.2 3.8 29.7 31.1 35.2

Secondary 3.41 1.8 2.7 34.5 31.1 29.9

Combined 3.40 2.3 2.6 34.0 29.1 31.9

Main field taught

General elementary 3.43 0.6 2.5 35.9 30.5 30.4

English, reading 3.49 0 0 25.6 40.0 34.3

Mathematics, computer science 3.34 2.5 9.6 34.1 23.5 30.3

Natural sciences 3.40 1.5 3.6 36.5 25.8 32.5

Social studies 3.50 0 2.5 36.3 22.6 38.6

Bilingual, ESL, foreign languages 3.52 0 3.2 20.1 41.2 35.5

Fine or performing arts 3.39 0 3.9 33.9 32.3 29.9

Vocational education 3.54 0 1.9 28.3 28.1 41.7

Special education 3.46 1.1 4.5 27.7 36.3 30.4

Other 3.39 1.2 1.9 40.8 28.8 27.4

Graduates in teacher pipeline

Expects to be teaching in 2 years

Teachers

Yes 3.44 1.0 2.3 33.2 32.3 31.3

No 3.42 1.0 6.5 30.7 28.0 33.8

Nonteachers

Yes 3.34 1.5 6.6 35.3 31.2 25.4

No 3.31 1.5 8.1 39.3 28.0 23.0
77

Table C3.10—Average GPA in undergraduate major among 1992–93 bachelor's degree recipients and

percentage distribution of 1992–93 bachelor's degree recipients* according to GPA in

undergraduate major, by selected teaching-related characteristics: 1994—Continued

Average GPA in undergraduate major

GPA in Less 3.75

undergraduate than 2.25– 2.75– 3.25– or

major 2.25 2.74 3.24 3.74 higher

Expects to be teaching in long term

Teachers

Yes 3.44 1.2 2.7 32.0 32.8 31.4

No 3.43 0.4 4.4 34.2 27.2 33.8

Nonteachers

Yes 3.35 1.5 6.8 35.3 28.9 27.5

No 3.30 1.5 8.4 39.1 29.4 21.6

*Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year

or more before receiving the 1992–93 degree.

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
78

Table C3.11—Percentage distribution of 1992–93 bachelor's degree recipients according to type of 1

postsecondary institution from which they received their bachelor's degree, by selected

teaching-related characteristics: 1994

Private Private

Public Public not-for-profit not-for-profit

nondoctorate- doctorate- nondoctorate- doctorategranting granting granting granting Other2

Total 22.9 42.5 17.8 13.4 3.5

Status in teacher pipeline

Not in teacher pipeline 20.7 44.3 17.2 13.8 3.9

In teacher pipeline 28.9 37.3 19.3 12.2 2.3

Nonteachers 29.0 35.9 19.7 13.2 2.2

Considering only 26.2 37.3 20.4 13.9 2.2

Prepared only 37.7 31.6 17.5 11.2 2.0

Taught 29.1 41.5 17.1 10.1 2.3

Baccalaureate degree major

Business and management 23.4 37.2 24.2 11.5 3.8

Education 31.0 40.1 16.5 10.8 1.6

Humanities 21.8 35.6 19.9 16.8 5.9

Mathematics, computer science, 20.4 48.7 12.4 14.8 3.7

 natural sciences

Social sciences 21.6 43.7 18.3 15.6 0.8

Other 21.4 48.0 13.6 12.0 4.9

Teachers

Sector of school at which taught

Public 32.5 43.2 13.9 7.7 2.7

Private 20.5 33.5 30.9 15.1 0

Level of school at which taught

Elementary 33.1 41.5 17.8 6.8 0.7

Secondary 29.1 46.0 11.9 10.2 2.4

Combined 19.5 20.6 36.9 22.9 0

Main field taught

General elementary 35.0 39.6 17.3 7.2 0.9

English, reading 38.6 40.8 13.0 7.7 0

Mathematics, computer science 35.5 30.8 22.6 10.2 0.9

Natural sciences 27.3 39.8 17.7 12.4 2.8

Social studies 15.1 67.8 11.9 2.6 2.6

Bilingual, ESL, foreign languages 14.4 45.7 16.8 21.7 1.5

Fine or performing arts 27.5 38.4 21.5 12.6 0

Vocational education 23.0 32.8 17.9 7.8 18.5

Special education 29.6 48.8 12.3 8.6 0.7

Other 22.4 42.5 22.9 12.2 0

Graduates in pipeline

Expects to be teaching in 2 years

Teachers

Yes 33.2 41.7 16.2 7.1 1.8

No 16.1 41.8 18.9 19.2 4.1

Nonteachers

Yes 36.6 34.7 18.6 8.9 1.2

No 25.9 36.9 19.4 15.1 2.8
79

Table C3.11—Percentage distribution of 1992–93 bachelor's degree recipients according to type of 1

postsecondary institution from which they received their bachelor's degree, by selected

teaching-related characteristics: 1994—Continued

Private Private

Public Public not-for-profit not-for-profit

nondoctorate- doctorate- nondoctorate- doctorategranting granting granting granting Other2

Expects to be teaching in long term

Teachers

Yes 32.5 42.9 15.9 6.9 1.9

No 21.4 40.9 19.8 14.6 3.4

Nonteachers

Yes 38.5 31.8 16.4 11.3 2.0

No 25.6 38.3 19.8 14.0 2.4

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year 1

or more before receiving the 1992–93 degree.

Includes graduates of private, for-profit institutions and institutions of unknown type (i.e., 1992–93 bachelor's degree recipients 2

who were sampled from an institution other than the degree-granting one).

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94), Data Analysis System.
80

Table C3.12—Percentage distributions of 1992–93 bachelor's degree recipients* according to April 1994

enrollment status and highest degree expected, by selected teaching-related

characteristics: 1994

Enrollment status

April 1994 Highest degree expected

En- En- First

rolled rolled Post-BA prof. Doctoral

Not part full Bache- certif- (JD, (PhD,

enrolled time time lor's icate Master's MD) EdD) Other

Total 82.3 5.7 12.0 16.3 0.6 58.8 6.4 17.1 0.9

Status in teaching pipeline

Not in teacher pipeline 82.6 5.3 12.1 18.9 0.5 56.9 7.3 15.3 1.0

In teacher pipeline 81.4 6.7 11.9 8.9 0.6 63.9 3.8 22.0 0.8

Nonteachers 80.5 5.9 13.6 10.8 0.5 61.1 4.4 22.6 0.7

Considering only 80.6 6.0 13.4 11.0 0.6 58.8 5.3 23.7 0.6

Prepared only 80.1 5.7 14.3 10.1 0 68.1 1.5 19.4 1.0

Taught 83.1 8.6 8.2 4.7 1.1 70.2 2.5 20.6 1.0

Baccalaureate degree major

Business and management 89.8 4.9 5.3 21.9 0.6 65.9 3.7 6.7 1.3

Education 80.8 8.6 10.6 9.2 0.7 68.5 2.1 18.7 0.8

Humanities 79.9 4.9 15.2 15.9 0.7 53.5 5.0 23.5 1.5

Mathematics, computer 74.0 6.7 19.3 12.4 0.4 54.1 9.5 23.0 0.6

 science, natural sciences

Social sciences 78.8 5.3 16.0 10.3 0.4 51.9 11.2 25.6 0.7

Other 85.9 4.8 9.2 22.5 0.6 57.0 5.6 13.3 1.0

Teachers

Sector of school at which taught

Public 83.5 9.6 7.0 5.2 0.9 70.8 2.2 19.9 1.0

Private 84.4 11.3 4.3 2.6 4.1 65.1 6.5 20.3 1.5

Level of school at which taught

Elementary 87.4 7.6 5.0 6.6 1.4 71.9 3.1 15.8 1.2

Secondary 81.5 12.2 6.4 1.7 2.1 65.6 3.3 26.9 0.5

Combined 81.9 15.3 2.8 6.7 0 65.4 0 24.0 3.8

Main field taught

General elementary 85.8 8.1 6.2 7.6 0 75.1 2.5 13.6 1.2

English, reading 82.6 11.1 6.3 3.9 0 68.0 0 24.9 3.2

Mathematics, computer 89.8 10.2 0 4.7 4.7 66.7 1.4 22.5 0

 science

Natural sciences 86.0 9.2 4.8 6.6 0 67.9 3.4 22.1 0

Social studies 73.1 16.5 10.5 0 0.3 59.8 6.6 26.5 6.7

Bilingual, ESL, foreign 90.0 1.7 8.2 3.5 9.3 57.4 3.4 26.4 0

 languages

Fine or performing arts 81.6 2.0 16.5 1.6 0 67.1 4.1 25.5 1.7

Vocational education 70.1 2.4 27.5 0 0 79.8 3.2 17.0 0

Special education 80.6 11.3 8.1 5.5 0 67.1 0.9 25.9 0.6

Other 79.8 11.0 9.2 4.0 0 76.4 2.5 17.1 0

Graduates in teacher pipeline

Expects to be teaching in 2 years

Teachers

Yes 86.1 9.1 4.8 3.8 1.5 74.8 1.1 17.7 1.2

No 73.7 7.7 18.6 6.5 0 56.8 6.8 29.4 0.5
81

Table C3.12—Percentage distributions of 1992–93 bachelor's degree recipients* according to April 1994

enrollment status and highest degree expected, by selected teaching-related

characteristics: 1994—Continued

Enrollment status

April 1994 Highest degree expected

En- En- First

rolled rolled Post-BA prof. Doctoral

Not part full Bache- certif- (JD, (PhD,

enrolled time time lor's icate Master's MD) EdD) Other

Nonteachers

Yes 73.1 6.6 20.4 6.5 0.8 66.7 0.9 24.3 0.8

No 83.0 5.7 11.3 12.3 0.3 57.5 6.2 22.9 0.7

Expects to be teaching in long term

Teachers

Yes 86.6 8.7 4.7 4.8 1.8 79.4 0.8 12.2 1.0

No 76.9 8.7 14.4 3.5 0 54.0 5.6 35.8 1.1

Nonteachers

Yes 77.4 5.5 17.1 7.5 0.9 71.9 0.8 18.3 0.6

No 81.0 6.4 12.6 12.0 0.3 54.4 6.7 25.9 0.7

Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year or *

more before receiving the 1992–93 degree.

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal

Study First Followup (B&B:93/94), Data Analysis System.

83

Section IV: New Teachers’ Experiences in Schools

The types of postsecondary institutions that 1992–93 bachelor's degree recipients attended were

associated with the sector of the schools in which they taught. Thirty percent of new teachers who

first attended private 4-year postsecondary institutions after high school taught in private schools,

compared with 14 percent of those who first attended public 4-year institutions and 8 percent of

those who first attended less-than-4-year institutions. {t=2.92, 4.33; k=3; cv=2.39} Similarly,

28 percent of new teachers who received their 1992–93 bachelor's degrees from private nondoctorategranting institutions taught in private schools, compared with 11 percent of those who graduated

from public nondoctorate-granting institutions. (table C4.1) {t=3.14, k=6, cv=2.64}

Among 1992–93 bachelor's degree recipients, college major was associated with the level at which

they taught: those who majored in education were more likely than those who majored in the natural

sciences, mathematics, or computer science to teach in elementary schools (70 percent compared

with 28 percent), whereas those who majored in the latter areas were more likely to teach in secondary

schools than were education majors (64 percent and 25 percent, respectively). (table C4.1) {t=6.68,

5.81}

Overall, about 9 percent of new teachers had taught a subject they felt unprepared to teach in 1993–94.

