Qualifications of

the Public School

Teacher Workforce:

Prevalence of

Out-of-Field Teaching

1987–88 to 1999–2000

Statistical Analysis Report

U.S. Department of Education

Institute of Education Sciences

NCES 2002–603 REVISED
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Qualifications of

the Public School

Teacher Workforce:

Prevalence of

Out-of-Field Teaching

1987–88 to 1999–2000

Statistical Analysis Report

May 2002; REVISED August 2004

U.S. Department of Education

Institute of Education Sciences

NCES 2002–603 REVISED

Schools and Staffing Survey

SASS

Marilyn McMillen Seastrom

Kerry J. Gruber

National Center for Education Statistics

Robin Henke

MPR Associates, Inc.

Daniel J. McGrath

Benjamin A. Cohen

Education Statistics Services Institute/

American Institutes for Research
U.S. Department of Education

Rod Paige

Secretary

Institute of Education Sciences

Grover J. Whitehurst

Director

National Center for Education Statistics

Robert Lerner

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.

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You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or

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Washington, DC 20006–5651

May 2002; REVISED August 2004

In the original version of this report, eight of the tables in appendix B, as well as the corresponding tables of standard errors,

included estimates that belonged in other tables. Specifically, the estimates in tables B-6 and B-7 belonged in tables B-8 and B9, respectively, and vice versa. Similarly, the estimates presented in tables B-15 and B-16 should have been reported in tables

B-17 and B-18 and vice versa. This version corrects these errors, the corresponding errors in Table 1, and the corresponding

errors in standard error tables C-1, C-7 through C-10, and C–16 through C-19. Changes have also been made in the text to

reflect the corrected estimates.

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

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

Suggested Citation

U.S. Department of Education, National Center for Education Statistics. Qualifications of the Public School Teacher Workforce:

Prevalence of Out-of-Field Teaching, 1987–88 to 1999–2000, NCES 2002–603 Revised, by Marilyn McMillen Seastrom, Kerry J. Gruber,

Robin Henke, Daniel J. McGrath, and Benjamin A. Cohen. Washington, DC: 2004.

For ordering information on this report, write:

U.S. Department of Education

ED Pubs

P.O. Box 1398

Jessup, MD 20794–1398

Or call toll free 1–877–4ED–Pubs

Content Contact:

Kerry Gruber

(202) 502–7349

Kerry.Gruber@ed.gov
iii

Acknowledgments 

The draft manuscript of this report was reviewed within the U.S. Department of Education by 

Val Plisko, Kathryn Chandler, Patrick Gonzales, and Shelley Burns, of NCES. Richard Ingersoll, 

University of Pennsylvania, Daniel Mayer, Mathematica Policy Research, Inc., and Joe 

McTighe, Council for American Private Education, and Lisa Towne, National Research Council, 

served as external reviewers. Sampling activities, field collection of data and data processing 

were performed by Census Bureau staff under the supervision of Dennis Schwanz, Demographic 

Statistical Methods Division, Steve Tourkin, Sharon Fondelier, and Howard McGowan, Demographic Surveys Division. The Census Bureau developed initial computer programs for the tables, and independent computer programs developed by Pinkerton Computer Consultants and 

MPR staff confirmed selected tables. Xianglei Chen, Ellen Liebman, Katharin Peter, and Kathryn Rooney of MPR Associates provided programming and other expertise. Nuria RodriguezPlanas of Mathematica Policy Research provided invaluable assistance in developing the variables used in the analysis. Heather Block of the Education Statistics Services Institute (ESSI) led 

the cover design and formatting of the report. Elina Hartwell of ESSI contributed to the cover 

design. Cecelia Marsh of ESSI contributed to the formatting of the report. Others at ESSI contributed technical and editorial review, including Sally Dillow, Martin Hahn, Sarah M. Kaffenberger, Molly Soule, Marisa Burian-Fitzgerald, David J. Madden, Gregory A. Strizek, David 

Miller, Thea Kruger, and Jason R. Sellers. 
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v

Table of Contents 

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

List of Tables.................................................................................................................................vi 

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

Data and Methods......................................................................................................................... 3 

Elements of Teacher Qualifications............................................................................................. 3 

Postsecondary Education....................................................................................................................... 3

Certification........................................................................................................................................... 4

Teacher Qualification Measures Featured in This Report..................................................................... 4

Measures of Out-of-Field Teaching............................................................................................. 5

Four Out-of-Field Teaching Measures .................................................................................................. 5

The Out-of-Field Measure Featured in This Report: Students Taught by Out-of-Field Teachers ........ 5

Reporting Out-of-Field Teaching by Grade Level....................................................................... 6 

Reporting on Out-of-Field Teaching Over Time ......................................................................... 7 

Findings.......................................................................................................................................... 9 

Teachers without a Major, Minor, or Certification...................................................................... 9 

Middle Grades—5–8 ............................................................................................................................. 9

High School Grades—Grades 9–12 .................................................................................................... 10

Teachers without a Major and Certification .............................................................................. 11 

Middle Grades—Grades 5–8............................................................................................................... 11

High School—Grades 9–12................................................................................................................. 12

Discussion and Summary............................................................................................................ 15 

References.................................................................................................................................... 19 

Appendix A: Technical Notes..................................................................................................... 21 

Appendix B: Detailed Data Tables ............................................................................................ 53 

Appendix C: Standard Error Tables......................................................................................... 73 
vi

List of Tables 

Table Page 

1. Percentage of public school students by grade levels taught and teacher’s qualification status in course subject area: 1987–88 and 1999–2000 ............................................. 10 

Appendix Tables 

A–1. Matches of teacher assignments, fields of major/minor study, and areas of certification, selected years: 1987–88 to 1999–2000 ..................................................................... 25 

B–1. Percentage of public school teachers who taught elementary level grades with an 

undergraduate or graduate major and certification in their main assignment field, by 

main assignment field: 1987–88 to 1999–2000 ................................................................ 54 

B–2. Percentage of public school teachers who taught middle level grades with an 

undergraduate or graduate major and certification in their main assignment field, by 

main assignment field: 1987–88 to 1999–2000 ................................................................ 55 

B–3. Percentage of public school teachers who taught high school grades (9–12) with an 

undergraduate or graduate major and certification in their main assignment field, by 

main assignment field: 1987–88 to 1999–2000 ................................................................ 56 

B–4. Percentage of public school middle level teachers with an undergraduate or graduate 

major and certification in any course taught, by course subject area: 1987–88 to 

1999–2000......................................................................................................................... 57 

B–5. Percentage of public high school grades (9–12) teachers with an undergraduate or 

graduate major and certification in any course taught, by course subject area: 1987–

88 to 1999–2000................................................................................................................ 58 

B–6. Percentage of public school courses taught by a middle level teacher with an undergraduate or graduate major and certification in the course subject area, by course subject area: 1987–88 to 1999–2000 ...................................................................................... 59 
List of Tables 

vii 

B–7. Percentage of public school courses taught by a high school grades (9–12) teacher 

with an undergraduate or graduate major and certification in the course subject area, 

by course subject area: 1987–88 to 1999–2000 ................................................................ 60 

B–8. Percentage of public school students that were taught by a middle level teacher with 

an undergraduate or graduate major and certification in the course subject area, by 

course subject area: 1987–88 to 1999–2000 ..................................................................... 61 

B–9. Percentage of public school students that were taught by a high school grades (9–12) 

teacher with an undergraduate or graduate major and certification in the course subject area, by course subject area: 1987–88 to 1999–2000................................................. 62 

B–10. Percentage of public school teachers who taught elementary level grades with an undergraduate or graduate major or minor and certification in their main assignment 

field, by main assignment field: 1987–88 to 1999–2000.................................................. 63 

B–11. Percentage of public school teachers who taught middle level grades with an undergraduate or graduate major or minor and certification in their main assignment field, 

by main assignment field: 1987–88 to 1999–2000 ........................................................... 64 

B–12. Percentage of public school teachers who taught high school grades (9–12) with an 

undergraduate or graduate major or minor and certification in their main assignment 

field, by main assignment field: 1987–88 to 1999–2000.................................................. 65 

B–13. Percentage of public school middle level teachers with an undergraduate or graduate 

major or minor and certification in any course taught, by course subject area: 1987–

88 to 1999–2000 ............................................................................................................... 66 

B–14. Percentage of public high school grades (9–12) teachers with an undergraduate or 

graduate major or minor and certification in any course taught, by course subject area: 

1987–88 to 1999–2000...................................................................................................... 67 

B–15. Percentage of public school courses taught by a middle level teacher with an undergraduate or graduate major or minor and certification in the course subject area, by 

course subject area: 1987–88 to 1999–2000 ..................................................................... 68 

B–16. Percentage of public school courses taught by a high school grades (9–12) teacher 

with an undergraduate or graduate major or minor and certification in the course subject area, by course subject area: 1987–88 to 1999–2000................................................. 69 

B–17. Percentage of public school students that were taught by a middle level teacher with 

an undergraduate or graduate major or minor and certification in the course subject 

area, by course subject area: 1987–88 to 1999–2000........................................................ 70 
List of Tables 

viii 

B–18. Percentage of public school students that were taught by a high school grades 

(9–12) teacher with an undergraduate or graduate major or minor and certification in 

the course subject area, by course subject area: 1987–88 to 1999–2000.......................... 71 

C–1. Standard errors for table 1: percentage of public school students by grade levels 

taught and teacher’s qualification status in course subject area: 1987–88 and 1999–

2000................................................................................................................................... 74 

C–2. Standard errors for table B–1: percentage of public school teachers who taught elementary level grades with an undergraduate or graduate major and certification in 

their main assignment field, by main assignment field: 1987–88 to 1999–2000.............. 75 

C–3. Standard errors for table B–2: percentage of public school teachers who taught middle 

level grades with an undergraduate or graduate major and certification in their main 

assignment field, by main assignment field: 1987–88 to 1999–2000............................... 76 

C–4. Standard errors for table B–3: percentage of public school teachers who taught high 

school grades (9–12) with an undergraduate or graduate major and certification in 

their main assignment field, by main assignment field: 1987–88 to 1999–2000.............. 77 

C–5. Standard errors for table B–4: percentage of public school middle level teachers with 

an undergraduate or graduate major and certification in any course taught, by course 

subject area: 1987–88 to 1999–2000 ................................................................................ 78 

C–6. Standard errors for table B–5: percentage of public high school grades (9–12) teachers with an undergraduate or graduate major and certification in any course taught, by 

course subject area: 1987–88 to 1999–2000 ..................................................................... 79 

C–7. Standard errors for table B–6: percentage of public school courses taught by a middle 

level teacher with an undergraduate or graduate major and certification in the course 

subject area, by course subject area: 1987–88 to 1999–2000 ........................................... 80 

C–8. Standard errors for table B–7: percentage of public school courses taught by a high 

school grades (9–12) teacher with an undergraduate or graduate major and certification in the course subject area, by course subject area: 1987–88 to 1999–2000............... 81 

C–9. Standard errors for table B–8: percentage of public school students that were taught 

by a middle level teacher with an undergraduate or graduate major and certification in 

the course subject area, by course subject area: 1987–88 to 1999–2000.......................... 82 

C–10. Standard errors for table B–9: percentage of public school students that were taught by 

a high school grades (9–12) teacher with an undergraduate or graduate major and certification in the course subject area, by course subject area: 1987–88 to 1999–2000......... 83
List of Tables 

ix 

C–11. Standard errors for table B–10: percentage of public school teachers who taught elementary level grades with an undergraduate or graduate major or minor and certification in their main assignment field, by main assignment field: 1987–88 to 1999–2000 .. 84 

C–12. Standard errors for table B–11: percentage of public school teachers who taught middle level grades with an undergraduate or graduate major or minor and certification in 

their main assignment field, by main assignment field: 1987–88 to 1999–2000.............. 85 

C–13. Standard errors for table B–12: percentage of public school teachers who taught high 

school grades (9–12) with an undergraduate or graduate major or minor and certification in their main assignment field, by main assignment field: 1987–88 to 1999–