New teachers in both the public and private sectors, teaching at all levels, were about equally likely

to have taught a subject they felt unprepared to teach. (table C4.2) {t's 1.50}

Forty-five percent of 1992–93 bachelor’s degree recipients who were new teachers participated

in teacher induction programs. Those teachers who expected to be teaching in 2 years were more

likely than those who did not to have participated in teacher induction programs (48 percent versus

36 percent). Similarly, 48 percent of those who expected to be teaching long term were program

participants, compared with 40 percent of those who did not expect to be teaching in the long

term. (table C4.2) {t=2.25, t=2.00, k=1, cv=1.96}

New teachers in private sector schools reported that their schools helped with discipline (88 percent)

in greater proportions than did new teachers in public schools (75 percent). {t=3.27, k=, cv=1.96}

However, public and private school teachers were equally likely to agree that their schools offered

assistance with adjusting to the environment, instructional methods, or curriculum. (table C4.2)

{t=1.73, t=1.70, t=1.28, k=1, cv=1.96}
84

Table C4.1—Percentage distributions of 1992–93 bachelor's degree recipients who were new teachers

according to level and sector of schools in which they taught, by selected undergraduate academic

and demographic characteristics: 1994

Sector of school Level of school

Public Private Elementary Secondary Combined

Total 84.3 15.7 59.6 34.1 6.3

Academic characteristics

Entrance exam scores

Available 82.0 18.0 56.3 37.4 6.4

Bottom quartile 86.8 13.2 66.3 30.6 3.1

Middle half 83.0 17.0 59.3 33.2 7.4

Top quartile 71.9 28.1 33.3 58.7 7.9

Unavailable 90.1 9.9 64.9 30.0 5.1

First postsecondary institution attended

 after high school

Less-than-4-year 92.3 7.8 63.2 31.3 5.6

Public 4-year 86.3 13.7 60.3 35.9 3.8

Private not-for-profit 4-year 70.1 29.9 56.6 30.5 12.9

Ever taken remedial instruction

Yes 80.5 19.5 66.9 25.7 7.4

No 85.7 14.3 59.3 34.6 6.1

Baccalaureate degree major

Business and management — — — — — 

Education 85.6 14.4 69.6 24.8 5.6

Humanities 75.7 24.3 51.4 38.7 9.9

Mathematics, computer science, 84.9 15.1 27.6 64.0 8.4

 natural sciences

Social sciences 67.9 32.1 40.2 51.6 8.3

Other — — — — — 

Cumulative undergraduate GPA

Less than 2.25 — — — — — 

2.25–2.74 86.3 13.7 52.2 40.8 17.0

2.75–3.24 85.3 14.7 63.1 30.7 6.2

3.25–3.74 88.2 11.8 57.2 38.0 4.8

3.75 or higher 82.3 17.7 61.6 30.4 8.0

Undergraduate GPA in major

Less than 2.25 — — — — — 

2.25–2.74 — — — — — 

2.75–3.24 87.3 12.7 55.2 37.9 6.9

3.25–3.74 85.9 14.1 59.3 34.7 6.1

3.75 or higher 83.8 16.2 62.8 31.0 6.2

Degree-granting institution

Public nondoctorate-granting 89.2 10.8 63.5 32.3 4.2

Public doctorate-granting 86.9 13.1 59.2 37.5 3.3

Private not-for-profit nondoctorate-granting 72.5 27.5 63.4 24.0 12.6

Private not-for-profit doctorate-granting 72.6 27.5 43.8 39.6 16.6

Other — — — — — 

Credits earned toward bachelor's degree

120 or fewer 73.2 26.8 59.9 26.8 13.3

121–135 82.3 17.7 62.7 29.6 7.7

136–150 86.8 13.1 64.2 33.7 2.2

More than 150 89.7 10.3 50.0 45.3 4.7
85

Table C4.1—Percentage distributions of 1992–93 bachelor's degree recipients who were new teachers

according to level and sector of schools in which they taught, by selected undergraduate academic

and demographic characteristics: 1994—Continued

Sector of school Level of school

Public Private Elementary Secondary Combined

Years from postsecondary education

 entry to BA receipt

4 years or less 71.8 28.2 55.5 34.8 9.8

More than 4, up to 5 years 85.9 14.1 60.5 35.0 4.5

More than 5, up to 6 years 93.3 6.7 59.5 40.5 0

More than 6 years 92.1 7.9 64.7 30.9 4.4

Enrollment status April 1994

Not enrolled 84.3 15.7 61.4 32.5 6.0

Enrolled part time 83.2 16.8 47.7 43.8 8.5

Enrolled full time 89.5 10.5 55.7 40.9 3.4

Highest degree expected

Bachelor's degree 91.4 8.6 79.6 11.6 8.8

Master's degree 85.4 14.6 61.7 32.5 5.9

First professional degree — — — — — 

Doctoral degree 84.8 15.2 47.8 45.2 7.0

Other degree — — — — — 

Demographic characteristics

Gender

Male 86.4 13.6 40.8 55.4 3.7

Female 83.5 16.5 66.0 26.1 7.3

Age received bachelor's degree 

22 or younger 75.2 24.8 57.0 35.0 8.0

23–24 89.9 10.1 60.1 33.6 6.3

25–29 93.2 6.8 53.3 41.4 5.3

30–39 92.9 7.1 80.9 16.1 3.0

40 or older — — — — — 

Race–ethnicity

Minority 92.4 7.6 69.8 28.6 1.6

American Indian/Alaskan Native — — — — — 

Asian/Pacific Islander — — — — — 

Black, non-Hispanic* — — — — — 

Hispanic 91.2 8.8 74.3 25.7 0

White, non-Hispanic 83.3 16.7 57.9 35.2 6.9

Parents' educational attainment

High school or less 86.3 13.7 63.6 32.4 4.0

Some postsecondary education 81.0 19.0 58.2 34.9 6.9

Bachelor's degree 82.2 17.8 59.5 30.8 9.6

Advanced degree 88.1 11.9 57.1 36.4 6.4

Employment status April 1994

Not in labor force — — — — — 

Unemployed — — — — — 

Working part time 86.3 13.7 65.8 30.7 3.5

Working full time 83.7 16.3 58.7 34.1 7.2
86

Table C4.1—Percentage distributions of 1992–93 bachelor's degree recipients who were new teachers

according to level and sector of schools in which they taught, by selected undergraduate academic

and demographic characteristics: 1994—Continued

Sector of school Level of school

Public Private Elementary Secondary Combined

Marital status April 1994

Never married 79.7 20.4 53.7 38.3 8.0

Married/cohabit as married 90.3 9.6 67.5 28.1 4.4

Divorced/separated/widowed — — — — — 

Number of children

No children 82.1 17.9 57.8 34.9 7.3

One child or more 91.6 8.4 65.7 31.0 3.3

—Too few cases for a reliable estimate.

*Although 33 percent of black, non-Hispanic graduates entered the pipeline, only 20 percent taught, so tables that include only teachers

have too few black, non-Hispanics to report estimates.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal

Study First Followup (B&B:93/94), Data Analysis System.
87

Table C4.2—Of 1992–93 bachelor's degree recipients who were new teachers, percentage who reported that

their students or classes were more difficult than others in their schools, that they had

participated in teacher induction programs, and that their schools were effective in helping new

teachers with various aspects of school life, by selected teaching-related characteristics: 1994

Reported school was effective

Partici- in helping new teachers with:

Taught Students pated Adjustsubject or in ing to

not classes teacher Instruc- school

prepared more induction Disci- tional Curricu- envito teach difficult program pline methods lum ronment

Total 9.4 14.2 44.8 77.7 83.2 82.6 85.0

Sector of school at which taught

Public 10.8 15.9 46.6 75.3 86.3 84.4 85.4

Private 8.0 9.8 45.8 88.3 76.5 77.2 91.1

Level of school at which taught

Elementary 8.8 15.8 48.0 77.2 86.1 83.8 85.7

Secondary 14.3 15.4 40.5 74.0 84.8 82.2 85.8

Combined 9.3 8.5 46.9 87.8 74.6 79.0 94.4

Expects to be teaching in 2 years

Yes 8.6 14.7 47.7 80.6 84.8 83.3 86.1

No 12.2 13.0 36.4 68.4 77.3 81.2 82.4

Expects to be teaching in long term

Yes 8.6 12.3 48.3 81.3 84.7 84.0 87.2

No 11.1 18.0 39.7 71.3 80.2 81.0 81.5

NOTE: Details may not sum to 100 percent due to rounding. Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal

Study First Followup (B&B:93/94), Data Analysis System.

89

Section V: Reasons for Choosing Future Jobs and Plans for the Future

Those 1992–93 bachelor’s degree recipients who were in the teacher pipeline but did not apply

for teaching positions cited several reasons for not applying. As many as one-third of the respondents

had not applied because they had not taken a teacher certification exam. Men were twice as likely

as women not to have applied because another job offered more money (7 percent versus 3 percent).

(table C5.1b) {t=2.88, k=1, cv=1.96}

Those 1992–93 college graduates who were new teachers were less likely than those who were

not in the teacher pipeline to report that income potential (34 percent versus 49 percent) or a good

starting income (27 percent versus 37 percent) was important to them in selecting a future job.

{t=8.73, k=1; t=7.53, k=1, cv=1.96} Prestige and status in a job were also more important to those

who were not in the teacher pipeline than to the respondents who were in the pipeline (15 percent

versus 7 percent). (table C5.2) {t=8.69, k=1, cv=1.96} 

Among 1992–93 college graduates in the teacher pipeline, those with college entrance examination

scores in the top quartile were consistently less likely than those with scores in the bottom quartile

to expect to be teaching in the future. {6 t's all 2.57, k=3, cv=2.39} For example, among teachers,

84 percent of those whose entrance exam scores fell in the bottom quartile expected to be teaching

in 2 years, compared with 56 percent of those with scores in the top quartile. (table C5.3)

Pipeline entrants who were married or had children had different expectations for teaching in

the future than did their unmarried peers. Those who were married were more likely than those

who were never married to plan to teach in 2 years (53 versus 40 percent) {t=4.50} and in the

long term (50 versus 38 percent). {t=4.26} Similarly, whereas half of pipeline entrants who had

children expected to be teaching in 2 years or in the long term, 43 percent of those with no children

expected to be teaching in 2 years {t=2.23, k=1, cv=1.96} and 41 percent expected to be teaching

in the long term. (table C5.3) {t=2.77, k=1, cv=1.96} 

Among 1992–93 bachelor's degree recipients who were new teachers, a positive relationship was

found between some forms of assistance a school provided and new teachers' plans for the future.

For example, those who participated in teacher induction programs were more likely than those

who did not participate to plan to teach in 2 years (80 percent versus 72 percent) and in the long

term (68 percent versus 60 percent). {t=2.18, t=1.96, k=1, cv=1.96} New teachers who taught

in schools that assisted new teachers with discipline were also more likely than their counterparts

who did not teach in such schools to plan on teaching in the future. (table C5.4) {2 yrs t=2.57

k=1; longtm t=2.68, cv=1.96} 
90

Table C5.1a—Of 1992–93 bachelor's degree recipients in the teacher pipeline, percentage who did not

apply for a teaching job; and of those who did not apply, percentage who did not apply for

various reasons, by selected undergraduate academic and demographic characteristics: 1994

Reason for not applying

Not Discourinter- Needed Teaching aged

Did Had ested more Not jobs by

not teaching in educa- ready hard student

apply job teaching tion to apply to get teaching

Total 53.3 2.0 14.6 24.4 1.6 1.5 0.8

Academic characteristics

Entrance exam scores

Available 53.6 1.2 15.7 23.4 1.3 1.7 0.7

Bottom quartile 48.2 1.4 17.2 24.1 1.6 2.0 0

Middle half 53.8 1.4 14.1 23.3 0.9 1.9 1.0

Top quartile 59.5 0.8 17.8 22.7 1.8 1.0 0.8

Unavailable 52.6 3.6 12.0 26.8 2.3 1.1 1.1

First postsecondary institution attended

 after high school

Less-than-4-year 48.9 3.2 17.6 22.0 1.6 2.3 1.0

Public 4-year 50.9 2.7 13.9 27.3 2.0 1.1 0.5

Private not-for-profit 4-year 58.4 1.0 13.6 23.1 1.6 1.4 1.2

Ever taken remedial instruction

Yes 53.2 2.5 15.8 26.7 1.5 1.8 0.7

No 53.2 1.7 14.4 24.1 1.6 1.6 0.9

Baccalaureate degree major

Business and management 83.2 0.8 11.3 21.4 0.8 1.2 0

Education 21.5 5.9 8.1 22.3 0.8 3.8 2.1

Humanities 58.5 0.9 14.9 26.9 3.0 1.8 0

Mathematics, computer science, 62.3 0.6 13.3 23.1 3.2 0.6 0.3

 natural sciences

Social sciences 68.2 1.4 15.1 36.1 0.9 1.8 1.8

Other 76.8 3.3 24.3 77.6 1.1 0.8 1.2

Cumulative undergraduate GPA

Less than 2.25 65.5 — — — — — — 

2.25–2.74 62.6 1.8 18.1 23.4 2.0 1.7 0.4

2.75–3.24 53.0 1.7 15.6 25.3 1.1 0.8 1.2

3.25–3.74 49.0 1.0 12.3 28.1 2.7 2.9 0.2

3.75 or higher 51.9 4.8 12.3 19.2 0.4 1.1 1.5

Undergraduate GPA in major

Less than 2.25 44.8 — — — — — — 

2.25–2.74 69.2 0 23.0 20.6 2.2 0 0

2.75–3.24 58.4 1.8 11.9 26.3 1.6 1.6 0.3

3.25–3.74 50.5 1.3 16.3 22.8 2.2 1.2 0.6

3.75 or higher 45.7 3.4 13.1 25.3 0.8 2.2 1.6

Degree-granting institution

Public nondoctorate-granting 47.3 1.6 14.3 23.0 1.8 0.6 0.5

Public doctorate-granting 52.8 1.6 13.9 27.0 1.9 2.5 0.6

Private not-for-profit nondoctorate-

 granting 55.9 1.5 15.6 21.4 1.5 1.1 0.5

Private not-for-profit doctorate-

 granting 63.7 0 16.3 24.8 0.9 1.5 2.6

Other 62.3 — — — — — — 
91

Table C5.1a—Of 1992–93 bachelor's degree recipients in the teacher pipeline, percentage who did not

apply for a teaching job; and of those who did not apply, percentage who did not apply for

various reasons, by selected undergraduate academic and demographic characteristics: 1994

—Continued

Reason for not applying

Not Discourinter- Needed Teaching aged

Did Had ested more Not jobs by

not teaching in educa- ready hard student

apply job teaching tion to apply to get teaching

Credits earned toward bachelor's degree

120 or fewer 62.4 4.9 15.2 28.7 3.8 1.6 0.3

121–135 57.4 1.2 14.8 24.9 1.5 0.8 1.0

136–150 45.0 0.9 14.7 21.7 1.0 1.8 1.8

More than 150 44.8 1.6 13.1 20.3 0.3 3.0 0.3

Years from postsecondary education

 entry to BA receipt

4 years or less 56.1 1.4 13.9 27.0 2.0 1.0 1.0

More than 4, up to 5 years 50.9 2.0 16.0 22.3 1.0 2.3 1.1

More than 5, up to 6 years 52.8 1.6 13.7 25.9 0.7 1.8 0.6

More than 6 years 53.6 3.0 13.9 22.6 2.2 1.5 0.5

Enrollment status April 1994

Not enrolled 51.8 1.6 15.7 21.6 1.3 1.8 0.8

Enrolled part time 47.4 1.3 13.9 21.0 3.2 0 2.3

Enrolled full time 67.7 4.3 9.2 40.8 2.7 0.5 0.4

Highest degree expected

Bachelor's degree 69.1 0.3 23.4 19.5 1.1 1.1 2.7

Master's degree 48.8 2.7 12.5 23.3 1.5 1.6 0.3

First professional degree 67.7 0 22.2 12.3 6.3 0 0

Doctoral degree 58.8 1.4 14.1 31.4 1.3 2.0 1.4

Other degree 34.9 — — — — — — 

Demographic characteristics

Gender

Male 64.6 2.3 16.1 20.3 2.0 0.8 1.4

Female 47.2 1.7 13.4 27.5 1.3 2.1 0.5

Age received bachelor's degree

22 or younger 52.6 1.4 15.7 25.1 1.9 1.6 1.1

23–24 54.6 1.3 16.0 23.9 1.0 1.4 0.6

25–29 51.0 6.5 9.6 20.6 0.4 2.5 0.7

30–39 53.8 0.3 12.8 27.2 0.4 0.6 0.6

40 or older 57.1 3.3 12.0 25.1 6.0 1.2 0.9

Race–ethnicity

Minority 58.4 1.9 17.0 26.5 0.5 2.8 0.7

American Indian/Alaskan Native — — — — — — — 

Asian/Pacific Islander 70.2 2.7 7.0 12.0 1.3 0 2.3

Black, non-Hispanic 62.0 2.1 19.1 31.9 0 3.0 0

Hispanic 49.8 1.3 18.8 26.4 1.0 4.2 1.2

White, non-Hispanic 52.2 2.0 13.9 24.0 1.8 1.3 0.8

Parents' educational attainment

High school or less 48.3 1.4 14.8 24.6 0.6 1.3 0.4

Some postsecondary education 54.3 5.4 17.4 22.1 2.0 2.4 1.2

Bachelor's degree 53.6 0.3 13.9 21.6 2.0 0.7 1.1

Advanced degree 58.3 1.0 13.5 28.6 2.3 1.4 0.9
92

Table C5.1a—Of 1992–93 bachelor's degree recipients in the teacher pipeline, percentage who did not

apply for a teaching job; and of those who did not apply, percentage who did not apply for

various reasons, by selected undergraduate academic and demographic characteristics: 1994 

—Continued

Reason for not applying

Not Discourinter- Needed Teaching aged

Did Had ested more Not jobs by

not teaching in educa- ready hard student

apply job teaching tion to apply to get teaching

Employment status April 1994

Not in labor force 75.8 1.7 9.2 27.4 2.2 0 1.0

Unemployed 50.8 0.3 4.8 31.9 4.6 0 0

Working part time 47.3 1.4 18.2 24.2 1.7 3.3 1.1

Working full time 52.7 2.3 15.3 23.3 1.3 1.5 0.8

Marital status April 1994

Never married 57.2 1.7 15.1 24.3 2.0 1.5 0.9

Married/cohabit as married 45.4 2.2 14.2 23.5 0.6 1.8 0.9

Divorced/separated/widowed 60.0 3.5 10.4 31.4 2.7 0 0

Number of children

No children 54.2 1.6 14.3 25.4 1.9 1.7 0.9

One child or more 50.5 3.0 15.6 20.7 0.6 0.8 0.7

—Too few cases for a reliable estimate.

NOTE: Respondents may have chosen more than one reason for not applying. Other reasons are presented in table C5.1b. Breakdowns

may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal

Study First Followup (B&B:93/94), Data Analysis System.
93

Table C5.1b—Of 1992–93 bachelor's degree recipients in the teacher pipeline who did not apply for

a teaching job, percentage who did not apply for various reasons, by selected undergraduate

academic and demographic characteristics: 1994

Reason for not applying

More More

Wanted Poor Have not money prestige

other teaching taken/ in in

occu- condi- passed another another Other

pation tions test Low pay job job reason

Total 9.1 1.1 32.7 3.4 4.8 1.6 26.3

Academic characteristics

Entrance exam scores

Available 10.0 1.3 30.9 4.1 4.6 1.9 26.9

Bottom quartile 11.4 0.2 33.2 1.6 3.1 3.3 25.2

Middle half 10.0 0.7 29.8 5.3 5.6 1.4 27.5

Top quartile 8.6 3.5 31.2 4.0 3.7 1.7 27.1

Unavailable 7.1 0.9 36.5 1.7 5.2 1.1 24.9

First postsecondary institution attended

 after high school

Less-than-4-year 8.7 1.3 33.3 3.4 1.9 0.7 26.3

Public 4-year 9.5 0.6 33.1 2.7 5.5 1.9 25.7

Private not-for-profit 4-year 10.1 2.0 32.8 3.9 3.9 1.4 25.3

Ever taken remedial instruction

Yes 7.2 2.5 23.3 1.3 2.0 5.2 29.3

No 9.2 1.0 34.4 3.6 5.4 1.2 25.2

Baccalaureate degree major

Business and management 6.0 0.6 41.3 6.4 5.2 0 23.8

Education 13.1 0.7 25.8 1.5 1.9 2.8 36.7

Humanities 8.4 0.6 36.2 2.4 1.2 0.4 26.4

Mathematics, computer science, 9.2 2.6 28.7 3.5 5.2 1.1 27.2

 natural sciences

Social sciences 8.2 0.8 29.7 2.8 4.4 2.3 23.4

Other 10.6 1.3 2.4 2.5 9.7 3.8 21.3

Cumulative undergraduate GPA

Less than 2.25 — — — — — — — 

2.25–2.74 6.6 1.5 37.6 2.0 3.4 2.7 21.4

2.75–3.24 9.0 1.2 32.6 3.0 6.5 3.0 25.4

3.25–3.74 10.6 0.2 31.3 4.2 3.7 0.2 26.1

3.75 or higher 7.5 0.4 30.0 4.0 5.4 0.5 30.8

Undergraduate GPA in major

Less than 2.25 — — — — — — — 

2.25–2.74 11.0 1.6 30.3 3.5 5.0 2.3 21.9

2.75–3.24 8.4 1.6 34.0 3.4 3.5 1.8 26.8

3.25–3.74 8.5 0.5 33.1 4.5 6.5 1.7 23.3

3.75 or higher 10.7 1.0 28.6 3.0 5.3 0.9 29.2

Degree-granting institution

Public nondoctorate-granting 5.8 0.3 41.6 1.7 3.0 2.6 27.4

Public doctorate-granting 9.3 1.8 29.9 4.8 5.8 1.5 25.9

Private not-for-profit nondoctorate-

 granting 7.4 1.0 35.1 4.5 5.2 0.9 25.8

Private not-for-profit doctorate-

 granting 14.6 1.4 23.8 1.9 3.7 1.6 27.2

Other — — — — — — — 
94

Table C5.1b—Of 1992–93 bachelor's degree recipients in the teacher pipeline who did not apply for

a teaching job, percentage who did not apply for various reasons, by selected academic and