2000................................................................................................................................... 86 

C–14. Standard errors for table B–13: percentage of public school middle level teachers 

with an undergraduate or graduate major or minor and certification in any course 

taught, by course subject area: 1987–88 to 1999–2000 ................................................... 87 

C–15. Standard errors for table B–14: percentage of public high school grades (9–12) 

teachers with an undergraduate or graduate major or minor and certification in any 

course taught, by course subject area: 1987–88 to 1999–2000......................................... 88 

C–16. Standard errors for table B–15: percentage of public school courses taught by a middle level teacher with an undergraduate or graduate major or minor and certification 

in the course subject area, by course subject area: 1987–88 to 1999–2000...................... 89 

C–17. Standard errors for table B–16: percentage of public school courses taught by a high 

school grades (9–12) teacher with an undergraduate or graduate major or minor and 

certification in the course subject area, by course subject area: 1987–88 to 1999–

2000................................................................................................................................... 90 

C–18. Standard errors for table B–17: percentage of public school students that were taught 

by a middle level teacher with an undergraduate or graduate major or minor and certification in the course subject area, by course subject area: 1987–88 to 1999–2000......... 91 

C–19. Standard errors for table B–18: percentage of public school students that were taught 

by a high school grades (9–12) teacher with an undergraduate or graduate major or 

minor and certification in the course subject area, by course subject area: 1987–88 to 

1999–2000......................................................................................................................... 92 
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1

Introduction 

Over the last 15 years, interest in student performance and teacher qualifications has intensified among educational policymakers and researchers. During this time period, research has 

accumulated that links student achievement to the qualifications of teachers (see Ferguson 1991, 

1998; Goldhaber and Brewer 2000; Mayer, Mullens, and Moore 2000).1 Two central measures of 

elementary and secondary teacher qualifications are teachers’ postsecondary education and their 

certification. To understand how many students are taught by teachers lacking specified levels of 

training, efforts have focused on mismatches between teacher qualifications and their teaching 

assignments (National Commission on Teaching and America’s Future 1996; Ingersoll 1999). 

Such mismatches are commonly referred to as out-of-field teaching. Mismatches might include, 

for example, teachers with a degree in English who are teaching classes in social science; or, 

conversely, teachers with educational backgrounds in the social sciences who are assigned to 

teach classes in reading. 

One of the main findings concerning teacher qualifications has been the relatively high incidence of teachers teaching subjects outside their areas of subject matter training and certification (see, for example, Bobbitt and McMillen 1994; Ingersoll 1996, 1999, 2000; Neuschatz and 

McFarling 1999; Robinson 1985). Moreover, the incidence of so-called “out-of-field” teaching 

has been shown to vary by subject and by grade level. Out-of-field teaching also has been shown 

to occur more often in the classrooms of low-income students (Ingersoll 1999). 

A number of researchers have explored the hypothesis that teachers’ knowledge and ability 

are associated with student learning in the classroom. One of the earliest studies in this area is the 

Equality of Educational Opportunity (EEO) survey (Coleman et al. 1966), which found a positive relationship between teachers’ verbal abilities and pupil performance. Over the last decade, 

there has been an increased interest in this area. In a 1991 analysis of Texas school districts, Ferguson used measures of teacher literacy as an indicator of the quality of schooling to conclude 

 

1

A possible link between teacher education and student achievement is one of the resource inputs considered in the meta-analysis

debate between Hanushek and Hedges (see, for example, Hedges, Laine, and Greenwald 1994 and Hanushek 1994). Their findings on this dimension are at best mixed. 
Introduction 

2 

that one-quarter to one-third of district variation in student test scores was associated with differences in the quality of schooling. A 1992 study (Hanushek, Gomes-Neto, and Harbison, as cited 

in Monk 1994) used measures of teachers’ subject matter knowledge and student learning gains, 

and found a positive relationship between how much teachers knew about the subject taught and 

their students’ learning gains in that subject. In a 1994 analysis of student performance and the 

science and mathematics subject matter preparation of their teachers, Monk reported a positive 

relationship between student gains in performance and the number of courses their teachers had 

in the subject area taught. What is more, Monk also found that coursework in subject matter 

pedagogy (i.e., teaching methods) appears to contribute more to student performance than academic courses in the subject taught. 

In more recent work, Goldhaber and Brewer’s 1997 analysis of teachers’ postsecondary 

degrees and students’ mathematics performance found a positive relationship between these 

variables, with higher levels of student performance among students whose teachers held a 

bachelor’s or master’s degree in mathematics than among students whose teachers were out-offield. Then, in 2000, Goldhaber and Brewer examined data on the postsecondary degrees and 

certification status of teachers, and their students’ performance in mathematics and science. They 

observed a positive relationship between teachers’ degrees and student performance in mathematics consistent with earlier findings.2

 They also found that students whose teachers were certified in mathematics but did not hold a postsecondary degree in mathematics did not perform as 

well as students whose teachers held a postsecondary degree in mathematics. These findings 

provide a foundation for further examinations of out-of-field teaching data. 

 

2

The results for science showed no relationship between degree-specific training and student performance. 
3

Data and Methods 

The National Center for Education Statistics (NCES) is a major source of data regarding 

teacher qualifications in the United States. The NCES Schools and Staffing Survey (SASS) collects information on the educational backgrounds and professional credentials and teaching assignments of kindergarten through 12th-grade teachers in the United States. These data can be 

used to produce national estimates of out-of-field teaching by subject field. SASS data are based 

on nationally representative samples of America’s schools, districts, principals, and teachers. 

SASS data were collected most recently over the 1999–2000 school year.3

 See appendix A for a 

discussion of the design and methodology of SASS data over the life of the survey. 

Elements of Teacher Qualifications 

Out-of-field teaching has been defined by examining two elements of teachers’ qualifications: state certification status and postsecondary education. At first glance, one might assume 

that state certification to teach a subject field and grade level should provide a benchmark definition for in-field teaching. State credentials are typically based on postsecondary coursework in 

the field to be taught, as well as pedagogical coursework and student teaching with experienced 

teachers. However, since certification requirements vary considerably across states and over 

time, many analysts prefer to base their out-of-field measures on teachers’ postsecondary education (Ravitch 1998). This report includes detailed data tables that can be used to examine out-offield teaching based on postsecondary education and state certification, considered both separately and together. 

Postsecondary Education 

Policymakers and researchers agree that teachers should have undergraduate or graduate 

coursework in the fields they teach, but opinions differ over how much coursework a teacher 

needs to complete. Some argue that teachers should earn a major in any subject field they intend 

to teach (Ravitch 1998). Conversely, others argue that a minor in a field is sufficient (as described in Ingersoll 1999). As a result, this report includes data from all degrees attained at the 

 

3

NCES’ Fast Response Survey System (FRSS) has also collected data on out-of-field teaching. See Lewis et al. (1999). 
Data and Methods 

4 

bachelor’s level or above for measures of major only and separately for measures of major or 

minor combined.4

 Further, given the positive research findings of Monk (1994) for coursework 

in subject matter pedagogy, and of Goldhaber and Brewer (1997, 2000) for academic subject 

matter majors, both subject matter education and academic degrees are included. 

Certification 

To receive a “regular” or “standard” certificate for teaching a specific subject and grade 

level, all states require a bachelor’s degree that includes subject matter as well as pedagogical 

studies; all but 10 states require basic skills tests in reading, mathematics, or in general knowledge; and 31 states require subject matter exams (U.S. Department of Education 2002).5

 Typically, states also provide novice teachers a “probationary” certificate that is based on the requirements of the standard certificate. Schools hiring and assigning teachers accept this certificate in lieu of the standard certificate with the expectation that the teacher will earn the standard 

certificate in due time through full-time teaching in the school. This report combines data on 

probationary, standard, and advanced certificates in determining teacher certification status.6

 

Teacher Qualification Measures Featured in This Report 

Those who argue that a major in the subject taught is the most appropriate measure of a 

teacher’s qualifications might opt to exclude certification status or minors in the subjects taught 

from their analyses of in-field and out-of-field teaching. However, few would argue that teachers 

who have neither certification nor training in a subject are sufficiently equipped to teach in that 

subject. As a result, this report focuses on two measures: 

• Teachers without a major, minor, or certification in the subject taught and 

• Teachers without a major, and certification in the subject taught.7

Depending on the focus of the analysis, the teachers in both of these measures can be identified 

as out-of-field. The teachers in the first measure lack any of the earned credentials that researchers have identified as indicators of teacher qualifications. The teachers in the second measure 

 

4

Coursework in pursuit of either an academic major or a subject specific education major is included in these measures. 

5

The amount of subject matter and pedagogical studies required varies across states and across grade levels. For example, in 

some states, middle grade teachers are certified to teach across subjects (i.e., hold a K–9 elementary certification), while in other 

states, a grade 7–12 subject specific certification is required in some grades. 

6

A small percentage (3.3 percent) of America’s public school teachers hold provisional certificates. However, variations across 

states in the requirements for these provisional certificates make it difficult to use them as a measure of teacher qualifications. 

7

Details describing the matching of degree fields to certification fields and to subject fields taught may be found in appendix A. 
Data and Methods 

5 

lack the two earned credentials that researchers have identified as elements of teacher qualifications that are associated with high student performance.

Measures of Out-of-Field Teaching 

The SASS data provide the basis for analyzing out-of-field teaching in several different 

ways. For instance, one focus might be on teachers and the extent to which teachers are assigned 

to teach classes outside their areas of preparation. This information could provide answers to 

questions such as: How often are teachers assigned to teach courses outside the areas for which 

they have been trained? In what fields are teachers most often assigned to classes outside their 

areas of preparation? SASS data allow analyses of teachers’ qualifications in their reported main 

assignment fields (the subjects in which they teach the most classes), as well as in each different 

subject that they teach. 

Alternatively, the focus might be on the extent to which students are taught by out-of-field 

teachers. A focus on students could provide insight into the quality of instruction provided to 

students by answering questions such as: How often are students in U.S. classrooms exposed to 

instruction from teachers who do not have postsecondary training or certification in the subject 

area taught? 

Four Out-of-Field Teaching Measures 

Based on SASS data, four approaches to measuring out-of-field teaching can be used to 

address these questions: teachers out-of-field by main teaching assignments, teachers out-of-field 

by each subject taught, classes taught by out-of-field teachers, and students taught by out-of-field 

teachers. The focus of this report is on measuring students’ exposure to out-of-field teachers; 

thus, this report focuses on the measure for students taught by out-of-field teachers. In addition, 

detailed tables for all four approaches are included in appendix B, and appendix A includes a description of each of the four approaches. 

The Out-of-Field Measure Featured in This Report: Students Taught by Out-of-Field 

Teachers 

The measure for students taught by out-of-field teachers tracks the number of students 

taught by teachers who are in-field or out-of-field in a specific subject. The “students taught” 

measure provides the most targeted assessment of the extent to which students are exposed to 
Data and Methods 

6 

underqualified teachers. This measure allows analysts to report the percentage of all students 

taught each subject by teachers who are teaching outside their areas of preparation.8

Reporting Out-of-Field Teaching by Grade Level 

Differences in school and class organization at the elementary, middle, and high school 

levels require a separate consideration of out-of-field teaching by level of instruction. At the 

elementary level, the available data do not support estimates of the percent of students taught by 

out-of-field teachers. However, data on the teacher-based measure of out-of-field teaching in the 

main assignment field are included in detailed tables B1 and B10 in appendix B and discussed in 

appendix A. Inasmuch as class rotations, or departmentalized instruction, are limited in the early 

grades, this measure provides a reasonable proxy of student exposure to teachers with different 

levels of qualifications. 

Policymakers and researchers have increasingly examined the middle school grades as an 

important, separate level of instruction (see Alt, Choy, and Hammer 2000; Levine, McLaughlin, 

and Sietsema 1996; Lewis et al. 1999). For most students, the middle grades mark their first experiences with departmentalized instruction, in which students move between classrooms from 

teacher to teacher and subject to subject. Thus, the middle grades serve as an introduction to the 

secondary years of schooling. Previous research on out-of-field teaching has found substantial 

differences in the extent of out-of-field teaching between the middle grades and the high school 

grades. In particular, Ingersoll (1999) found higher rates of out-of-field teaching in middle 

grades compared with the high school grades. 

At the high school level, most teachers are assigned to subject area departments and teach a 

single subject or several subjects to multiple classes throughout the school day. Although actual 

rates of out-of-field teaching are lower at the high school level than at the middle school level, 

the wide range of subjects and classes at the high school level makes the potential for out-of-field 

teaching high. Moreover, the instructional content at the high school level can extend well beyond the introductory level of content in a given subject area. Therefore, a teacher without ade-

 

8

Since SASS is a sample of teachers rather than students, technically the measure is the percentage of teachers’ students who are 

in classes with a teacher teaching outside their field. For ease of presentation, this will be referred to as the percentage of students 

who are in classes with a teacher teaching outside their field. 
Data and Methods 

7 

quate preparation in a specific subject area may have greater difficulty teaching the content effectively at the high school level than at the middle school level. 

The course content and educational contexts are so different between the elementary, middle, and high school years that reporting them together would disguise important differences in 

out-of-field teaching. Thus, it is important to report out-of-field teaching estimates separately for 

all three levels.9 Teachers were categorized based on the range of grades taught and main assignment field. The elementary grades, K–4, include those teaching in these grades exclusively, 

and those who teach some combination of grades K–9 with a main assignment field of elementary education or special education. The middle grades, 5–8, include those teaching some combination of grades K–9 and having a main assignment field other than elementary education or 

special education and not teaching any grades higher than 9. The high school grades, 9–12, include those teaching grade 9 only and those teaching any grades 10 or higher.10 

Reporting on Out-of-Field Teaching Over Time 

This report includes SASS data collected from public school teachers over 4 school years 

(1987–88, 1990–91, 1993–94, and 1999–2000) that span a 13-year period.11 Although the data 

from the three earlier administrations of SASS have been published previously, there has been 

variability over time in different aspects of the definitions used. A portion of this variability has 

resulted from differences in the surveys used. These changes impact slightly the matches that are 

made between teachers' majors and minors and the subjects they teach. A larger source of variability has resulted from analysts' choices concerning the credentials used to match with subjects 

teachers teach, the teachers to include, and the definitions of grade ranges. Thus, in preparing the 

data for this analysis, considerable care was taken in developing a consistent set of definitions 

that were applied to the data from each administration of SASS to allow for an analysis of 

changes in these measures over the last 13 years. 

 

9

Although detailed tables are provided for all levels, this report focuses on the data for the middle and secondary levels. 

10See the technical notes in appendix A for details on the assignment of teachers to levels. 

11The 1999–2000 population of public school teachers includes public charter school teachers (see appendix A for a detailed discussion of public charter schools). 
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9

Findings 

The student-based measure of out-of-field teaching discussed here provides estimates of 

students’ exposure to teachers with different levels of qualifications. The measure of students 

taught by teachers without a major, minor, or certification in the subject taught provide estimates 

of the percentage of students in each subject whose teachers lack the minimal level of qualifications deemed necessary for teaching a specific subject. The measure of students taught by teachers who do not have both a major and certification in the subject taught provides subject-specific 

estimates of the percentage of students whose teachers do not have the two credentials that are 

most likely to help their students excel. The data are presented separately for the middle grades 

and the high school grades. All differences cited are significant at the 0.05 level. All data discussed in these findings are included in table 1; in addition, related data for school years 1990–

91 and 1993–94 can be found in detailed tables B–8, B–9, B–17, and B–18. 

Teachers without a Major, Minor, or Certification 

Middle Grades—5–8 

In the middle grades for school year 1999–2000, between 11 and 22 percent of the students 

enrolled in English, mathematics, science, foreign language, social science, and the subfield of 

history were in classes led by teachers without a major, minor, or certification in the subject 

taught, compared to less than 5 percent of the middle-grade students in arts and music and in 

physical education/health education classes.12 In contrast, between 29 and 40 percent of the middle-grade students enrolled in biology/life science, physical science, or ESL/bilingual education 

classes had teachers who lacked a major, minor, or certification in the subject taught. 

Between 1987–88 and 1999–2000, the percent of middle-grade students in physical education/health education classes that were led by teachers without any of these credentials decreased. However, the percent of middle-grade students whose mathematics teachers had none of 

these credentials increased from 14 percent to 22 percent in this period. There was no measurable 

 

12This analysis is limited to those students in the middle grades who are in a departmentalized setting; student counts are not 

available for individual self-contained classrooms. In addition, the matches for foreign language and arts and music require exact 

matches between teacher training and courses taught (see appendix A for details). 
Findings 

10 

change between these school years in the percent of middle-grade students whose teachers 

lacked these credentials in any of the other subjects examined. 

Table 1.—Percentage of public school students by grade levels taught and teacher’s qualification 

status in course subject area: 1987–88 and 1999–2000 

Middle grades High school grades 

No major and 

certification 

No major, 

minor, or 

certification 

No major and 

certification 

No major, 

minor, or 

certification 

Subject field 

1987– 

1988 

1999–

2000 

1987–

1988 

1999–

2000 

1987–

1988 

1999– 

2000 

1987– 

1988 

1999–

2000 

English 63.2 58.3 17.1 17.4 35.4 29.8 10.2 5.6

Foreign language — 60.7 — 13.8 — 47.6 — 11.1

Mathematics 70.4 68.5 14.2 21.9 36.0 31.4 8.4 8.6

Science 62.9 57.2 15.8 14.2 30.3 27.3 7.7 5.5

Biology/life science 71.1 64.2 31.9 28.8 47.3 44.7 8.3 9.7

Physical science 93.3 93.2 44.1 40.5 69.8 63.1 30.9 15.5

Chemistry — — — — 59.4 61.1 15.5 9.4

Geology/earth/ space 

science 

— — — — 83.9 78.6 51.5 36.3

Physics — — — — 80.7 66.5 36.5 17.0

Social science 47.2 51.1 11.5 13.3 31.4 27.9 6.4 5.9

History 66.3 71.0 13.9 11.5 61.7 62.5 12.1 8.4

ESL/bilingual education 82.1 72.9 45.7 36.1 90.8 70.8 55.4 31.1

Arts and music 14.1 15.0 1.9 2.5 14.7 19.6 2.2 5.0

Physical education 22.2 18.9 5.1 3.4 24.4 19.1 5.0 4.5

—Not available 

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; 

teachers who taught in grades 5–9 who identified themselves as elementary or special education teachers were classified as elementary teachers. High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 

9 and no other grades. Not all assignment areas were measured in each SASS administration. See appendix A for notes and definition of terms. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 “Public Teacher Survey,” 1999–2000 “Public Teacher Survey,” and 1999–2000 “Public Charter Teacher Survey.” 

High School Grades—Grades 9–12 

In the 1999–2000 school year, between 5 and 7 percent of the high school students enrolled 

in English, science, social science, arts and music, and physical education/health education 

classes, 9 percent of the high school students enrolled in mathematics, and 11 percent of the high 

school students enrolled in foreign language classes were in classes led by teachers without a 

major, minor, or certification. In contrast, 31 percent of the students in ESL/bilingual education 

classes had teachers who did not have a major, minor or certification in the field. 
Findings 

11 

In some fields, teachers may have a general degree and certification or a degree and certification in one specific subfield. For example, data reported for the broad category of science include matches between teacher credentials in general science or any science subfield as legitimate. However, since teacher credentials in the specific subfield may be more important to student success in that subfield, where available, data are presented for subfields as well. When the 

specific subfields of social science and science are considered separately, between 8 and 10 percent of the high school students in history, chemistry, and biology/life science, 17 percent of the 

students in physics, and 36 percent of the students in geology were found to have had teachers 

who lacked credentials in the specific subfield taught in the 1999–2000 school year. 

There were measurable decreases in the percent of high school students enrolled in classes 

with teachers without the recognized credentials in a number of fields.13 The percent of high 

school students enrolled in classes with teachers without an in-field major, minor, or certification 

in English, history, ESL/bilingual education, science (including physical sciences (as a group) 

and the specific subfields of chemistry, geology, and physics) decreased between school years 

1987–88 and 1999–2000. The only increase in high school students’ exposure to teachers lacking 

the specified credentials occurred in arts and music, where, in school year 1999–2000, despite 

the increase, it remained the case that 95 percent of the high school students enrolled in arts and 

music classes were in classes led by teachers with at least one of these credentials in the specific 

area of arts and music taught. 

Teachers without a Major and Certification 

Middle Grades—Grades 5–8 

In the 1999–2000 school year, at least two-thirds of the students in middle-grade mathematics classes (69 percent) and ESL/bilingual education classes (73 percent) had teachers who 

did not report a major and certification in the subject taught. Approximately 60 percent of the 

students in middle-grade English classes (58 percent), foreign language classes (61 percent), and 

science classes (57 percent) had a teacher who did not report a major and certification in the subject taught. By comparison, although the estimate for the specific subfield of biology/life science 

(64 percent) is similar to the percent for all science classes, most students in middle-grade physi-

 

13 Methodological differences, including differences in survey formats over the years, do not appear to have a major impact on 

change over time on the estimates. 
Findings 

12 

cal science classes (93 percent) had teachers who did not have certification along with a major in 

any of the physical sciences or in physical science education. About one-half of the students in 

middle-grade social science classes (51 percent) had teachers who did not have a major and certification in the field, but 71 percent of the students in middle-grade history classes had teachers 

who did not report having a major in history or world civilization and certification in the field. 

In contrast, fewer students enrolled in classes in arts and music and in classes in physical 

education and health had teachers who did not hold a major and certification in the field taught. 

Only 15 percent of the middle-grade students in arts or music classes had teachers who did not 

report a certification along with a major in their specific subfield; and only 19 percent of the 

middle-grade students in physical education or health classes had teachers who did not have a 

certification and a major in a physical education or health education field. 

Over the 13-year period from school year 1987–88 to school year 1999–2000, there were 

decreases in the percent of middle-grade English teachers who did not hold certification and a 

major in the subject taught; however, in 1999–2000, it remained the case that 58 percent of the 

middle-grade English students had teachers who did not have a major and certification in the 

field. For the other subjects examined, there were small apparent fluctuations over this time period, but there were no measurable differences over time. Approximately 70 percent of the middle-grade students in mathematics classes and 60 percent of the middle-grade students in science 

classes had teachers who did not have a major and certification in the subject taught. In contrast, 

only 14 to 22 percent of the middle-grade students in arts and music and in physical education or 

health classes had teachers who had not majored and were not certified in their teaching field. 

High School—Grades 9–12 

In the 1999–2000 school year, one-third or fewer of the high school students in English, 

mathematics, science, social science, arts and music, and physical education/health education 

classes had teachers who did not have a major and certification in the subject taught. In contrast, 

71 percent of the high school students in ESL/bilingual education classes had teachers who did 

not have a major and certification in ESL/bilingual education. And 48 percent of the students in 

foreign language classes had teachers who did not have a major and certification in the specific 

language taught. 
Findings 

13 

Despite the relatively small amount of out-of-field teaching evident in the general fields of 

science and social science in school year 1999–2000, a different profile emerges when individual 

subfields are considered separately. Although 27 percent of the high school students in science 

classes had teachers without a major and certification in any field of science, the percentages 

were much higher for each specific subfield. Thus, 45 percent of high school students in biology/life science classes had teachers who did not have certification and a major in biology/life 

science. About 63 percent of the high school students in physical science classes had teachers 

who did not have certification and a major in some area of physical science. The percentages are 

similar for the subfields of chemistry (61 percent) and physics (67 percent); but there were relatively fewer geology teachers without these credentials, with about three-quarters of the students 

(79 percent) in high school geology enrolled in classes led by teachers without certification and a 

major in geology (see table B-5 for teacher data). Similarly, although 28 percent of high school 

students in social science classes had teachers without a social science major and certification of 

some type, 63 percent of the high school students in history classes did not have teachers with a 

major and certification in history or world civilization. 