demographic characteristics: 1994—Continued

Reason for not applying

More More

Wanted Poor Have not money prestige

other teaching taken/ in in

occu- condi- passed another another Other

pation tions test Low pay job job reason

Credits earned toward bachelor's degree

120 or fewer 6.9 0.3 29.8 1.6 4.6 0.9 27.9

121–135 9.1 1.0 33.0 3.7 4.0 2.0 26.4

136–150 15.0 1.0 32.5 4.6 5.4 1.1 26.4

More than 150 5.4 2.4 34.2 3.9 7.0 2.2 26.0

Years from postsecondary education

 entry to BA receipt

4 years or less 8.7 0.5 29.9 3.9 4.1 1.5 25.5

More than 4, up to 5 years 10.7 0.6 38.3 3.3 3.5 3.1 25.5

More than 5, up to 6 years 6.8 0.9 26.8 4.2 4.0 2.0 27.5

More than 6 years 9.1 2.4 34.3 2.6 6.3 0.6 26.9

Enrollment status April 1994

Not enrolled 9.1 1.3 34.2 3.7 5.1 1.5 25.7

Enrolled part time 7.4 1.0 36.5 0 4.7 3.7 26.9

Enrolled full time 9.0 0.4 23.2 3.3 3.3 1.6 28.9

Highest degree expected

Bachelor's degree 16.2 0.8 27.9 5.9 4.8 4.2 20.8

Master's degree 7.5 0.9 34.7 2.2 4.6 1.4 27.4

First professional degree 7.4 6.2 32.5 7.8 4.3 0 26.3

Doctoral degree 10.0 1.0 29.6 4.3 5.4 1.5 25.2

Other degree — — — — — — — 

Demographic characteristics

Gender

Male 9.6 1.1 29.2 3.9 7.2 1.3 29.8

Female 8.7 1.2 35.3 3.0 2.9 1.9 23.7

Age received bachelor's degree

22 or younger 9.7 0.6 31.4 4.0 3.7 1.7 25.0

23–24 8.8 1.4 33.5 3.0 4.1 2.8 27.1

25–29 10.8 1.0 33.8 2.4 4.4 0.4 28.4

30–39 7.9 3.4 28.8 4.0 9.5 0.4 28.4

40 or older 5.1 1.0 40.9 0.9 7.5 1.1 26.8

Race–ethnicity

Minority 8.1 0.4 30.0 2.4 4.4 1.0 27.2

American Indian/Alaskan Native — — — — — — — 

Asian/Pacific Islander 17.6 0 34.5 1.0 6.9 4.8 35.7

Black, non-Hispanic 3.7 0.7 24.1 3.8 5.2 0 29.6

Hispanic 12.3 0 35.4 0 1.7 0 19.9

White, non-Hispanic 9.3 1.3 33.1 3.5 4.8 1.8 26.0

Parents' educational attainment

High school or less 9.6 0.8 32.7 2.8 4.4 0.9 24.2

Some postsecondary education 5.9 0.3 35.4 2.8 6.0 2.4 24.6

Bachelor's degree 12.6 1.1 33.6 1.8 5.0 2.8 26.7

Advanced degree 7.8 1.9 31.5 5.8 4.1 1.1 26.8
95

Table C5.1b—Of 1992–93 bachelor's degree recipients in the teacher pipeline who did not apply for

a teaching job, percentage who did not apply for various reasons, by selected undergraduate

academic and demographic characteristics: 1994—Continued

Reason for not applying

More More

Wanted Poor Have not money prestige

other teaching taken/ in in

occu- condi- passed another another Other

pation tions test Low pay job job reason

Employment status April 1994

Not in labor force 6.1 1.1 27.7 2.4 3.5 1.7 39.2

Unemployed 10.2 0 36.6 1.3 0 0 28.9

Working part time 9.5 0.4 32.7 2.0 1.7 1.9 33.3

Working full time 9.4 1.4 33.3 4.1 6.1 1.7 22.2

Marital status April 1994

Never married 10.5 1.3 31.2 3.5 3.1 2.2 26.0

Married/cohabit as married 6.2 0.9 34.6 2.9 9.1 0.5 27.2

Divorced/separated/widowed 6.5 1.3 39.1 3.6 1.5 1.5 22.4

Number of children

No children 9.5 1.1 31.8 3.7 4.1 1.8 26.0

One child or more 7.6 1.3 36.2 2.3 7.3 1.0 27.1

—Too few cases for a reliable estimate.

NOTE:Respondents may have chosen more than one reason for not applying. Other reasons are presented in table C5.1a. Breakdowns

may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal

Study First Followup (B&B:93/94), Data Analysis System.
96

Table C5.2—Percentage of 1992–93 bachelor's degree recipients* who reported that various job characteristics were important to them in selecting

a future job, by selected teaching-related characteristics: 1994

Intellect- Time

Not ually Freedom Ability Inter- for

Prestige Good Good having Inter- challeng- to make to work action nonworkand starting income Job to esting ing own independ- with related

status income potential security move work work decisions ently people activities

Total 13.0 34.7 45.2 35.7 15.4 41.7 44.1 23.7 18.7 31.8 20.5

Status in teacher pipeline

 Not in teacher pipeline 15.0 37.2 48.5 38.2 16.4 43.4 46.3 26.2 21.0 31.9 21.8

 In teacher pipeline 7.3 27.4 35.9 28.7 12.5 37.1 38.0 16.5 12.2 31.8 16.7

Nonteachers 7.6 27.7 36.7 27.4 11.1 35.7 38.4 15.3 11.1 30.1 15.4

Considering only 8.1 28.7 39.0 28.4 10.2 35.4 40.0 15.3 12.2 29.9 15.9

Prepared only 6.2 24.6 29.9 24.5 13.8 36.8 33.4 15.4 7.8 30.8 14.0

Taught 6.6 26.8 34.0 31.9 15.9 40.3 36.6 19.6 15.1 36.1 19.8

Graduates in teacher pipeline

Expects to be teaching in 2 years

 Teachers

Yes 5.9 25.6 32.8 32.3 18.0 40.5 35.8 18.2 14.3 37.9 19.4

No 8.6 28.9 37.4 30.2 9.8 39.5 39.4 23.8 17.8 29.5 21.3

 Nonteachers

Yes 5.6 25.3 30.6 27.2 12.9 35.6 33.5 12.5 8.2 33.1 14.2

No 8.5 27.4 38.4 28.2 10.1 35.6 40.5 16.0 11.9 27.8 15.4

Expects to be teaching in long term

 Teachers

Yes 4.7 22.7 27.9 31.4 15.2 39.9 36.3 16.3 12.9 37.2 19.0

No 10.0 33.1 44.6 33.8 16.4 40.8 37.8 24.6 18.7 34.8 21.3

 Nonteachers

Yes 5.3 21.8 28.1 26.6 11.9 36.6 34.4 11.3 7.7 32.1 16.1

No 8.7 29.8 40.4 28.9 11.3 35.4 40.8 17.8 13.0 29.0 14.8

*Excludes bachelor's degree recipients who had taught before receiving the 1992–93 degree or had been certified to teach 1 year or more before receiving the 1992–93 degree.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal Study First Followup (B&B:93/94), Data Analysis

System.
97

Table C5.3—Of 1992–93 bachelor's degree recipients in the teacher pipeline, percentage who expected

to be teaching in 2 years and in the long term, by selected undergraduate academic and

demographic characteristics: 1994

Expected Expected

to be teaching in 2 years to be teaching in long term

Non- NonTotal Teachers teachers Total Teachers teachers

Total 44.8 75.5 30.9 42.9 63.3 33.8

Academic characteristics

Entrance exam scores

Available 42.9 73.9 28.5 41.0 61.1 31.7

Bottom quartile 50.2 83.7 33.5 47.3 71.6 35.6

Middle half 45.3 75.2 30.4 42.3 58.9 33.9

Top quartile 29.0 56.3 19.0 30.9 53.1 22.5

Unavailable 48.8 79.2 36.1 47.0 68.9 38.2

First secondary institution attended

 after high school

Less-than-4-year 50.4 77.0 36.5 46.8 63.6 38.4

Public 4-year 47.6 79.0 32.7 45.2 67.4 35.0

Private not-for-profit 4-year 38.7 65.5 28.0 37.8 54.8 31.1

Ever taken remedial instruction

Yes 46.4 75.9 35.6 43.1 60.7 36.5

No 44.7 76.2 30.2 43.3 64.8 33.7

Baccalaureate degree major

Business and management 21.9 — 18.3 28.0 — 25.4

Education 75.9 86.8 62.4 66.9 71.8 61.1

Humanities 41.3 71.4 32.5 41.2 58.9 35.8

Mathematics, computer 29.9 65.6 18.5 30.5 52.4 23.7

 science, natural sciences

Social sciences 29.7 37.9 28.2 31.0 39.5 29.4

Other 16.4 34.7 13.2 18.8 39.0 15.2

Cumulative undergraduate GPA

Less than 2.25 32.3 — 22.2 26.7 — 19.5

2.25–2.74 36.0 62.5 29.1 38.0 56.2 33.3

2.75–3.24 46.0 77.4 31.4 41.7 59.9 33.2

3.25–3.74 48.6 81.0 32.7 45.7 68.7 34.4

3.75 or higher 44.0 67.2 30.1 46.0 60.3 38.0

Undergraduate GPA in major

Less than 2.25 40.0 — — 43.1 — — 

2.25–2.74 30.6 — 26.6 32.2 — 28.9

2.75–3.24 41.9 76.6 28.5 39.4 60.9 31.1

3.25–3.74 47.6 77.8 33.0 43.7 66.8 32.9

3.75 or higher 48.2 73.7 32.8 47.1 60.7 38.9

Degree-granting institution

Public nondoctorate-granting 53.5 86.3 38.8 52.1 72.6 43.5

Public doctorate-granting 45.4 75.3 29.8 41.7 64.6 29.9

Private not-for-profit 42.1 72.5 30.1 38.1 58.4 29.8

 nondoctorate-granting

Private not-for-profit 29.2 53.0 21.0 33.2 45.2 29.2

 doctorate-granting

Other 29.5 — — 36.3 — — 
98

Table C5.3—Of 1992–93 bachelor's degree recipients in the teacher pipeline, percentage who expected

to be teaching in 2 years and in the long term, by selected undergraduate academic and

demographic characteristics: 1994—Continued

Expected Expected

to be teaching in 2 years to be teaching in long term

Non- NonTotal Teachers teachers Total Teachers teachers

Credits earned toward bachelor's

 degree

120 or fewer 36.4 62.9 29.0 33.3 56.0 26.7

121–135 41.6 73.9 28.9 41.3 60.8 34.0

136–150 48.9 77.6 33.4 48.8 67.8 38.8

More than 150 53.0 81.7 34.2 47.1 66.6 34.3

Years from postsecondary education 

 entry to BA receipt

4 years or less 40.9 68.1 30.1 40.5 57.9 33.7

More than 4, up to 5 years 47.2 81.8 30.9 44.0 67.8 32.7

More than 5, up to 6 years 48.1 76.9 34.4 44.4 59.8 37.3

More than 6 years 46.5 77.5 32.5 44.0 68.2 33.6

Enrollment status April 1994

Not enrolled 44.2 78.3 28.1 43.2 66.2 32.6

Enrolled part time 51.8 78.6 33.9 43.2 63.4 30.4

Enrolled full time 44.4 44.2 44.4 39.7 36.1 40.7

Highest degree expected

Bachelor's degree 26.3 63.7 19.1 31.4 69.8 24.4

Master's degree 50.1 80.1 34.3 51.1 71.7 40.4

First professional degree 11.4 — 6.1 8.4 — 5.4

Doctoral degree 41.7 64.9 32.3 29.6 37.0 26.6

Other degree 65.5 — — 60.5 — — 

Demographic characteristics

Gender

Male 30.2 61.5 20.0 28.7 51.7 21.5

Female 52.8 80.9 37.8 50.8 67.8 41.7

Age received bachelor's degree

22 or younger 42.5 71.2 30.0 41.0 59.1 33.1

23–24 46.7 80.1 30.3 44.9 66.1 34.5

25–29 46.3 73.7 30.0 40.4 58.1 30.4

30–39 47.7 89.3 32.0 46.1 80.9 33.3

40 or older 46.0 74.1 38.1 46.9 69.9 40.6

Race–ethnicity

Minority 38.0 70.1 26.3 31.4 48.3 25.5

American Indian/Native — — — — — — 

 Alaskan 

Asian/Pacific Islander 24.5 — 15.4 25.6 — 17.5

Black, non-Hispanic 32.2 61.8 24.2 24.6 45.7 19.3

Hispanic 52.7 77.9 37.5 44.3 48.2 41.7

White, non-Hispanic 46.1 76.2 31.9 45.1 65.4 35.6

Parents' educational attainment

High school or less 52.0 83.3 37.2 48.2 69.3 38.6

Some postsecondary education 41.8 72.6 28.0 42.7 63.5 33.5

Bachelor's degree 44.4 75.7 31.4 41.8 62.8 33.0

Advanced degree 38.7 68.7 25.8 39.0 57.9 30.9
99

Table C5.3—Of 1992–93 bachelor's degree recipients in the teacher pipeline, percentage who expected

to be teaching in 2 years and in the long term, by selected undergraduate academic and

demographic characteristics: 1994—Continued

Expected Expected

to be teaching in 2 years to be teaching in long term

Non- NonTotal Teachers teachers Total Teachers teachers

Employment status April 1994

Not in labor force 32.4 45.0 30.2 37.6 40.4 37.1

Unemployed 53.9 — 52.5 49.3 — 48.5

Working part time 52.6 68.9 46.0 51.2 65.8 45.4

Working full time 43.2 79.1 24.1 40.5 64.3 28.1

Marital status April 1994

Never married 39.8 70.6 27.0 38.2 58.4 29.8

Married/cohabit as married 53.2 83.0 37.1 50.4 70.3 39.7

Divorced/separated/widowed 46.7 — 38.5 47.7 — 43.5

Number of children

No children 43.2 74.1 29.5 40.9 61.0 32.0

One child or more 50.5 81.8 36.0 49.6 70.8 40.1

—Too few cases for a reliable estimate.