Although approximately one-third or fewer of the high school students in English, mathematics, and social science classes had teachers who did not have a major and certification in the 

subject area taught, over the 13-year period from school years 1987–88 to 1999–2000 the percent 

of students in classes led by teachers who did not have an in-field major and certification decreased in each of these fields. Similarly, there were decreases in the percentages of high school 

students in the physical sciences overall, physics in particular, ESL/bilingual education, and 

physical education/health education classes with teachers who did not have an in-field major and 

certification. The apparent decrease in the percentage of high school students in science classes 

was not significant. Although there was an increase for arts and music, 20 percent of the high 

school students enrolled in these classes had teachers without an in-field major and certification 

in the specific subfield taught in 1999–2000.14

 

14Any apparent changes in the other fields were not statistically significant. In addition, the matches for foreign languages and

arts and music require exact matches between teacher training and courses taught (see appendix A for details). 
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15

Discussion and Summary 

The two measures of teacher qualifications featured in this report provide different perspectives on out-of-field teaching. Teachers who do not have a major, a minor, or certification in the 

subject taught can, most certainly, be classified as out-of-field teachers. In the middle grades in 

1999–2000, some 11 to 14 percent of the students taking social science, history, and foreign languages, and 14 to 22 percent of the students taking English, mathematics, and science were in 

classes led by teachers without any of these credentials. In addition, approximately 30 to 40 percent of the middle-grade students in biology/life science, physical science, or ESL/bilingual education classes had teacher lacking these credentials. 

In the high school grades in 1999–2000, between 5 and 10 percent of the students in classes 

in English; mathematics; science and the subfields of biology/life science and chemistry; social 

science and the subfield of history; arts and music and physical education had teachers who were 

without a major, a minor, or certification in the field taught, and thus are considered out-of-field 

by this measure. Within the subfields of science, 17 percent of the high school students enrolled 

in physics and 36 percent of those enrolled in geology/earth/space science were in classes led by 

out-of-field teachers. In addition, 31 percent of the high school students enrolled in 

ESL/bilingual education classes had out-of-field teachers. 

When the definition of out-of-field is expanded to include teachers who do not hold certification and a major in the subject taught, the amount of out-of-field teaching increases. With this 

measure, at a minimum 6 out of every 10 middle-grade students in classes in English; foreign 

languages; mathematics; science, including the subfields of biology/life science and physical science; history; and ESL/bilingual education were in classes led by out-of-field teachers in 1999–

2000. The proportions were higher for some subjects, with 73 percent of the students enrolled in 

ESL/bilingual education classes, 69 percent of the middle-grade students enrolled in mathematics, 71 percent in history, and 93 percent of the students enrolled in physical science in classes 

led by teachers without majors and certification in these fields. 
Discussion and Summary 

16 

At the high school level in 1999–2000, at a minimum 6 out of every 10 students enrolled in 

physical science, including the subfields of chemistry, geology/earth/space science, physics; history; and ESL/bilingual education classes had teachers who did not have certification and a major in the subject taught, and thus are considered out-of-field by this measure. In addition, 45 

percent of the high school students enrolled in biology/life science, and approximately 30 percent 

of those enrolled in mathematics, English, and social science classes had out-of field teachers 

using this measure. 

A comparison between the experiences of students in the middle grades and those in the 

high school grades shows that there were relatively fewer teachers with certification and an infield major in the middle grades than in the high school grades in English; mathematics; science, 

including the subfields of biology/life science, and physical science; and social science over the 

13-year period. That is to say, compared to the high school grades, higher percentages of students in the middle grades were in classes led by teachers who did not hold certification and a 

major in the subject taught. Similarly, higher percentages of students taking these subjects in the 

middle grades were in classes led by teachers without any of the recognized credentials. Whether 

it is because a general elementary certification or training is thought to be sufficient in the middle 

grades, or because teacher specialization in the middle grades has not caught up with the move 

toward changing classes in the middle grades, teachers who teach specific subjects in the middle 

grades are less likely to have the recognized credentials than their contemporaries teaching in the 

high school grades (see tables B–4 and B–5 for more detail on teachers). 

A comparison of the student experiences over the 1987–88 to 1999–2000 period shows that 

in the middle grades there were decreases in the percent of students taught English by teachers 

who did not have certification and a major in the subject taught, and there was a decrease in the 

percent of students in physical education/health education classes that were led by teachers without any of the recognized credentials (i.e., no major, minor, or certification). On the other hand, 

the percent of students taught by mathematics teachers with neither major, minor, nor certification in mathematics increased from 14 percent to 22 percent in this period. 

More changes were evident in the high school grades, where there were improvements evident in a number of fields—with decreases in the percent of students taught by teachers who did 

not have both a major and a certification in the subject taught in English, mathematics, the physi-
Discussion and Summary 

17 

cal sciences overall and the subfields of physical science and physics, social science, 

ESL/bilingual education, and physical education/health education. There was an increase in the 

percentage of students in arts and music classes with teachers without a major and certification in 

the specific subfield taught, but in 1999–2000 this only affected 20 percent of the students. Decreases were also evident in the percent of students who were taught by teachers without any of 

the recognized credentials in English; science and each of the subfields—physical science, chemistry, geology, physics; history; and ESL/bilingual education. The only increase in the high 

school grades was in arts and music, where the percentage of students taught by teachers without 

a major, minor, or certification went from 2 percent in 1987–88 to 5 percent in 1999–2000. 

There was one pattern that was similar across both the middle and high school grades: the 

arts and music teachers and the physical education/health education teachers were the most likely 

of all the subject matter teachers to have certification and a major in the subject taught. And in 

the middle grades these teachers were also the least likely to lack a major, minor, or certification. 

Whether this is the result of the specific requirements to teach in these fields or a matter of supply and demand remains a topic for further study. 
THIS PAGE INTENTIONALLY LEFT BLANK
19

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21

Appendix A: Technical Notes 

I. Measures of Out-of-Field Teaching 

Measure 1: Teachers In- or Out-of-Field by Main Assignment 

Much of the recent research and policy attention concerning out-of-field teaching has 

been based on analyses of teachers’ qualifications in their self-reported main assignment fields 

(see, for instance, National Commission on Teaching and America’s Future 1996). Teachers’ 

main assignments are typically defined as the field in which a teacher teaches the most classes. 

The “main assignment” measure indicates the percent of teachers who are teaching in-field or 

out-of-field in their main assignment. These measures are typically reported separately for each 

academic subject area. Thus, the measure provides estimates of the extent of out-of-field teaching in mathematics, science, and other subject areas among teachers with main assignments in 

those areas.

However, many teachers teach one or more classes outside their main assignments, 

which means that while they are in-field in their major assignment field, they teach outside 

their areas of preparation as well. Therefore, measuring the extent to which teachers teach outside their areas of expertise only in their main assignments may underestimate out of-field 

teaching. The main assignment measure fails to capture the teaching that occurs outside of 

teachers’ main assignments. Furthermore, some teachers may have difficulty identifying their 

main assignment. For instance, the SASS uses teachers’ self-reports of main assignments, and 

asks respondents who teach two main assignments equally to simply choose one and to report 

the other as an “other” assignment. This measure also provides no direct data on the extent to 

which students are exposed to out-of-field teachers. 

One major advantage of the main assignment measure is that it can be calculated for all 

teachers. It is relatively straightforward to ask teachers to report their main assignments and 

then compare their qualifications against their main assignments. Each of the other three measures requires teachers to report the subject area for each class taught. It is difficult for some 

teachers to report the number of classes and students they teach in each subject area. For ex-
Appendix A 

22 

ample, teachers who provide specialized instruction for students through the “pull-out” of students from regular classrooms may provide instruction that crosses subject areas.15 Special 

education teachers often teach in this manner. Teachers who provide instruction in these settings may also have difficulty reporting the number of separate classes or the number of individual students they teach. Therefore, although the main assignment measure underreports outof-field teaching when teachers have more than one assignment field, the main assignment 

measure can be reported for all teachers. Furthermore, the main assignment is the most appropriate measure for teachers who teach in a self-contained classroom.16 

Measure 2: Teachers In- or Out-of-Field by Each Subject Area Taught 

Similar to the main assignment measure, the “each subject area taught” measure also 

focuses on teachers, but it goes beyond the main assignment field measure by considering each 

of the subject areas taught—rather than just a teacher’s main assignment. Thus, teachers’ credentials are compared with their assignments in each subject area they teach. With this measure, the analyst can report “among all teachers teaching at least one science course, XX percent 

are teaching out-of-field.” 

This measure provides a good indication of the extent of the out-of-field teaching problem for teachers and how it varies across subject areas. However, the measure provides no information on the number or proportion of courses taught out-of-field or on the extent to which 

students are exposed to out-of-field teachers, because the each subject area taught measure 

does not consider the number of classes taught in each subject area or the number of students 

in a class. Whether a teacher teaches 1 or 3 math classes or whether each class has 15 or 30 

students does not matter to the calculation of the each subject area taught measure. Thus, the 

measure provides only modest information to researchers and policymakers interested in outof-field teaching as an instructional quality problem for students. 

Measure 3: Classes Taught In- or Out-of-Field 

Two measures provide insight into the extent of the out-of-field teaching problem for 

students. One approach is to track the number of classes that are taught in-field or out-of-field 

 

15See the section III of this appendix for definitions of “pull-out” and other teaching contexts. 

16The table titles and notes describe the teacher populations included in the tables. Section III of this appendix provides more 

detailed explanations of the reasons sub-populations of teachers cannot be reported with certain measures. 
Appendix A 

23 

within a given subject area. The SASS asked teachers to report each class they taught and the 

number of students in each class. For this approach, the subject of each class taught is compared to the teacher’s credentials to determine whether each class is taught in-field or out-offield. The “classes taught” measure provides an estimate of the percent of all classes taught in 

a specific subject area that are taught by teachers who are out-of-field. 

Of course, classes vary in size. Thus, while this measure provides an indication of the 

percent of courses taught out-of-field, it does not provide the best estimate of the proportion of 

students taught by teachers outside their areas of preparation. However, data concerning the 

number of classes teachers teach are sometimes more reliable than data concerning the number 

of students taught. Thus, the classes taught measure can be a valuable indication of student exposure to out-of-field teaching. 

Measure 4: Students Taught In- or Out-of-Field 

The second approach that measures the extent of the out-of-field instruction problem 

for students uses data on the number of students in each class taught. This approach tracks the 

number of students taught by teachers who are in-field or out-of-field in a specific subject area. 

The “students taught” measure provides the most targeted assessment of the extent to which 

students are exposed to underqualified teachers. This measure allows analysts to report the 

percent of all students taught each subject by teachers who are teaching outside their areas of 

preparation. 

Summary of the Measures 

The teacher measure based on main assignment field yields the lowest estimates of outof-field teaching because it ignores the cases where teachers have classes that are outside their 

main assignment areas. The teacher measure based on all classes taught tends to produce the 

highest estimates of out-of-field teaching because it gives equal weight to all teachers with any 

classes out-of-field, regardless of the number of classes. The student-based measures of the 

number of classes taught and the number of students taught tend to be on a par, and usually fall 

in between the two teacher-based measures. 
Appendix A 

24 

II. Matching Teacher Assignments and Teacher Credentials 

Determining out-of-field status required matching the teachers’ assignments with their 

subject areas of certification and the subject areas in which they received majors or minors in 

higher education. To aid respondents in listing the areas they taught and had credentials, the 

Schools and Staffing Survey (SASS, described in detail in sections VI–XVI of this appendix) 

offered teachers three lists. The first list (Major and Minor Field of Study Codes) provided 

teachers a list of fields of study. The second list (Teaching Assignment Field Codes) provided 

teachers a list of potential main assignment fields. Teachers were asked to use the same list 

when reporting fields in which they had earned certification. The third list (Subject Matter 

Codes) provided teachers a list of subjects in which they could have taught one or more 

classes. This third list was slightly different from the Teaching Assignment Field Codes list 

that teachers used to report main assignments and areas of certification (i.e., the subject matter 

codes do not map one to one with the teaching assignment codes). 