NOTE: Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal

Study First Followup (B&B:93/94), Data Analysis System.
100

Table C5.4—Of 1992–93 bachelor's degree recipients who were new teachers, percentage who expected to be

teaching in 2 years and in the long term, by selected teaching-related characteristics: 1994

Expected to be Expected to be

 teaching in 2 years teaching in long term

Total 75.5 63.3

Sector of school at which taught

Public 80.6 65.6

Private 69.0 66.9

Level of school at which taught

Elementary 84.8 70.0

Secondary 76.2 62.0

Combined 71.0 62.0

Participated in induction program

Yes 80.4 67.9

No 72.1 59.8

Classes or students more difficult than

 others in school

Yes 78.3 54.3

No 75.7 65.0

School helped with discipline

Yes 79.4 66.8

No 66.8 53.5 

School helped with instructional methods

Yes 78.0 64.8

No 68.5 57.5

School helped with curriculum

Yes 76.9 64.5

No 74.2 59.7

School helped with environment

Yes 77.4 65.3

No 72.2 55.0

NOTE: Breakdowns may not average to totals due to item nonresponse.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal

Study First Followup (B&B:93/94), Data Analysis System.
101

Appendix A

Glossary

This glossary describes the variables used in this report. The variables were taken directly from the NCES

B&B:93 Data Analysis System (DAS), an NCES software application that generates tables from the B&B

data. A description of the DAS software can be found in appendix B. The labels in parentheses correspond

to the names of the variables in the DAS.

The following is a list of variables that appear in this report and the glossary page number on which they

can be found. In this list and the glossary that follows variables are listed alphabetically by name within

topics.

Academic characteristics .............. 102

Baccalaureate degree major ........... 102

Credits earned in specific subject areas . . 103

Credits earned toward bachelor's degree . 104

Cumulative undergraduate GPA ....... 104

Degree-granting institution ........... 104

Enrollment status April 1994 .......... 105

Entrance exam scores ................ 105

Ever taken remedial institution ......... 105

First postsecondary institution attended Participated in teacher induction

after high school ................. 105

GPA in specific subject areas .......... 105

Highest degree expected ............. 106

Undergraduate GPA in major.......... 106

Years from postsecondary entry to BA Had teaching job ................. 110

receipt ......................... 106

Low pay ........................ 110

Demographic characteristics ........... 107

Age received bachelor's degree ........ 107

Annual salary at April employer ....... 107

Employment status April 1994 ......... 107

Gender ........................... 107

Marital status April 1994 ............. 107

Number of children ................. 107

Parents' education attainment .......... 108

Race–ethnicity ..................... 108

Teaching-related characteristics ........ 108

Classes or students more difficult than 

others in school ................ 108

Expects to be teaching in 2 years ....... 108

Expects to be teaching long-term ....... 108

Highest teacher certification type

 (from all) ........................ 109

Level of school at which taught ........ 109

Main field taught ................... 109

 program ......................... 110

Reasons for not applying [for teaching 

position] ........................ 110

Discouraged by student teaching .... 110 

Haven’t taken/passed test ........... 110

More money in another job ......... 110

More prestige in another job ........ 110

Needed more education ............ 110

Not interested in teaching .......... 110

Not ready to apply ................ 110

Other reason ..................... 110

Poor teaching conditions ........... 110

Teaching jobs hard to get ........... 110

Wanted other occupation ........... 110
102

School helped with curriculum ........ 110

School helped with discipline ......... 110

School helped with environment ....... 110

School helped with instructional methods 110 

Sector of school at which taught ....... 110

Status in teacher pipeline ............. 110

Taught or certified before receiving BA . 111

Teaching filter variable .............. 112

Took student teaching ............... 112

Whether accepted offer .............. 112

Whether applied for teaching position ... 112

Whether offered teaching position ...... 112

Whether taught before receiving 1992–93 

 degree ........................ 112

Whether taught since receiving 1992–93 

degree ......................... 112

Characteristics important in future job . . 113

Ability to work independently ......... 113

Freedom to make own decisions ....... 113

Good income potential ............... 113

Good starting income ................ 113

Intellectually challenging work ........ 113

Interaction with people ............... 113

Interesting work .................... 113

Job security ....................... 113

Not having to move ................. 113

Prestige and status .................. 113

Time for non-work-related activities .... 113

Academic characteristics

Baccalaureate degree major (MAJORS3)

MAJORS3 identifies a student's major at the NPSAS sample school during 1992-93. In tables 5, 6, 7, 8, 9,

10, 12, 13, C1.1, C3.1, C3.2, C3.3, C3.4, C3.5, C3.7, C3.8, C3.9, C3.10, C3.11, C3.12, C4.1, C5.1a, and

C5.3, this variable was collapsed as follows:

Business and management

Education

Humanities (includes area studies; African American studies; ethnic studies; Spanish; Foreign

language, non-European; foreign language, European not Spanish; letters; liberal studies; 

women's studies; philosophy; religious studies; commercial art; design; speech/drama; film arts;

music; and art history/fine arts).

Mathematics, computer science, natural sciences (includes life sciences, physical sciences, 

mathematics, computer or information science, engineering)

Social sciences

Other (includes health, vocational/technical, other technical/professional, other)

In table C3.6, this variable was collapsed as follows:

Humanities (same as above).

Social sciences

Natural sciences (includes life and physical sciences)

Mathematics, computer sciences
The courses included in each course code are described in the U.S. Department of Education, Office of Educational Research and Improvement, The 1

New College Course Map and Transcript Files: Changes in Course-Taking and Achievement, 1972-1993 (Washington, DC: U.S. Government Printing

Office), 1995.

103

Engineering 

Education

Business and management

Other (same as above)

Credits earned in specific subject areas (TCRED__)

Transcripts collected from the NPSAS institutions were analyzed to code courses according to the College

Course Map (CCM), a uniform classification of college courses based on national transcript studies. In

addition, credit values were normalized to semester hours, and grades earned were normalized to a fourpoint grade scale. Once classified according to the CCM, courses were aggregated into broad subject areas

and the total number of credits earned in each of these broad subject areas was computed. The entries

below list the subject areas included in this report, the variable names for the total number of credits earned

in each area, and the CCM codes included in each subject area. A subset of the subject areas were chosen 1

for their relevance to the issues addressed in this report. Therefore not all students' courses are represented

in these variables. 

These variables were used in three ways in this report. Table C3.3 presents the proportion of graduates

with transcripts that indicated that a course in precollegiate mathematics or remedial English was

attempted, even if no credit was earned. Tables C3.4 and C3.5 present the proportion of graduates whose

transcripts indicated that credit was earned in advanced mathematics or calculus, science or engineering,

education, social sciences, or humanities. Tables C3.3 to C3.5 also present the average number of credits

earned, including only credit totals greater than 0, in each of these subjects areas.

Examples of

Subject area Variable name Course codes included courses

Precollegiate TCRED08 270100–270199 Basic concepts of math,

mathematics 270801, 270901 pre-algebra, plane geometry

Remedial English TCRED06 070901, 230402, 231201, Business English,

232001, 232004, 320102 grammar and composition,

basic skills

Advanced mathematics TCRED10 270600–270799 Calculus, differential

or calculus equations, Fourier analysis

Science or engineering TCRED03 140100–149999, Engineering design, biology,

260100–269999, 300101, astronomy, organic chem400100–400999 istry, physics
104

Education TCRED07 130000–139999 Curriculum theory,

educational statistics,

special education

Social Sciences TCRED02 090901–090903, Mass media, psychology,

420100–429999, 440501, public policy, anthropology,

450100–459999, ethnic studies 

050100–059999

Humanities TCRED01 160100–169999, Foreign languages, literature,

230100–239999, popular culture, religious

300401–300404, studies, art history, music

380100–389999 appreciation

500502, 500703, 500902

Credits earned toward bachelor's degree (TOTCRED)

This is the total number of normalized credits earned and entered for the student on the sample school

transcript, including any credits recorded as transferring from another school. This variable was averaged

in a few tables and lumped into the following categories in several tables:

120 or fewer

121–135

136–150

More than 150

Cumulative undergraduate GPA (GPACUM)

GPACUM provides respondent's self-reported undergraduate cumulative grade point average. If

respondents indicated a grading scale other than a four-point scale, grades were converted to a four-point

scale. 

Degree-granting institution (SECTOR_B)

SECTOR_B refers to the type of institution that granted the bachelor's degree to respondent. 

Public nondoctorate-granting

Public doctorate-granting

Private not-for-profit, nondoctorate-granting 

Private not-for-profit, doctorate-granting

Other (includes public less-than-2-year, public 2 year, private not-for-profit less-than-4-year, private

for-profit less-than-2-year, and private for-profit 2-years-or-more)
105

Enrollment status April 1994 (ENROL22)

Respondents were asked about enrollment in any education after bachelor's degree and the dates of

enrollment. Based on these dates, monthly enrollment indicators were constructed with the following

values:

Not enrolled

Enrolled full time

Enrolled part time

Entrance exam scores (SATACTQ)

Students' scores on the SAT and ACT college entrance examinations were drawn from institutional records

where possible, and otherwise from the student survey. Survey participants with SAT or ACT test scores

were assigned a quartile rank relative to the B&B sample. Because some students took only one of the two

tests, the two quartile ranks were combined into a single variable. If an SAT score was available, the SAT

quartile rank was used because a larger percentage of the sample reported SAT scores. Otherwise, the ACT

quartile rank was used. Those with no score available were reported separately. This group includes those

who did not take either test, those who may have taken one or both tests but did not report scores, and

those whose test status was unknown.

Ever taken remedial instruction (REMEVER)

REMEVER refers to graduates' reports of whether they had taken any remedial or developmental

instruction to improve their reading, writing, math, or study skills as undergraduates.

First postsecondary institution attended after high school (FSCTYPE)

This variable indicates the type of institution the respondent first attended after high school graduation. It

was created by looking for the earliest postsecondary enrollment after high school. Institutions begun

before high school graduation were eligible if enrollment continued after high school graduation. The first

institution may or may not be the institution that awarded the bachelor's degree. 

Less than 4-year (includes public 2-year, private not-for-profit 2-year, private for-profit 2-year, public

less than 2-year, and private for-profit less than 2-year)

Public 4-year

Private not-for-profit 4-year

GPAs in specific subject areas (TGPA__)

Transcripts collected from the NPSAS institutions were analyzed to code courses according to the College

Course Map (CCM), a uniform classification of college courses based on national transcript studies. In

addition, credit values were normalized to Carnegie units, and grades earned 

were normalized to a four-point grade scale. Once classified according to the CCM, courses were

aggregated into broad subject areas and GPAs were computed for the courses in each subject area. Only

subject areas thought to be particularly relevant to the issues addressed in this report are included in this

analysis. Therefore, not all students' courses are represented in these variables.
The courses included in each course code are described in the U.S. Department of Education, Office of Educational Research and Improvement, The 2

New Course Map and Transcript Files: Changes in Course-Taking and Achievement, 1972-1993 (Washington, DC: U.S. Government Printing Office),

1995.