On Measure 1 (teacher main assignments), teachers’ main assignments and areas of 

certification were directly matched. Teachers were asked to report their main assignments and 

certification areas from the same list; therefore matching assignments and certification was 

straightforward. 

Matching fields of study with main assignments was somewhat more complicated, because teachers reported fields of study and main assignments off separate lists. NCES consulted with subject area experts to decide which fields of study provided appropriate preparation for which main teaching assignments. Because the lists of fields of study and teaching assignments changed somewhat between administrations of the SASS, the matches across the 

different years are not exactly the same for each subject area. Table A-1 includes the matches 

for each of the years. 

Measures 2–4 were all matched differently from Measure 1. These matches were based 

on the subject matter of courses teachers taught rather than on teachers’ main assignments. 

Thus, the subject matter areas in which teachers reported teaching one or more classes were 

matched with their areas of certification and their fields of postsecondary study. Though the 

lists from which teachers reported their areas of certification and the subject matter of classes 

they taught were somewhat different, the two lists matched in a straightforward manner. At-
Appendix A 

25 

tempts to develop matches for vocational education were not successful. NCES consulted with 

subject area experts to match teachers’ fields of study with the subject matter they were prepared to teach. Again, the subject matter codes lists changed slightly across the SASS administrations. Table A–1 lists these matches for all years. 

Table A–1.—Matches of teacher assignments, fields of major/minor study, and areas of certification, selected years, 1987–88 to 1999–2000 

Year 

Nominal 

subject area Main assignment Course subject matter Major/minor field Certification area

1999–

2000 

English Any of: 

English or language arts 

Journalism 

Reading 

Any of: 

Literature 

Composition/journalism/cr

eative writing 

Reading 

Other English/language 

arts course 

Any of: 

English/language arts 

education 

Reading education 

English literature or 

composition 

Communications or 

journalism 

Any of: 

English or language arts 

Journalism 

Reading 

1993–

1994 

English Any of: 

Journalism 

English/Language arts 

Reading 

Any of: 

Literature 

Composition/journalism/ 

creative writing 

Reading 

Other English/language 

arts courses 

Any of: 

Communications and 

journalism 

English (literature, letters, 

speech, classics) 

English education 

Reading education 

Any of: 

Journalism 

English/Language arts 

Reading 

1990–

1991 

English Any of: 

Journalism 

English/Language arts 

Reading English 

Any of: 

Literature 

Composition/journalism/ 

creative writing 

Reading 

Other English/language 

arts courses 

Any of: 

Communications and 

journalism 

English (literature, letters, 

speech, classics) 

English education 

Reading education 

Any of: 

Journalism 

English/Language arts 

Reading English 

1987–

1988 

English Any of: 

 English/language arts 

 Reading 

Any of: 

Literature 

Composition/journalism 

/creative writing 

Reading 

Other English/language 

arts courses 

Any of: 

Communications 

Letters (English, literature, 

speech, classics) 

English education 

Reading education 

Any of: 

English/language arts 

Reading 

1999– French French French French 

2000 

Foreign

language * German German German German 

 Latin Latin Latin Latin 

 Russian Russian Russian Russian 

 Spanish Spanish Spanish Spanish 

1993– French French French French 

1994 

Foreign

language* German German German German 

 Latin Latin Latin Latin 

 Spanish Spanish Spanish Spanish 

* Indicates areas in which assignment/subject matter must match directly with major/minor and certification as shown. 
Appendix A 

26 

Table A–1.—Matches of teacher assignments, fields of major/minor study, and areas of certification, selected years, 1987–88 to 1999–2000—Continued 

Year 

Nominal 

subject area Main assignment Course subject matter Major/minor field Certification area

1990– French French French French 

1991 

Foreign 

language* German German German German 

 Latin Latin Latin Latin 

 Spanish Spanish Spanish Spanish 

1987–

1988 

Foreign 

language* 

Not applicable Not applicable Not applicable Not applicable 

1999–

2000 

Mathematics Mathematics Any of:

Algebra, elementary 

Algebra, intermediate 

Algebra, advanced 

Analytic geometry 

Basic and general 

mathematics 

Business and applied math

Calculus 

Geometry 

Integrated math 

Pre-algebra 

Pre-calculus 

Statistics and probability 

Trigonometry 

Other math 

Any of:

Mathematics education 

Mathematics 

Statistics 

Physics 

Engineering 

Mathematics 

1993–

1994 

Mathematics Mathematics Any of:

General mathematics 

Business math 

Algebra, elementary 

Algebra, intermediate 

Algebra, advanced 

Geometry, plane/solid 

Trigonometry 

Analytic geometry/math 

analysis 

Probability/statistics 

Calculus 

Other mathematics 

Any of: 

Mathematics 

Mathematics education 

Engineering 

Physics 

Mathematics 

* Indicates areas in which assignment/subject matter must match directly with major/minor and certification as shown. 
Appendix A 

27 

Table A–1.—Matches of teacher assignments, fields of major/minor study, and areas of certification, selected years, 1987–88 to 1999–2000—Continued 

Year 

Nominal 

subject area Main assignment Course subject matter Major/minor field Certification area

1990–

1991 

Mathematics Mathematics Any of:

General mathematics 

Business math 

Algebra, elementary 

Algebra, intermediate 

Algebra, advanced 

Geometry, plane/solid 

Trigonometry 

Analytic geometry/math 

analysis 

Probability/statistics 

Calculus 

Other mathematics 

Any of: 

 Mathematics 

 Mathematics education 

 Engineering 

 Physics 

Mathematics 

1987–

1988 

Mathematics Mathematics Any of:

General mathematics 

Business math 

Algebra, elementary 

Algebra, intermediate 

Algebra, advanced 

Geometry, plane/solid 

Trigonometry 

Analytic geometry/math 

analysis 

Probability/statistics 

Calculus 

Other mathematics 

Any of: 

Mathematics 

Mathematics education 

Engineering 

Physics 

Mathematics 

1999–

2000 

Science Any of: 

Biology or life science 

Chemistry 

Earth/space 

science/geology 

General science 

Physical science 

Physics 

Other natural sciences 

Any of:

Biology or life science 

Chemistry 

Integrated science 

Geology/earth/space 

science 

Physics 

Other physical science 

Other natural science 

Any of:

Science education 

Biology/life science 

Chemistry 

Geology/earth science 

Physics 

Other natural sciences 

Engineering 

Any of: 

Biology or life science 

Chemistry 

Earth/space 

science/geology 

General science 

Physical science 

Physics 

Other natural sciences 

1993–

1994 

Science Any of: 

Physical science 

Biology/Life science 

Chemistry 

Geology/Earth 

science/Space science 

Physics 

General and all other 

sciences 

Any of:

General science 

Biology/life science 

Chemistry 

Physics 

Geology/earth 

science/space science 

Other physical science 

Other natural science 

Any of: 

Engineering 

Science education 

Biology/life science 

Chemistry 

Geology/earth science 

Physics 

Other natural sciences 

Any of: 

Physical science 

Biology/Life science 

Chemistry 

Geology/Earth 

science/Space science 

Physics 

General and all other 

sciences 

* Indicates areas in which assignment/subject matter must match directly with major/minor and certification as shown. 
Appendix A 

28 

Table A–1.—Matches of teacher assignments, fields of major/minor study, and areas of certification, selected years, 1987–88 to 1999–2000—Continued 

Year 

Nominal 

subject area Main assignment Course subject matter Major/minor field Certification area

1990–

1991 

Science Any of: 

Biology/Life science 

Chemistry 

Geology/Earth 

science/Space science 

Physics 

General and all other 

sciences 

Any of:

General science 

Biology/life science 

Chemistry 

Physics 

Geology/earth 

science/space science 

Other physical science 

Other natural science 

Any of: 

Engineering 

Science education 

Biology/life science 

Chemistry 

Geology/earth science 

Physics 

Other natural sciences 

Any of: 

Biology/Life science 

Chemistry 

Geology/Earth 

science/Space science 

Physics 

General and all other 

sciences 

1987–

1988 

Science Any of: 

Biology 

Chemistry 

Earth science/geology 

Physics 

General and all other 

science

Any of:

General science 

Biology/life science 

Chemistry 

Physics 

Earth/space science 

Other physical science 

Other natural science 

Any of: 

Biological/life science 

Engineering 

Chemistry 

Physics 

Geology/earth sciences 

Other physical sciences 

Science education 

Any of: 

Biology 

Chemistry 

Earth science/geology 

Physics 

General and all other 

science 

1999–

2000 

Biology/ 

Life science 

Biology or life science Biology or life science Biology/life science Biology or life science 

1993–

1994 

Biology/ 

Life science

Biology/Life science Biology/Life science Biology/Life science Biology/Life science 

1990–

1991 

Biology/ 

Life science

Biology/Life science Biology/Life science Biology/Life science Biology/Life science 

1987–

1988 

Biology/ 

Life science

Biology Biology/life science Biological/Life sciences Biology 

1999–

2000 

Physical science Any of: 

Chemistry 

Earth/space 

science/geology 

Physical science 

Physics 

Any of: 

Chemistry 

Geology/earth 

science/space science 

Physics 

Other physical science 

Any of: 

Chemistry 

Geology/earth science 

Physics 

Engineering 

Any of:

Chemistry 

Earth/space 

science/geology 

Physical science 

Physics 

1993–

1994 

Physical science Any of: 

Physical science 

Chemistry 

Geology/Earth science/ 

Space science 

Physics

Any of: 

Chemistry 

Physics 

Geology/earth 

science/space science 

Other physical science 

Any of: 

Chemistry 

Geology/earth science 

Physics 

Engineering 

Any of: 

Physical science 

Chemistry 

Geology/Earth science/ 

Space science 

Physics 

1990–

1991 

Physical science Any of:

Chemistry 

Geology/Earth science/ 

Space science 

Physics

Any of:

Chemistry 

Physics 

Geology/earth 

science/space science 

Other physical science 

Any of: 

Chemistry 

Geology/earth science 

Physics 

Engineering 

Any of: 

Chemistry 

Geology/Earth science/ 

Space science 

Physics 

1987–

1988 

Physical science Any of:

Chemistry 

Earth science/geology 

Physics

Any of:

Chemistry

Physics 

Earth/space science 

Other physical science 

Any of: 

Engineering 

Chemistry 

Physics 

Geology/earth sciences 

Any of: 

Chemistry 

Earth science/geology 

Physics 

* Indicates areas in which assignment/subject matter must match directly with major/minor and certification as shown. 
Appendix A 

29 

Table A–1.—Matches of teacher assignments, fields of major/minor study, and areas of certification, selected years, 1987–88 to 1999–2000—Continued 

Year 

Nominal 

subject area Main assignment Course subject matter Major/minor field Certification area

1999–

2000 

Chemistry Chemistry Chemistry Chemistry Chemistry 

1993–

1994 

Chemistry Chemistry Chemistry Chemistry Chemistry 

1990–

1991 

Chemistry Chemistry Chemistry Chemistry Chemistry 

1987–

1988 

Chemistry Chemistry Chemistry Chemistry Chemistry 

1999–

2000 

Geology/earth/ 

space science 

Geology/earth science/ 

space science 

Geology/earth 

science/space science 

Geology/earth science Geology/earth 

science/space science 

1993–

1994 

Geology/earth/ 

space science 

Geology/Earth science/ 

Space Science 

Geology/earth science/ 

space science 

Geology/earth science Geology/Earth 

science/Space Science 

1990–

1991 

Geology/earth/ 

space science 

Geology/Earth science/ 

Space Science 

Geology/earth science/ 

space science 

Geology/earth science Geology/Earth 

science/Space Science 

1987–

1988 

Geology/earth/ 

space science 

Earth/science/geology Earth/space science Geology/earth science Earth science/geology 

1999–

2000 

Physics Physics Physics Any of: 

Physics 

Engineering 

Physics 

1993–

1994 

Physics Physics Physics Any of: 