106

The entries below list the subject areas and the name of the variable in the DAS that provides the GPA

earned in each subject area. See the entry for “Credits earned in specific subject areas” for the courses 2

included in each subject area.

Subject area Variable name

Precollegiate mathematics TGPA08

Remedial English TGPA06

Advanced mathematics or calculus TGPA10

Science or engineering TGPA03

Education TGPA07

Social sciences TGPA02

Humanities TGPA01

Highest degree expected (HIGHDEG)

The educational expectations that respondents reported approximately one year after their graduation.

Bachelor's degree (respondent will not pursue further education)

Master's degree

First professional degree (law, medicine, dentistry, theology)

Doctoral degree (e.g., Ed.D., Ph.D.)

Other degree (includes sub-baccalaureate degree and post baccalaureate certificate, e.g., 

teaching credential)

Undergraduate GPA in major (GPAMAJ)

GPAMAJ refers to graduates' self-reported grade point average in courses earned toward for the

undergraduate major. If respondents indicated a grading scale other than a four-point scale, grades were

converted to a four-point scale.

Years from postsecondary entry to BA receipt (BATIME2)

Represents the number of months between the date the respondent began postsecondary education and the

date of bachelor's degree receipt. If a respondent was missing either date, BATIME2 was set to missing. In

a few cases, the value for BATIME2 was less than 30 months; these cases were excluded. BATIME2 was

calculated for only those students receiving their first bachelor's in 1992–93. 
107

Demographic characteristics

Age received bachelor's degree (AGEATBA)

AGEATBA identifies the respondent's age when he/she received his/her bachelor's degree at the NPSAS

school. 

Annual salary at April employer (APRANSAL)

This variable was constructed by annualizing the wages/salary reported by respondents for their April 1994

job(s). If a respondent worked more than one job, the wages for all jobs were summed. APRANSAL was

computed by multiplying the sum of the wages reported per pay period by the number of pay periods

within a year.

Employment status April 1994 (EMP0494)

Respondents were asked to provide information for all jobs they held since graduating from college,

including the beginning and ending dates. Based on these dates, monthly indicators were constructed

characterizing the employment status of each respondent with the following values: 

Full time (35 or more hours per week)

Part time (fewer than 35 hours per week)

Unemployed (includes unemployed with benefits and unemployed without benefits) 

Out of the labor force (not looking for work)

Gender (RSEX)

B&B:93/94 respondents were asked their gender only if this information was missing from NPSAS and not

obvious. 

Male

Female

Marital status April 1994 (MARSTAT)

This variable was created using the marital status questions to determine respondent's marital status in

April 1994. 

Never married 

Married/cohabit as married

Divorced/separated/widowed

Number of children (CHILDREN)

CHILDREN refers to a graduate's reported number of children, including adopted, foster, step children,

and any children living outside his/her household.

No children

One child or more
108

Parents' educational attainment (PAREDUC)

PAREDUC refers to the highest grade or level of education completed by either parent. 

 

High school or less (includes less than high school, GED, high school graduation)

Some postsecondary education (includes less than 1 year, 1 year but less than 2 years, 2

years or more, less than 2 years of college, associate's degree, 2 or more years of 

college)

Bachelor's degree

Advanced degree (includes master's degree or equivalent, first professional degree, other 

advanced professional degree, doctorate (Ph.D, Ed.D))

Race-ethnicity (RETHNIC)

This variable was created by combining two items in which respondents reported their race (American

Indian, Asian, black, white, other) and whether they were of Hispanic origin. 

American Indian/Alaskan Native

Asian/Pacific Islander

Black, non-Hispanic

Hispanic

White, non-Hispanic

Teaching-related characteristics

Classes or students more difficult than others in school (ASSIGNME)

ASSIGNME provides a graduate's response to the following question, “The following questions refer to

(your current/last) teaching job. (Is/Was) the workload given to you by your school (the students or classes

you (teach/taught)) more difficult than those of other teachers at your school?” Responses were as follows:

Yes

No

Not sure

Expects to be teaching in 2 years (TCH2YRS)

TCH2YRS was created to identify those graduates who answered “school teacher” (26) to question

OCCIN2YR, “What do you expect your occupation will be two years from now?” Those respondents who

reported that they had not taught or prepared to teach and were not considering teaching were coded as

missing on TCH2YRS.

Expects to be teaching in long term (TCHLNGTM)

TCHLNGTM identifies respondents who expected to be teaching in two years and whose long term career

expectation was the same as their two-year expectation, and those who answered “school teacher” (26) to

question OCCLNGTM “What do you expect your occupation will be in the long term?” As was

TCH2YRS, TCHLNGTM was defined only for those graduates who had taught, prepared to teach, or at

the time of the interview were considering teaching. 
109

Highest teacher certification type (from all) (HICERT)

This variable identifies the highest teaching certification of all certifications held by the respondent. This

composite was created using other composites, TCHCRT01–TCHCRT05, to get the highest type. 

Other (includes advanced, other, emergency or temporary)

Probationary

Regular

Level of school at which taught (ELLEVEL)

ELLEVEL identifies the type of the school at which the respondent taught for the longest period of time

since receiving the B&B BA. 

Elementary

Secondary

Combined

Main field taught (FIELD)

This variable identifies a teacher's main teaching field. If a teacher taught in only one field, that field is

his/her main field. If a teacher taught in more than one field, his/her main field is the one the teacher listed

as his/her main field.

 

General elementary (includes general elementary and kindergarten) 

English, reading (includes English, language arts; and reading) 

Mathematics, computer science (includes computer science and mathematics)

Natural sciences (includes biology/life science, chemistry, geology/earth/space science, 

physics, and general and all other science)

Social studies

Bilingual, ESL, foreign languages (includes bilingual education, French, German, Latin,

Spanish, other foreign languages, and English as a second language)

Fine or performing arts (includes art, dance, drama/theater, and music)

Vocational education (includes accounting, agriculture, business, marketing, health 

occupations, home economics, industrial arts, military science, technical, trade and 

industry, and other vocational education)

Special education (includes basic skills/remedial education, special ed. for deaf and hard

of hearing, special ed. for emotionally disturbed, special ed. for mentally retarded,

special ed. for severely handicapped, spec. ed. for specific learning disabil., special

ed. for speech/language impaired, special ed.-general, and other special education)

Other (includes religion, physical education/health, prekindergarten field, and all other 

education

Participated in teacher induction program (TCHTRAIN)

This variable indicates whether a respondent reported participating in a teacher induction program during

the first year of his/her most recent teaching job.
110

Reason for not applying: (NEVAPP__)

Respondents who indicated they had not applied for a teaching position since receiving the baccalaureate

degree were asked “What are the reasons you did not apply for a teaching position?” Each of their

responses was coded into one of the following categories:

Already had teaching job (NEVAPP01)

Not interested in teaching (NEVAPP02)

Needed more education (NEVAPP03)

Not ready to apply (NEVAPP04)

Teaching jobs hard to get (NEVAPP05)

Discouraged by student teaching (NEVAPP06)

More money in another job (NEVAPP07)

More prestige in another occupation

(NEVAPP08)

Wanted other occupation (NEVAPP09)

Low pay (NEVAPP10)

Poor teaching conditions (NEVAPP11)

Hadn't taken/passed test (NEVAPP12)

Other reason (NEVAPP13)

School helped with...

Respondents who had taught were asked whether the schools at which they most recently taught were

effective in helping new teachers in each of the following areas:

Student discipline (DISCIPLE)

Instructional methods (INSTRUCT)

Curriculum (CURRICUL)

Adjusting to school environment

(ADJUST)

Responses were made on a dichotomous (agree/disagree) scale.

Sector of school at which taught (ELSECTOR)

ELSECTOR identifies the sector of the school at which the respondent taught for the longest period of

time since receiving the B&B bachelor's degree. 

Public

Private
111

Status in teacher pipeline (PIPELINE)

PIPELINE was created using the variables TEACH, TEACHTRN, HICERT, TJOB, and B4DEGREE.

TEACH, from the B&B:93/94 interview, was used to identify those respondents who had taught or

prepared to teach at the preschool, elementary, or secondary level, or who were considering teaching at the

time of the B&B:93/94 interview. TEACHTRN was used to determine whether respondents had completed

student teaching at the NPSAS institution, and HICERT was used to determine whether respondents had

received provisional, regular, or advanced certification to teach. TJOB and B4DEGREE were used to

distinguish between those who had taught at the elementary or secondary level and those who had not. The

five resulting PIPELINE categories are as follows:

0) Did not teach or prepare to teach and Includes those respondents who had not taught or not 

was not considering teaching at time prepared to teach (defined as having either completed

of interview student teaching at the NPSAS institution or earned

provisional, regular, or advanced certification to teach) 

and at the time of the B&B:93/94 interview were not

considering teaching 

1) Was considering at time of interview Includes those respondents who, at the time of the

but neither prepared nor taught B&B:93/94 interview, were considering teaching but

had neither prepared to teach nor taught 

2) Did not prepare, taught Includes those respondents who had taught but had not

prepared to teach 

3) Prepared but did not teach Includes those respondents who had prepared to teach

but had no taught 

4) Prepared and taught Includes those respondents who had prepared to teach

and taught 

For the purposes of this analysis, respondents who had taught before receiving the 1992-93 bachelor's

degree or who had been certified one year or more before receiving the 1992-93 degree were eliminated

from the sample using the variable TEACHUNV (see below) as a filter (where filter condition was

TEACHUNV = 1). Then, TEACH (see below) and PIPELINE were used to create the following rows used

in most of the tables presented in this report: 

 Not in teacher pipeline TEACH = 0 (same as PIPELINE = 0) 

 In teacher pipeline TEACH = 1 

Nonteachers PIPELINE = 1 or 3 

Considering only PIPELINE = 1 

Prepared only PIPELINE = 3 

Taught PIPELINE = 2 or 4 

In tables 2 and C1.2, PIPELINE categories 3 and 4 were combined to identify those graduates who had

prepared to teach.
112

Taught or certified before receiving BA (TEACHUNV)

This composite identifies respondents who reported that they had not taught school prior to receiving the

B&B bachelor's degree and that they had not been certified to teach one year or more before obtaining the

B&B bachelor's degree. This variable was used to restrict the sample for this analysis to those graduates

who could enter teaching for the first time.

Teaching filter variable (TEACH)

TEACH provides respondents' answers to the following question: “Have you ever trained or worked as a

teacher at the preschool, grade school, or high school level, or are you currently considering teaching?”

Those who answered “no” (TEACH=0) were considered outside the teacher pipeline (PIPELINE=0).

Those who answered “yes” (TEACH=1) were further disaggregated in the PIPELINE variable. See entry

“Status in the teacher pipeline” for further detail.

Took student teaching (TEACHTRN)

This variable, taken from student transcript data, identifies respondents who took at least one student

teaching course as part of their work toward the 1992–93 bachelor's degree. This variable was used in this

analysis to create the composite variable PIPELINE.

Whether accepted offer (ACCOFFER)

ACCOFFER indicates whether respondent reported accepting an offer for a teaching position. 

Yes

No

Whether applied for teaching position (APPLICAT)

APPLICAT refers to respondents' reports of the number of applications for teaching positions they had

submitted since graduation.

Whether offered teaching position (OFFERS)

OFFERS refers to graduates' reports of the number of offers for teaching positions they received.

Whether taught before receiving 1992–93 bachelor's degree (B4DEGREE)

Respondents who reported that they had taught or prepared to teach or that at the time of the B&B:93/94

interview they were considering teaching were asked, “Were you employed as a teacher by a school or

district other than as a student or substitute teacher before completing your degree requirements?”

B4DEGREE provides respondents' answers to this question and was used to develop both PIPELINE and

TEACHUNV.

Whether taught since receiving 1992–93 bachelor's degree (TJOB)

Respondents who reported that they had taught or prepared to teach or that at the time of the B&B:93/94

interview they were considering teaching were asked: “Have you held any teaching jobs in a school since

earning your degree? (Do not include student teaching, substitute teaching, tutoring, or teacher's aides).”

TJOB provides respondents' answers to this question and was used to develop PIPELINE.
113

Characteristics important in future job

Job characteristics important in determining future work (CHOICE__)

For each of several job characteristics, respondents were asked whether the characteristic was important to

them in determining the type of work they planned to do in the future. Possible responses were yes and no.

Job characteristics are listed below: 

Good starting income (CHOICE02)

Good income potential (CHOICE03)

Job security (CHOICE04)

Prestige and status (CHOICE05)

Interesting work (CHOICE06)

Intellectually challenging work (CHOICE07)

Freedom to make own decisions

(CHOICE08)

Interaction with people (CHOICE09)

Ability to work independently (CHOICE010)

Not having to move (CHOICE011)

Time for non-work-related activities

(CHOICE012)

The text in this section is based on excerpts from Baccalaureate and Beyond Longitudinal Study: 1993/94 2

Methodology Report, NCES 96-149 (U.S. Department of Education, National Center for Education Statistics,

Washington, DC: July 1996).

The NPSAS universe excludes institutions offering only correspondence courses, institutions enrolling only their 3

own employees, and U.S. service academies.

115

Appendix B

Technical Notes and Methodology

Baccalaureate and Beyond Longitudinal Study2

The Baccalaureate and Beyond Longitudinal Study (B&B:93) tracks the experiences of a

cohort of college graduates who received the bachelor’s degree during the 1992–93 academic

year. This group’s experiences in the areas of further education and degree completion,

employment, public service, family formation, and other adult decisions will be followed for 12

years. B&B:93 will provide data to assess the outcomes of postsecondary education, including

graduate and professional program access, labor market experience, and rates of return on

investment in education.

Participants in the 1993 National Postsecondary Student Aid Study (NPSAS:93) who

received their bachelor’s degrees between July 1992 and June 1993 form the base sample for the

B&B study. Approximately 12,500 NPSAS:93 respondents were identified as eligible for the first

followup survey, which was conducted between July 1993 and December 1994 (roughly one year

after participants’ graduation). Approximately 1,500 members of this initial sample were determined

to be ineligible at the time of the followup interview, and about 900 others were not interviewed

(usually because they could not be located or refused to participate), generating a final interviewed

sample of 10,080 college graduates. Table B1 shows the response rates for the survey according to

gender, race, and age at degree receipt. As shown in the table, an overall response rate of 92 percent

was achieved for the first followup survey.

The NPSAS:93 sample, while representative and statistically accurate, was not a simple

random sample. Instead, the survey sample was selected using a more complex three-step procedure

with stratified samples and differential probabilities of selection at each level. First, postsecondary

institutions were initially selected within geographic strata. Once institutions were organized by zip

code and state, they were further stratified by control (i.e., public, private not-for-profit, or private

for-profit) and degree offering (less-than-2-year, 2- to 3-year, 4-year nondoctorate-granting, and 4-

year doctorate-granting). For more detailed information about the NPSAS:93 survey, refer to the

3

Methodology Report for the National Postsecondary Student Aid Study, 1992–93 (Washington, DC:

U.S. Department of Education, National Center for Education Statistics, 1995). For more

information on sampling procedures for the Baccalaureate and Beyond First Followup Study

(B&B:93/94), consult the U.S. Department of Education, National Center for Education Statistics,

Baccalaureate and Beyond Longitudinal Study: 1993/94 Methodology Report , NCES 96-149

(Washington, DC: July 1996).
U.S. Department of Education, Office of Educational Research and Improvement, The New College Course Map 4

and Transcript Files: Changes in Course-Taking and Achievement, 1972–1993 (Washington, DC: U.S. Government

Printing Office), 1995.

116

Table B1—Percentage distribution of the 1993 Baccalaureate and Beyond (B&B:93/94) sample according

to case disposition, by selected demographic characteristics: 1994

Other

Complete Refused Unlocatable noninterview

Total 10,080 639 95 144

Age

Under 23 2,689 11 4 4

23–29 5,764 458 64 111

30 or over 1,596 114 18 20

Missing 31 56 9 9

Gender

Male 4,377 233 50 64

Female 5,703 405 45 80

Missing 0 1 0 0

Race

American Indian 70 3 0 2

Asian/Pacific Islander 437 24 15 11

Black 628 28 9 10

White 8,710 525 62 97

Other/Missing 235 59 9 24

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study First Followup (B&B:93/94).

Transcript Data

The B&B:93/94 data collection included a student transcript study. Transcripts were

sought for all B&B:93 sample members from the NPSAS sample institution from which they

received their bachelor’s degrees. Transcripts were requested from the NPSAS institution only.

Credits that students received at other institutions were included in the B&B data only when

supplied by the NPSAS institution. Ninety-nine percent of eligible NPSAS institutions

responded, resulting in a student-level collection rate of 98 percent.

Institutions were also asked to provide course catalogs and information regarding their

credit and grading systems. This information was used to categorize several parts of course

records on the transcripts. Course catalogs allowed coders to classify courses within the College

Course Map, a course classification system designed by the U.S. Department of Education.4

Information on credit and grading systems allowed the normalization of credits and grades across

institutions.

Accuracy of Estimates

The statistics in this report are estimates derived from a sample. Two broad categories of

error occur in such estimates: sampling and non-sampling errors. Sampling errors occur because
The B&B sample is not a simple random sample and, therefore, simple random sample techniques for estimating 5

sampling error cannot be applied to these data. The DAS takes into account the complexity of the sampling

procedures and calculates standard errors appropriate for such samples. The method for computing sampling errors

used by the DAS involves approximating the estimator by the linear terms of a Taylor series expansion. The

procedure is typically referred to as the Taylor series method.

117

observations are made only on samples of students, not on entire populations. Nonsampling

errors occur not only in sample surveys but also in censuses of entire populations.

Nonsampling errors can be attributed to a number of sources: inability to obtain complete

information about all students in all institutions in the sample (some students or institutions

refused to participate, or students participated but answered only certain items); ambiguous

definitions; differences in interpreting questions; inability or unwillingness to give correct

information; mistakes in recording or coding data; and other errors of collecting, processing,

sampling, and imputing missing data.

Data Analysis System

The estimates presented in this report were produced using the B&B:93/94 Data Analysis

System (DAS). The DAS software makes it possible for users to specify and generate their own

tables from the B&B data. With the DAS, users can replicate, modify, or expand upon the tables

presented in this report. In addition to the table estimates, the DAS calculates both standard

errors appropriate for the study’s complex sampling procedures and weighted sample sizes for

these estimates. For example, table B2 presents the standard errors that correspond to table C1.1 5

in the compendium, and table B3 presents standard errors for estimates presented in Table C4.1.

If the number of valid cases is too small to produce a reliable estimate, the DAS prints the

message “low-N” instead of the estimate.

In addition to generating tables, the DAS will also produce a correlation matrix of

selected variables, which statistical software packages can use to estimate linear regression

models. In addition to the correlation matrix, the DAS produces a table of design effects (DEFTs)

for all the variables in the correlation matrix. Since most statistical software packages compute

standard errors for regression coefficients based on an assumption of simple random sampling,

the standard errors must be adjusted with the design effects to take the complex sample design

into account.

For more information about the NCES B&B:93/94 Data Analysis System,

contact:

Aurora D’Amico

National Center for Education Statistics

555 New Jersey Avenue, NW

Washington, DC 20208-5652

 

(202) 219-1365

Internet address: Aurora_D’Amico@ED.GOV
118

Table B2—Standard errors for Table C1.1: Percentage of 1992–93 bachelor's degree recipients who 1

entered the teacher pipeline; and of pipeline entrants, percentage distribution according to 

status in pipeline, by selected undergraduate academic and demographic characteristics: 1994

Percent Of pipeline entrants

entered

teacher Not Prepared

pipeline prepared only Teachers 2

Total 0.62 1.43 1.11 1.14

Academic characteristics

Entrance exam scores

Available 0.75 1.62 1.09 1.41

Bottom quartile 1.42 2.95 2.22 2.35

Middle half 0.99 2.19 1.40 2.01

Top quartile 1.30 3.08 2.31 2.62

Unavailable 1.05 2.59 2.24 2.00

First postsecondary institution attended

 after high school

Less-than-4-year 1.58 2.97 2.35 2.51

Public 4-year 0.88 2.08 1.71 1.71

Private not-for-profit 4 year 1.29 2.32 1.74 2.02

Ever taken remedial instruction

Yes 2.07 3.67 2.77 2.88

No 0.67 1.59 1.22 1.33

Baccalaureate degree major

Business and management 1.11 3.17 1.84 2.72

Education 1.68 1.61 2.20 2.28

Humanities 1.83 3.22 2.13 2.62

Mathematics, computer science, 1.23 3.05 1.87 2.53

 natural sciences

Social sciences 1.29 2.55 1.95 2.09

Other 1.21 3.39 2.61 2.76

Cumulative undergraduate GPA

Less than 2.25 3.14 6.19 2.46 5.80

2.25–2.74 1.56 3.25 1.66 2.81

2.75–3.24 0.91 1.93 1.41 1.62

3.25–3.74 1.13 2.37 1.99 2.05

3.75 or higher 1.68 3.50 3.09 3.25

Undergraduate GPA in major

Less than 2.25 3.70 7.27 3.67 6.56

2.25–2.74 2.30 4.20 1.75 3.85

2.75–3.24 0.88 1.99 1.27 1.73

3.25–3.74 1.17 2.52 1.90 2.21

3.75 or higher 1.33 2.61 2.56 2.55

Degree-granting institution

Public nondoctorate-granting 1.21 3.00 2.70 2.05

Public doctorate-granting 0.93 2.13 1.44 1.92

Private not-for-profit nondoctorate-granting 1.44 3.21 2.00 2.38

Private not-for-profit doctorate-granting 1.90 3.49 2.76 2.95

Other 3.66 13.43 7.07 11.46
119

Table B2—Standard errors for Table C1.1: Percentage of 1992–93 bachelor's degree recipients who 1

entered the teacher pipeline; and of pipeline entrants, percentage distribution according to 

status in pipeline, by selected undergraduate academic and demographic characteristics: 1994