Physics 

Engineering 

Physics 

1990–

1991 

Physics Physics Physics Any of: 

Physics 

Engineering 

Physics 

1987–

1988 

Physics Physics Physics Any of: 

 Physics 

 Engineering 

Physics 

1999–

2000 

Social science Social studies or social 

science [including 

history] 

Any of: 

Social studies 

Civics 

Economics 

Geography 

History 

Political 

science/government 

Psychology 

Sociology/social 

organization 

World civilization 

Other social science 

Any of: 

Social studies/social 

science education 

American Indian/North 

American studies 

Public administration or 

service 

Other area or ethnic 

studies 

Economics 

History 

Political science and 

government, Psychology 

Sociology 

Other social sciences 

Social studies or social 

science (including history)

* Indicates areas in which assignment/subject matter must match directly with major/minor and certification as shown. 
Appendix A 

30 

Table A–1.—Matches of teacher assignments, fields of major/minor study, and areas of certification, selected years, 1987–88 to 1999–2000—Continued 

Year 

Nominal 

subject area Main assignment Course subject matter Major/minor field Certification area

1993–

1994 

Social science Social studies/Social 

science (including 

history)

Any of: 

Social studies 

History 

World civilization 

Political 

science/government 

Geography 

Economics 

Civics 

Sociology/social 

organization 

Other social science 

Psychology 

Any of: 

Psychology 

Public affairs and services 

Social studies/social 

sciences education 

Economics 

History 

Political science and 

government 

Sociology 

Other social sciences 

American Indian studies 

(Native American) 

Other area and ethnic 

studies 

Social studies/Social 

science (including history)

1990–

1991 

Social science Social studies/Social 

science (including 

history)

Any of: 

Social studies 

History 

World civilization 

Political 

science/government 

Geography 

Economics 

Civics 

Sociology/social 

organization 

Other social science 

Psychology 

Any of: 

Psychology 

Public affairs and services 

Social studies/social 

sciences education 

Economics 

History 

Political science and 

government 

Sociology 

Other social sciences 

American Indian studies 

(Native American) 

Other area and ethnic 

studies 

Social studies/Social 

science (including history)

1987–

1988 

Social science Social studies/social 

science

Any of:

Social studies 

History 

World civilization 

Political 

science/government 

Geography 

Economics 

Civics 

Sociology/social 

organization 

Other social sciences 

Any of 

Area and ethnic studies 

Psychology 

Public affairs and services 

Economics 

History 

Political science and 

government 

Sociology 

Other social sciences 

Social studies/social 

sciences education 

Any of: 

Social studies/social 

science 

1999–

2000 

History Not applicable Any of: 

History 

World civilization 

History Social studies/Social 

science 

1993–

1994 

History Not applicable Any of:

History 

World civilization 

History Social studies/Social 

science (including history)

* Indicates areas in which assignment/subject matter must match directly with major/minor and certification as shown. 
Appendix A 

31 

Table A–1.—Matches of teacher assignments, fields of major/minor study, and areas of certification, selected years, 1987–88 to 1999–2000—Continued 

Year 

Nominal 

subject area Main assignment Course subject matter Major/minor field Certification area

1990–

1991 

History Not applicable Any of: 

History 

World civilization 

History Social studies/Social 

science (including history)

1987–

1988 

History Not applicable Not applicable History Not applicable 

1999–

2000 

Elementary 

education 

Any of: 

Kindergarten 

Elementary 

Any of : 

Kindergarten 

Elementary 

Any of: 

Kindergarten, or 

Elementary education 

Any of: 

Kindergarten 

Elementary 

1993–

1994 

Elementary 

education 

General elementary Any of : 

Elementary education 

Elementary education General elementary 

1990–

1991 

Elementary 

education 

General elementary Any of :

Elementary education 

Elementary education General elementary 

1987–

1988 

Elementary 

education 

General elementary Any of :

Elementary education 

Elementary education General elementary 

1999–

2000 

Bilingual 

Education/English 

as a Second 

Language 

Any of: 

Bilingual education 

English as a Second 

Language 

English as a Second 

Language 

Any of: 

Bilingual education 

English as a Second 

Language 

Any of: 

Bilingual education 

English as a Second 

Language 

1993–

1994 

Bilingual 

Education/English 

as a Second 

Language 

Any of: 

Bilingual education 

English as a Second 

Language

English as a Second 

Language 

Any of: 

Bilingual education 

English as a Second 

Language 

Any of: 

Bilingual education 

English as a Second 

Language 

1990–

1991 

Bilingual 

Education/English 

as a Second 

Language 

Any of: 

Bilingual education 

English as a Second 

Language

English as a Second 

Language 

Any of: 

Bilingual education 

English as a Second 

Language 

Any of: 

Bilingual education 

English as a Second 

Language 

1987–

1988 

Bilingual 

Education/English 

as a Second 

Language 

Any of: 

Bilingual education 

English as a Second 

Language

English as a Second 

Language 

Any of: 

Bilingual education 

English as a Second 

Language 

Any of: 

Bilingual education 

English as a Second 

Language 

* Indicates areas in which assignment/subject matter must match directly with major/minor and certification as shown. 
Appendix A 

32 

Table A–1.—Matches of teacher assignments, fields of major/minor study, and areas of certification, selected years, 1987–88 to 1999–2000—Continued

Year 

Nominal 

subject area Main assignment Course subject matter Major/minor field Certification area

1999–

2000 

Arts and 

Music* 

Art Arts and crafts Any of: 

Art, fine and applied 

Art education 

Art

Drama/theatre Not applicable Drama or theatre Drama/theatre

Not applicable Drama/theatre/dance Drama or theatre Any of: 

Dance 

Drama/theatre

Music Any of : 

Chorus 

Band 

Music 

Any of: 

Music 

Music education 

Music

Not applicable Filmmaking and 

photography 

Any of: 

Art, fine and applied, 

Art education 

Not applicable 

Art Arts and crafts Any of: 

Art, fine and applied 

Art education 

1993– Art 

1994 

Arts and 

Music* 

Drama/theater Drama/theater/dance Any of: 

Art education 

Drama, theater 

Drama/theater 

Music Any of : 

Chorus 

Band 

Music 

Any of: 

Music 

Music education 

Music 

Filmmaking/photography Any of: 

Art, fine and applied 

Art education

Art Arts and crafts Any of: 

Art, fine and applied 

Art education 

1990– Art 

1991 

Arts and 

Music* 

Drama/theater Drama/theater/dance Any of: 

Art education 

Drama, theater 

Drama/theater 

Music Any of : 

Chorus 

Band 

Music 

Any of: 

Music 

Music education 

Music 

Filmmaking/photography Any of: 

Art, fine and applied 

Art education

* Indicates areas in which assignment/subject matter must match directly with major/minor and certification as shown. 
Appendix A 

33 

Table A–1.—Matches of teacher assignments, fields of major/minor study, and areas of certification, selected years, 1987–88 to 1999–2000—Continued 

Year 

Nominal 

subject area Main assignment Course subject matter Major/minor field Certification area

Art Arts and crafts Any of: 

Fine and applied arts 

Art education 

1987– Art 

1988 

Arts and 

Music* 

Music Any of : 

Chorus 

Band 

Music 

Music education Music 

 Filmmaking/photography Any of: 

Fine and applied arts 

Art education 

 Drama/theater/dance Art education 

1999–

2000 

Special 

education 

Any of: 

Special education, 

general 

Autism 

Deaf and hard-of-hearing 

Developmentally 

delayed 

Early childhood special 

education 

Emotionally disturbed or 

behavior disorders 

Learning disabilities 

Mentally retarded 

Mildly or moderately 

disabled 

Orthopedically impaired 

Severely/profoundly 

disabled 

Speech/language 

impaired 

Traumatically braininjured 

Visually impaired 

Other special education 

Not Applicable Any of:

Special education, general 

Autism 

Deaf and hard-of-hearing 

Developmentally delayed 

Early childhood special 

education 

Emotionally disturbed or 

behavior disorders 

Learning disabilities 

Mentally retarded 

Mildly or moderately 

disabled 

Orthopedically impaired 

Severely or profoundly 

disabled 

Speech or language 

impaired 

Traumatically brain 

injured 

Visually impaired 

Other special education 

Any of:

Special education, general 

Autism 

Deaf and hard-of-hearing 

Developmentally delayed 

Early childhood special 

education 

Emotionally disturbed or 

behavior disorders 

Learning disabilities 

Mentally retarded 

Mildly or moderately 

disabled 

Orthopedically impaired 

Severely or profoundly 

disabled 

Speech or language 

impaired 

Traumatically brain 

injured 

Visually impaired 

Other special education 

* Indicates areas in which assignment/subject matter must match directly with major/minor and certification as shown. 
Appendix A 

34 

Table A–1.—Matches of teacher assignments, fields of major/minor study, and areas of certification, selected years, 1987–88 to 1999–2000—Continued 

Year 

Nominal 

subject area Main assignment Course subject matter Major/minor field Certification area

1993–

1994 

Special 

education 

Any of:

Special education, 

general 

Emotionally disturbed 

Mentally retarded 

Speech/language 

impaired 

Deaf and hard-of-hearing 

Visually handicapped 

Orthopedically impaired 

Mildly handicapped 

Severely handicapped 

Specific learning 

disabilities 

Other special education

Not Applicable Any of: 

Special education, general 

Emotionally disturbed 

Mentally retarded 

Speech/language impaired

Deaf and hard-of-hearing 

Visually handicapped 

Orthopedically impaired 

Mildly handicapped 

Severely handicapped 

Specific learning 

disabilities 

Other special education 

Any of: 

Special education, general 

Emotionally disturbed 

Mentally retarded 

Speech/language impaired

Deaf and hard-of-hearing 

Visually handicapped 

Orthopedically impaired 

Mildly handicapped 

Severely handicapped 

Specific learning 

disabilities 

Other special education 

1990–

1991 

Special 

education 

Any of:

Special education, 

general 

Emotionally disturbed 

Mentally retarded 

Speech/language 

impaired 

Deaf and hard-of-hearing 

Visually handicapped 

Orthopedically impaired 

Mildly handicapped 

Severely handicapped 

Specific learning 

disabilities 

Other special education

Not Applicable Any of: 

Special education, general 

Emotionally disturbed 

Mentally retarded 

Speech/language impaired

Deaf and hard-of-hearing 

Visually handicapped 

Orthopedically impaired 

Mildly handicapped 

Severely handicapped 

Specific learning 

disabilities 

Other special education 

Any of: 

Special education, general 

Emotionally disturbed 

Mentally retarded 

Speech/language impaired

Deaf and hard-of-hearing 

Visually handicapped 

Orthopedically impaired 

Mildly handicapped 

Severely handicapped 

Specific learning 

disabilities 

Other special education 

1987–

1988 

Special 

education 

Any of: 

Mentally retarded 

Emotionally disturbed 

Learning disabled 

Speech and hearing 

impaired 

Other special education

Not Applicable Any of: 

Special education, general 

Education of the 

emotionally disturbed 

Education of the mentally 

retarded 

Education of the 

speech/hearing/vision 

impaired 

Special learning 

disabilities 

Other special education 

Any of: 

Mentally retarded 

Emotionally disturbed 

Learning disabled 

Speech and hearing 

impaired 

Other special education 

1999–

2000 

Physical 

education/health 

education 

Any of: 

Physical education 

Health education 

Any of: 

Physical education 

Health education 

Any of:

Physical education 

Health education 

Any of:

Physical education 

Health education 

1993–

1994 

Physical 

education/health 

education 

Any of : 

Physical education, 

health education

Any of:

Health 

Physical education 

Any of: 

Physical education/health 

education 

Any of: 

Physical education, health 

education 

* Indicates areas in which assignment/subject matter must match directly with major/minor and certification as shown. 
Appendix A 

35 

Table A–1.—Matches of teacher assignments, fields of major/minor study, and areas of certification, selected years, 1987–88 to 1999–2000—Continued 

Year 

Nominal 

subject area Main assignment Course subject matter Major/minor field Certification area

1990–

1991 

Physical 

education/health 

education 

Any of : 

Physical education, 

health education

Any of:

Health 

Physical education 

Any of: 

Physical education/health 

education 

Any of:

Physical education, health 

education 

1987–

1988 

Physical 

education/health 

education 

Any of : 

Health, physical 

education

Any of:

Health 

Physical education 

Any of: 

Physical education/health 

education 

Any of: 

Health, physical education

1999–

2000 

Physical 

education 

Physical education Physical education Physical education Physical education 

1993–

1994 

Physical 

education 

Not applicable Not applicable Not applicable Not applicable 

1990–

1991 

Physical education Not applicable Not applicable Not applicable Not applicable 

1987–

1988 

Physical education Not applicable Not applicable Not applicable Not applicable 

1999–

2000 

Health education Health education Health education Health education Health education 

1993–

1994 

Health education Not applicable Not applicable Not applicable Not applicable 

1990–

1991 

Health education Not applicable Not applicable Not applicable Not applicable 

1987–

1988 

Health education Not applicable Not applicable Not applicable Not applicable 

* Indicates areas in which assignment/subject matter must match directly with major/minor and certification as shown. 

III. Teachers in Varying Classroom Settings 

The SASS asked teachers different questions regarding their teaching assignments 

based on the kind of classroom setting to which they were assigned. Teachers who reported 

they taught subject matter courses to several classes of different students (e.g., departmentalized or elementary enrichment teachers) were asked to list each class they taught and report the 

number of students enrolled in each class. Teachers who reported that they taught a single 

group of students all or most of the day (self-contained classroom teachers) or team taught or 

provided instruction to students released or “pulled-out” from their regular classes (e.g., special 

education or reading teachers) were not asked to list all the classes they taught. They were 

asked to report the number of students in their one class or the average number of students in 

the classes they taught. 

As a result, the data available differed across the teachers of varying classroom settings. 

The following is a set of implications for the tables: 
Appendix A 

36 

1. The Measure 1 (main assignment) tables are unaffected, since every teacher provides information about their main teaching assignment. 

2. The Measure 2 (each subject area) tables, teachers who reported they were self-contained 

classroom, team, or pull-out teachers were listed as having taught at least one class in 

their main assignment. These teachers were not asked to list classes they taught and so it 

is assumed they taught in their main assignment. 

3. On Measures 2–4, teachers who reported they were self-contained classroom, team, or 

pull-out teachers and who said they were bilingual education or ESL teachers were listed 

as having taught at least one class of ESL because bilingual education was not listed as a 

subject matter code. 

4. The Measure 3 (percent of classes) tables represent only teachers in departmentalized and 

elementary enrichment classes, since only these types of teachers provided information 

about each class they taught. Self-contained classroom, team and pull-out classroom 

teachers were not asked to describe individual classes, therefore they were not included in 

the analysis. 

5. Because the vast majority of elementary level teachers are self-contained classroom, 

team, or pull-out teachers, it made little sense to report Measure 3 for the elementary 

level. This table is not included in the report. 

6. The Measure 4 (percent of students) tables represent only students in departmentalized, 

elementary enrichment, and self-contained classroom settings. Team, pull-out, and selfcontained classroom teachers were asked to report either the number of students in their 

one class or the average number of students in their multiple classes. Since team and pullout teachers often teach multiple classes, these teachers did not report data suitable for 

charting the total number of students taught in-field or out-of-field. 

7. The Measure 2–4 tables do not include estimates for special education teachers. Special 

education was not offered on the list of potential subject matter areas for classes teachers 

taught. Therefore, departmentalized and elementary enrichment teachers who taught special education were asked to report as a subject area the subject area in which they pro-
Appendix A 

37 

vided special education instruction. Therefore, it did not make sense to include estimates 

for special education teachers on the measures using the class subject area assignments. 

IV. Teacher Grade Levels 

Teachers were assigned to the elementary, middle, or secondary level based on the 

grades they reported teaching. Assignments were made to be consistent with the assignment of 

schools to elementary, middle, and secondary levels in the NCES report In the Middle: Characteristics of Public Schools with a Focus on Middle Schools (Alt, Choy, and Hammer 2000). 

Thus, in classifying schools, the elementary grades include K–4; the middle grades include 5–

8; and secondary grades include 9–12. 

Some teachers teach multiple grades, including grades that cross the elementary, middle, and secondary divisions. Teachers were placed into one of the three levels using information about teachers’ main assignments and the range of grades they taught. Thus, teachers who 

taught any grades 10 or higher or who taught grade 9 only were assigned to the secondary 

level; these teachers were in a secondary context, even if they taught some classes at a lower 

level. Teachers who taught only grades K–4 and 5–8 (including grade 9 teachers also teaching 

some combination of grades 5–8) were assigned to elementary and middle levels, respectively. 

If teachers taught in both the elementary and middle grade levels, they were assigned to a level 

based on their main assignment. Teachers with a main assignment as an elementary education 

teacher or a special education teacher with assignments in any of grades K–9 (including 5–9 

only) were assigned to the elementary level, because their assignment indicated a context more 

in keeping with the elementary level. All other teachers who taught in both elementary and 

middle settings were assigned to the middle level. 

V. Out-of-Field Teaching in the Elementary Grades 

At the elementary level, general elementary education teachers require considerable training to perform their jobs effectively. Indeed, increased public attention on early literacy skills of 

children has placed a premium on the quality of instruction in the earliest grades. A large and 

growing body of research on learning how to read has documented the complicated process of 

learning to read and how instructional processes influence that process (National Reading Panel 

2000; Snow, Burns and Griffin, 1999). Furthermore, children develop rapidly in the early grades 
Appendix A 

38 

of school in terms of cognitive and social processes. Finally, the increasing diversity, particularly 

language diversity, of students entering elementary schools places additional demands on elementary level teachers (Stodolsky and Grossman 2001).17

The majority of public school teachers in the elementary grades reported elementary education as their main assignment field (80 percent). Over the 13-year period from 1987-88 to 

1999-2000, between 25 and 30 percent of the public school elementary level teachers who reported elementary education as their main assignment did not have a postsecondary major and 

certification in elementary education (table B–1). The second largest group of public school elementary level teachers is those who reported special education as their main assignment field.

Between 25 and 35 percent of the public school elementary teachers who reported special education as their main assignment field did not report a major and certification in special education. 

Far fewer public school elementary level teachers reported main assignments in English, English as a Second Language (ESL) or bilingual education, arts and music, or physical 

education—fewer than 5 percent in each of these fields each year. In 1999–2000, 72 percent of 

the public school elementary level teachers reporting a main assignment of English did not 

have a major and certification in English, and 62 percent of the teachers who reported 

ESL/bilingual education as a main assignment field did not have a major and certification in 

ESL/bilingual education. About 30 percent of the elementary teachers who reported arts and 

music or physical education/health education as their main assignment field did not report a 

major and certification in the field reported. 

Only 2 to 3 percent of the teachers who reported elementary education as their main assignment field did not hold a major, minor, or certification in elementary education. In 1999–

2000, some 10 percent of the elementary grade teachers who reported ESL/bilingual education 

and 12 percent of the elementary grade teachers who reported English as their main assignment 

fields did not have a major, minor, or certification in those fields. In addition, between 4 and 7 

percent of the elementary teachers with main assignments in special education, arts and music, 

and physical education/health education did not have a major, minor, or certification in the 

field reported. 

 

17The available data for elementary level students and their teachers only support estimates for main assignment field. These data 

are summarized in appendix B. 
Appendix A 

39 

VI. Overview of the Schools and Staffing Survey (SASS) 

The Schools and Staffing Survey (SASS) is an integrated set of surveys sponsored by 

the National Center for Education Statistics (NCES). SASS is sent to approximately 11,015 

public and public charter schools nationwide, as well as to about 3,500 private schools and 124 

BIA-sponsored schools, and provides information about teachers and administrators and the 

general condition of America's elementary, middle, and secondary schools. NCES initiated 

SASS in the mid-1980s in response to the need for information about critical aspects of teacher 

supply and demand, the qualifications and working conditions of teacher and principals, and the 

basic conditions in schools as workplaces and learning environments. SASS has been conducted 

four times: in school years 1987–88, 1990–91, 1993–94, and in 1999–2000 by the U.S. Census 

Bureau. For each administration of SASS, NCES has reviewed the content to expand, retain, or 

delete topics covered in the previous administration. In this way, the survey's capability for 

trend analysis is maintained, and new topics are added to address current concerns. 

This report uses data from the public school teacher and public charter school teacher 

components. Since the teachers are sampled within the sampled schools, the technical notes 

will focus on the relevant school and teacher components of the survey. A more extensive description of SASS can be found in Gruber et al. (2002). 

The 1999-2000 SASS Teacher Questionnaires were used to collect data from teachers 

regarding their education and training, teaching assignments, teaching experience, certification, 

teaching workload, perceptions and attitudes about teaching, job mobility, and workplace conditions. This information permits analyses of how these factors affect movement into and out 

of the teaching profession. 

Copies of the full set of 1999–2000 SASS questionnaires may be obtained from the 

Schools and Staffing Survey home page on the World Wide Web at http://nces.ed.gov/surveys/sass

or by writing to: 

Schools and Staffing Survey Questionnaires 

National Center for Education Statistics 

1990 K Street, NW #9013 

Washington, DC 20006-5651 
Appendix A 

40 

VII. Target Populations and Estimates for 1999–2000 SASS 

Target Populations 

The 1999–2000 SASS included a nationally representative sample of public schools 

and a universe collection of all public charter schools with students in any of grades 1–12 and 

in operation in school year 1999–2000.18 The 1999–2000 SASS administration also included 

nationally representative samples of teachers in the selected public and public charter schools 

who taught students in grades K–12 in school year 1999–2000. 

Estimates 

SASS was designed to support estimates both at the state and national level for the public sector. The teacher survey was designed to support comparisons between new and experienced teachers. Comparisons between teachers who teach students with limited-English proficiency and those who do not are possible at the national level. Comparisons by race or subject 

can also be made at the national level. State-level and state-by-school-level comparisons can be 

made for public school teachers.19

VIII. Sample Design and Implementation 

Sampling Frames 

1. Public Schools 

The public school sampling frame was based on the 1997–98 school year Common Core of 

Data (CCD), a file of information collected annually by NCES from all state education agencies and believed to be the most complete public school listing available at the time of sample 

selection. The frame includes regular public schools and special purpose schools such as special education, vocational, and alternative schools. The frame was enhanced with a list of 

schools operated by the Department of Defense. After the deletion of duplicate schools, 

schools outside of the United States, and schools that only teach prekindergarten, kindergarten, 

 

18Public schools not in existence in school year 1997–98 and not opening as a result of a split with an existing school are not 

included. Public charter schools must have been open in school year 1998–99 and still open in school year 1999–2000 to be included. 

19See Gruber et al. (2002) for more detail about what types of estimates are supported by the sample design. 
Appendix A 

41 

or postsecondary students, there were a total of 88,266 schools remaining on the public school 

frame. 

2. Public Charter Schools 

The frame for public charter schools was based on the listing of schools compiled by RPP 

International for the U.S. Department of Education’s Office of Educational Research and Improvement (OERI) as described in The State of Charter Schools 2000 (2000). The OERI list 

included public charter schools open during the 1998-99 school year; there were 1,122 schools 

on the public charter school frame. Public charter schools on this list were required to still be 

open as a public charter school during the 1999–2000 school year. One hundred twelve schools 

on the sampling frame failed to meet these criteria, resulting in 1,010 in-scope public charter 

schools. 

An independent verification of charter school information was provided by the National 

Charter School Directory 2000, Sixth Edition (Dale 2000). Census personnel used this resource 

to verify the eligibility status of specific public charter schools. 

Sample Selection Procedures 

Schools are the primary sampling unit in SASS. Public schools were selected to be representative at the national and state levels. The entire universe of public charter schools open 

during the 1998–99 school year and still open in school year 1999–2000 were included in the 

survey. More detail is available in Cole et al. (forthcoming). 