—Continued

Percent Of pipeline entrants

entered

teacher Not Prepared

pipeline prepared only Teachers 2

Credits earned toward bachelor's degree

120 or fewer 1.30 3.24 2.23 2.71

121–135 0.90 2.01 1.38 1.63

136–150 1.34 2.78 2.37 2.35

More than 150 1.57 3.17 2.56 2.80

Years from postsecondary education

 entry to BA receipt

4 years or less 0.99 2.18 1.59 2.00

More than 4, up to 5 years 1.18 2.61 1.93 2.04

More than 5, up to 6 years 1.78 3.75 2.76 3.26

More than 6 years 1.24 2.88 2.18 2.36

Enrollment status April 1994

Not enrolled 0.67 1.63 1.28 1.30

Enrolled part time 2.22 4.47 3.53 4.15

Enrolled full time 1.65 3.49 2.94 2.78

Highest degree expected

Bachelor's degree 1.07 3.97 3.43 2.37

Master's degree 0.77 1.74 1.43 1.44

First professional degree 1.75 4.72 2.38 4.15

Doctoral degree 1.46 2.56 1.85 2.24

Other degree 4.60 10.61 5.39 11.44

Demographic characteristics

Gender

Male 0.83 2.20 1.46 1.90

Female 0.88 1.74 1.45 1.49

Age received bachelor's degree

22 or younger 0.85 1.82 1.32 1.59

23–24 1.16 2.62 1.85 2.27

25–29 1.59 3.54 2.15 3.42

30–39 1.96 4.02 4.34 2.87

40 or older 2.44 5.19 4.33 4.00

Race–ethnicity

Nonwhite 1.63 3.01 1.67 2.87

American Indian/Alaskan Native 7.57 — — — 

Asian/Pacific Islander 1.75 9.86 8.80 7.69

Black, non-Hispanic 2.75 4.39 1.36 4.20

Hispanic 2.74 4.24 2.52 4.62

White, non-Hispanic 0.66 1.56 1.20 1.25

Parents' educational attainment

High school or less 1.11 2.37 2.05 2.01

Some postsecondary education 1.40 3.02 2.06 2.49

Bachelor's degree 1.10 2.50 2.23 2.28

Advanced degree 1.16 2.67 1.93 2.15
120

Table B2—Standard errors for Table C1.1: Percentage of 1992–93 bachelor's degree recipients who 1

entered the teacher pipeline; and of pipeline entrants, percentage distribution according to 

status in pipeline, by selected undergraduate academic and demographic characteristics: 1994

—Continued

Percent Of pipeline entrants

entered

teacher Not Prepared

pipeline prepared only Teachers 2

Employment status April 1994

Not in labor force 1.80 4.29 3.98 2.71

Unemployed 3.10 5.93 4.38 3.95

Working part time 1.69 3.07 2.79 2.56

Working full time 0.70 1.65 1.08 1.43

Marital status April 1994

Never married 0.72 1.63 1.05 1.44

Married/cohabit as married 1.12 2.39 2.09 2.02

Divorced/separated/widowed 2.90 5.53 4.10 4.12

Number of children

No children 0.66 1.50 1.09 1.27

One child or more 1.42 2.94 2.41 2.40

—Too few cases for a reliable estimate.

Excludes those who either taught in elementary or secondary schools before receiving the 1992–93 bachelor's degree or had been 1

certified to teach 1 year or more before receiving the 1992–93 bachelor's degree.

Graduates were defined as having entered the teacher pipeline if they had first taught since receiving the 1992–93 bachelor's degree, 2

prepared to teach during or since the 1992–93 degree, or were considering teaching at the time of the B&B:93/94 interview.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal

Study First Followup (B&B:93/94), Data Analysis System.
121

Table B3—Standard errors for table C4.1: Percentage distributions of 1992–93 bachelor's degree recipients

who were new teachers according to level and sector of schools in which they taught, by selected

undergraduate academic and demographic characteristics: 1994

Sector of school Level of school

Public Private Elementary Secondary Combined

Total 2.02 2.02 2.40 2.40 0.98

Academic characteristics

Entrance exam scores

Available 2.67 2.67 2.73 2.71 1.26

Bottom quartile 3.15 3.15 5.05 4.96 1.68

Middle half 2.95 2.95 3.94 3.73 1.88

Top quartile 6.82 6.82 6.49 6.80 3.26

Unavailable 2.10 2.10 4.98 4.98 1.58

First postsecondary institution attended

 after high school

Less-than-4-year 2.28 2.28 5.46 5.58 1.83

Public 4-year 3.16 3.16 3.20 3.23 1.02

Private not-for-profit 4-year 4.57 4.57 4.93 4.57 3.24

Ever taken remedial instruction

Yes 5.30 5.30 6.09 5.45 3.72

No 2.07 2.07 2.57 2.58 1.03

Baccalaureate degree major

Business and management — — — — —

Education 2.12 2.12 2.53 2.49 1.24

Humanities 6.16 6.16 8.53 8.21 4.09

Mathematics, computer science, 4.20 4.20 5.76 6.27 3.08

 natural sciences

Social sciences 12.17 12.17 9.49 10.16 4.98

Other — — — — —

Cumulative undergraduate GPA

Less than 2.25 — — — — —

2.25–2.74 5.24 5.24 9.10 8.66 4.01

2.75–3.24 2.37 2.37 3.98 3.89 1.57

3.25–3.74 2.32 2.32 4.57 4.48 1.33

3.75 or higher 4.65 4.65 6.18 6.35 2.50

Undergraduate GPA in major

Less than 2.25 — — — — —

2.25–2.74 — — — — —

2.75–3.24 2.59 2.59 4.33 4.43 1.93

3.25–3.74 2.75 2.75 4.03 3.94 1.74

3.75 or higher 3.13 3.13 4.74 4.74 1.57

Degree-granting institution

Public nondoctorate-granting 2.17 2.17 4.27 4.30 1.36

Public doctorate-granting 3.77 3.77 3.82 3.90 1.04

Private not-for-profit nondoctorate-granting 4.86 4.86 5.53 4.62 3.11

Private not-for-profit doctorate-granting 7.14 7.14 7.39 7.58 6.25

Other — — — — —

Credits earned toward bachelor's degree

120 or fewer 7.01 7.01 6.04 6.28 3.91

121–135 2.89 2.89 3.85 3.81 1.69

136–150 2.81 2.81 4.71 4.57 1.07

More than 150 3.17 3.17 4.98 5.08 1.62
122

Table B3—Standard errors for table C4.1: Percentage distributions of 1992–93 bachelor's degree recipients

who were new teachers according to level and sector of schools in which they taught, by selected

undergraduate academic and demographic characteristics: 1994—Continued

Sector of school Level of school

Public Private Elementary Secondary Combined

Years from postsecondary education

 entry to BA receipt

4 years or less 5.33 5.33 4.70 4.90 2.52

More than 4, up to 5 years 2.87 2.87 4.57 4.43 1.48

More than 5, up to 6 years 3.24 3.24 7.94 7.94 0.00

More than 6 years 1.98 1.98 4.72 4.67 1.57

Enrollment status April 1994

Not enrolled 2.22 2.22 2.72 2.70 1.04

Enrolled part time 5.14 5.14 7.89 8.13 3.79

Enrolled full time 5.57 5.57 9.88 9.93 3.36

Highest degree expected

Bachelor's degree 4.21 4.21 7.61 6.80 4.32

Master's degree 1.90 1.90 2.80 2.80 1.07

First professional degree — — — — —

Doctoral degree 4.07 4.07 6.37 6.25 2.36

Other degree — — — — —

Demographic characteristics

Gender

Male 3.39 3.39 5.30 5.31 1.42

Female 2.37 2.37 2.53 2.46 1.24

Age received bachelor's degree 

22 or younger 3.84 3.84 3.31 3.40 1.79

23–24 2.39 2.39 5.31 5.10 1.85

25–29 2.41 2.41 6.36 6.51 2.29

30–39 2.85 2.85 4.78 4.51 1.78

40 or older — — — — —

Race–ethnicity

Nonwhite 2.83 2.83 7.40 7.29 1.63

American Indian/Alaskan Native — — — — —

Asian/Pacific Islander — — — — —

Black, non-Hispanic* — — — — —

Hispanic 4.38 4.38 7.19 7.19 0.00

White, non-Hispanic 2.25 2.25 2.58 2.60 1.10

Parents' educational attainment

High school or less 2.50 2.50 4.14 4.15 1.22

Some postsecondary education 4.78 4.78 5.54 5.49 2.40

Bachelor's degree 4.37 4.37 5.21 5.03 2.66

Advanced degree 2.72 2.72 4.86 4.81 1.93

Employment status April 1994

Not in labor force — — — — —

Unemployed — — — — —

Working part time 3.46 3.46 6.39 6.30 1.82

Working full time 2.41 2.41 2.70 2.72 1.18
t

E1E2

se

2

1

se

2

2

123

Table B3—Standard errors for table C4.1: Percentage distributions of 1992–93 bachelor's degree recipients

who were new teachers according to level and sector of schools in which they taught, by selected

undergraduate academic and demographic characteristics: 1994—Continued

Sector of school Level of school

Public Private Elementary Secondary Combined

Marital status April 1994

Never married 3.14 3.14 3.36 3.35 1.58

Married/cohabit as married 1.80 1.80 3.57 3.66 1.14

Divorced/separated/widowed — — — — —

Number of children

No children 2.51 2.51 2.72 2.72 1.25

One child or more 2.07 2.07 5.25 5.28 1.29

—Too few cases for a reliable estimate.

*Although 33 percent of black, non-Hispanic graduates entered the pipeline, only 20 percent taught, so tables that include only

teachers have too few black, non-Hispanics to report estimates.

NOTE: Details may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal

Study First Followup (B&B:93/94), Data Analysis System.

Statistical Procedures

Since the estimates in this report are based on a sample, observed differences between two

estimates can reflect either of two possibilities: differences that exist in the population at large and

are reflected in the sample, or differences due solely to the composition of the sample that do not

reflect underlying population differences. To minimize the risk of erroneously interpreting

differences due to sampling alone as signifying population differences (a Type I error), the statistical

significance of differences between estimates was tested using Student’s t statistic. Differences

between estimates were tested using the following formula:

where E1 and E2 are the estimates to be compared and se1 and se2 are their corresponding standard

errors. Note that this formula is valid only for independent estimates. When the estimates were

not independent, (for example, when making comparisons within a percentage distribution), a

covariance term was added to the denominator. Differences were judged to be statistically

significant when the value of t was sufficiently large that the probability of a Type I error was no

more than 5 percent (a significance level of .05). This procedure involved calculating Student’s t

for the difference between the means or proportions of interest, then comparing this value with

published tables of critical values of t corresponding to a two-tailed hypothesis test with a

significance level of .05.

There are hazards in reporting statistical tests for each comparison. First, comparisons

based on large t statistics may appear to merit special attention. This can be misleading since the

magnitude of the t statistic is related not only to the observed differences in means or percentages
k

jx ( j 1)

2

k

5x (5 1)

2

10

The standard that p .05/k for each comparison is more stringent than the criterion that the significance level of the 6

comparisons should sum to p .05. For tables showing the t statistic required to ensure that p .05/k for a particular

family size and degrees of freedom, see Olive Jean Dunn, “Multiple Comparisons Among Means,” Journal of the

American Statistical Association 56: 52–64.

124

but also to the number of students in the categories under comparison. Hence, a small difference

between two large groups would produce a large t statistic.

A second hazard in reporting statistical tests for each comparison occurs when making

multiple comparisons among categories of a single variable. For example, when making paired

comparisons among different undergraduate fields of study, the probability of a Type I error for

these comparisons taken as a group is larger than the probability for any single comparison.

When more than one difference between groups of related characteristics or “families” are tested

for statistical significance, one must apply a standard that assures a level of significance for all of

those comparisons taken together.

Comparisons were made in this report only when p .05÷k for a particular pairwise

comparison, where that comparison was one of k tests within a family. This guarantees both that

the individual comparison would have p .05 and that for k comparisons within a family of

possible comparisons, the significance level for all the comparisons will sum to p .05.6

For example, in a comparison of the percentages of males and females who enrolled in

postsecondary education only one comparison is possible (males versus females). In this family,

k=1, and the comparison can be evaluated without adjusting the significance level. When

students are divided into five racial–ethnic groups and all possible comparisons are made, then

k=10 and the significance level of each test must be p .05÷10, or p .005. The formula for

calculating family size (k) is as follows:

where j is the number of categories for the variable being tested. In the case of race–ethnicity,

there are five racial–ethnic groups (American Indian, Asian/Pacific Islander, black non-Hispanic,

Hispanic, and white non-Hispanic), so substituting 5 for j in equation 2,