Each selected school was asked to provide a list of their teachers and teacher assignment. These lists made up the teacher sampling frame. Seven percent of public schools and 9 

percent of public charter schools did not provide teacher lists. See the forthcoming report concerning the sample design and estimation procedures used in the 1999–2000 SASS (Cole et 

al.). 

Sample Sizes 

There were 51,811 in-scope public school teachers in the sample and 42,086 completed 

public school teacher interviews. In addition, there are 3,617 in-scope public charter school 

teachers with 2,847 completed interviews. The number of interviews is the number of in-scope 

(eligible) cases minus the eligible noninterview cases. The noninterview cases include eligible 
Appendix A 

42 

cases that refused or returned questionnaires with too little valid data to be considered complete interviews for the survey. 

IX. Data Collection Procedures 

Data collection for 1999–2000 SASS took place during the 1999–2000 school year. 

Each component began with a mail-out phase. This was followed by a second mailing, and additional nonresponse follow-up conducted by telephone from centralized telephone centers. 

Remaining nonrespondents were assigned to field staff, who obtained interviews by phone or 

personal visit. More details about data collection procedures can be found in the forthcoming 

Data File User’s Manual (Tourkin et al.). 

X. Response Rates 

Survey Response Rates 

Weighted survey response rates were computed separately for teachers in public charter 

schools and all other public schools. The response rates are useful as an indication of possible 

nonresponse bias. 

The weighted response rates were derived by dividing the number of interview cases 

weighted by the basic weight by the total number of eligible cases weighted by the basic 

weights. The basic weight for each sample case is the inverse of the probability of selection. 

The Teacher Questionnaire response rates are the percentage of teachers responding in 

schools that returned teacher lists for sampling. The weighted teacher response rates are: 83.2 

percent for teachers in public schools and 78.6 percent for teachers in public charter schools. In 

addition, about 8 percent of public schools and 9 percent of public charter schools did not return teacher lists (these are weighted teacher list return rates). The actual overall weighted response rate is calculated by multiplying together the weighted teacher list return rate and the 

weighted teacher questionnaire response rate. 

The overall teacher weighted response rates are: 

Public teacher: .922 x .832 = .767 x 100 = 76.7% overall response rate 

Public charter teacher: .913 x .786 = .718 x 100 = 71.8% overall response rate 
Appendix A 

43 

Item Response Rates 

The unweighted item response rates are the number of sample cases responding to an 

item divided by the number of sample cases eligible to answer the item. The item response 

rates for teachers’ main assignment fields, postsecondary majors and minors, and fields of certification were on the order of 90.5 percent or above. When teachers were asked to provide 

data on each class taught, the response rates for teachers who reported 7 or fewer classes were 

82.0 percent or above. However, a small percentage of the teachers (2.5 percent) reported that 

they taught more than 7 classes, but provided incomplete data on these classes. All legitimate 

missing items were imputed.

XI. Imputation Procedures 

For questionnaire items that should have been answered but were not, values were imputed by (1) using data from other items on the questionnaire; (2) extracting data from a related 

component of the Schools and Staffing Survey (for example, using data from a school record to 

impute missing values on that school's library questionnaire); (3) imputing data from the Office 

of Educational Research and Improvement (OERI) charter school list and the National Charter 

School Directory (NCSD) for public charter schools only; (4) extracting data from the sample 

frame file (information about the sample case from other sources; for example, the Private 

School Survey or the Common Core of Data, collected in the 1997–98 school year); and (5) 

extracting data from a respondent with similar characteristics, using a sequential hot-deck imputation procedure. See Brick and Kalton (1996) and Kalton and Kasprzyk (1986) for a general 

discussion of imputation procedures. The characteristics of the donors (i.e., respondents), 

which determined from which case a value would be copied, vary by item/variable. 

For some incomplete items, the entry from another part of the questionnaire, or the data 

record for a similar case was directly imputed to complete the item. For others, the entry was 

used as part of an adjustment factor with other data on the incomplete record. The source and 

method for imputation are identified in the data file by the "imputation flag" variable. 
Appendix A 

44 

XII. Weighting 

Weighting of the sample units from the public sector was carried out to produce national and state estimates for public school teachers. Public charter school teachers were 

weighted to produce national and regional estimates. 

Each component of SASS is weighted separately. Each weighting procedure consists of 

several general stages of the estimation process: 

• Basic Weight—is the inverse of the probability of selection of the sample unit. 

• Sampling Adjustment Factor—adjusts for any alteration in the sampling unit’s probability of selection. For example, a sample school may have merged with another or a sample 

teacher may have been selected as a result of subsampling for nonresponse follow-up. 

• Noninterview Adjustment Factors—adjusts the weights of interviewed cases to account 

for sample cases eligible for interview but not interviewed. 

• First Stage Ratio Adjustment Factor—controls the sample estimates to the sampling 

frame totals thereby making up for deficiencies in the sample selected. 

• Teacher Adjustment Factor—applies to teacher files and controls the teacher counts from 

the teacher files to the teacher counts from the school files. This is done to improve the 

consistency in SASS estimates between files. 

For more information on the weighting methodology, see the 1999–2000 SASS Sample 

Design and Estimation report (Cole et al. forthcoming). 

XIII. Reliability 

SASS estimates provided in this report are based on samples. The sample estimates 

may differ somewhat from the values obtained from administering a complete census using the 

same questionnaire, instructions, and enumerators. The difference occurs because a sample 

survey estimate is subject to two types of errors: nonsampling and sampling. Estimates of the 

magnitude of the SASS sampling error can be derived or calculated, but not of nonsampling er-
Appendix A 

45 

ror. This section describes SASS nonsampling error sources, followed by a discussion of sampling error, its estimation, and its use in data analysis.20 

Nonsampling Variability 

Nonsampling errors are attributed to many sources, including, for example, an inability 

to obtain information about all cases in the sample,21 definitional difficulties, differences in the 

interpretation of questions, an inability or unwillingness on the part of the respondents to provide correct information, an inability to recall information, poorly worded or vague questions 

(Salvucci et al. 1997), errors made in collection (e.g., recording or coding the data), errors 

made in processing the data, errors made in estimating values for missing data, and undercoverage.22 

Quality control and edit procedures were used to reduce errors made by respondents, 

coders, and interviewers. More detailed discussion of the existence and control of nonsampling 

errors in the SASS can be found in the Quality Profile for SASS Rounds 1–3: 1987-1995 (Kalton et al. 2000).

Sampling Variability 

Standard errors indicate the magnitude of the sampling error. They also partially measure the effect of some nonsampling errors in response and enumeration, but do not measure 

any systematic biases in the data. The standard errors mostly measure the variations that occurred by chance because a sample was surveyed rather than the entire population. 

 

20For a discussion of all types of errors in SASS, see Jabine T. (1994). A Quality Profile for SASS: Aspects of the Quality of Data 

in the Schools and Staffing Surveys (NCES 94–340). U.S. Department of Education, National Center for Education Statistics. 

Washington, DC: U.S. Government Printing Office. Also see Kalton et al. (2000). Quality Profile for SASS Rounds 1–3: 1987–

1995 (NCES 2000–308). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. 

21For discussion of nonresponse in the previous administrations of SASS, see Monaco, D. et al. (1998). An Analysis of Total Nonresponse in the 1993–94 Schools and Staffing Survey (NCES 98–243). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Also see Scheuren et al. (1996). An Exploratory Analysis of 

Response Rates in the 1990–91 Schools and Staffing Survey (SASS) (NCES 96–338). U.S. Department of Education, National 

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

22Undercoverage for the public school sampling frame is described in Hammon, T. (2001). “Evaluating the Coverage of the U.S. 

National Center for Education Statistics Public Elementary/Secondary School Frame.” Proceedings of the Second International 

Conference on Establishment Surveys. American Statistical Association, Alexandria, VA, 79–88. Also see Lee, H., Burke, J., and 

Rust, K. (2001). “Evaluating the Coverage of the U.S. National Center for Education Statistics Public and Private School Frame 

Using Data from the National Assessment of Educational Progress.” Proceedings of the Second International Conference on 

Establishment Surveys. American Statistical Association, Alexandria, VA, 89–98. 
Appendix A 

46 

The sample estimate and its standard error enable one to construct confidence intervals, 

ranges that would include the average result of all possible samples with a known probability. 

For example, if all possible samples were selected and surveyed under essentially the same 

conditions and with the same sample design, and if estimates and their standard errors were 

calculated from each sample, then 

• Approximately 90 percent of the intervals from 1.645 standard errors below the estimate 

to 1.645 standard errors above the estimate would include the average result of all possible samples. 

• Approximately 95 percent of the intervals from 1.960 standard errors below the estimate 

to 1.960 standard errors above the estimate would include the average result of all possible samples.

The average estimate derived from all possible samples is or is not contained in any 

particular computed interval. However, for a particular sample, one can say with the specified 

confidence that the confidence interval includes the average estimate derived from all possible 

samples. 

Standard errors were estimated using a bootstrap variance procedure which incorporates the design features of the complex survey sample design (Kaufman 1998). Information 

about variance estimation software for complex sample surveys can be obtained from 

http://www.fas.harvard.edu/~stats/survey~soft/survey~soft.html. 

XIV. Methodology and Procedures for SASS prior to 1999–2000 

Inclusion/Exclusion of Charter Schools 

The Schools and Staffing Survey sampling frame prior to the 1999–2000 data collection did not specifically include or exclude charter schools. For the 1987–88, 1990–91, and 

1993–94 SASS, the sampling frame for public schools was from the Common Core of Data file 

2 years before SASS was fielded. If any charter schools were reported to the CCD, they were 

not identified as such and therefore, the target population cannot be defined as including or excluding charter schools prior to 1999–2000. 
Appendix A 

47 

Sample Sizes and Response Rates for Public Schools and Public School Teachers 

Weighted response rates are defined as the number of in-scope responding questionnaires divided by the number of in-scope sample cases, using the basic weight (the inverse of 

the probability of selection) of the record. 

Component and Year Sample Size Wtd. Response Rate Overall 

Public School, 1987–88 9,317 91.9% — 

Public Teacher, 1987–88 56,242 86.4% N/A23

Public School, 1990–91 9,687 95.3% — 

Public Teacher, 1990–91 56,051 90.3% 85.9% 

Public School, 1993–94 9,532 92.3% — 

Public Teacher, 1993–94 53,003 88.2% 83.8% 

For more information about the methodology and procedures of the SASS surveys before 1999-2000, visit the SASS web site (http://nces.ed.gov/sass), see “Methods and Procedures.” 

Also, the technical documentation of the survey procedures and methodology are presented in each year’s Data File User’s Manual, Volume I (U.S. Department of Education 1991 

for the 1987-88 data; Gruber et al. 1994 for the 1990-91 data; Gruber et al. 1996 for the 1993–

94 data). 

XV. Cautions Concerning Change Estimates 

Care must be taken in estimating change over time in a SASS data element, because 

some of the measured change may not be attributable to a change in the educational system. 

Some of the change may be due to changes in the sampling frame, to a questionnaire item 

wording, or to other changes detailed in Cole et al. (forthcoming). 

There were several changes that might impact the data used in this report. For example, 

there were revisions to the questionnaires: questions were reworded based on the results of 

cognitive testing and the order of questions on the questionnaires was changed. The sampling 

frame has changed somewhat over time. In particular, the introduction of public charter 

 

23The teacher list response rates for 1987-88 are not recorded in any of the data file documentation and are unknown. 
Appendix A 

48 

schools into the educational system has affected estimates of noncharter public schools as well 

as public schools overall. And finally, some definitions and concepts have changed over time. 

XVI. Definitions 

The following survey terms are defined as they apply to SASS. 

Certification. A license or certificate awarded by the state to teach in a public school. 

Charter school. (See public charter school) 

Departmentalized instruction. The SASS teacher questionnaires define teachers in departmentalized instruction as teachers who teach subject matter courses (e.g., biology, history, 

keyboarding) to several classes of different students all or most of the day. 

English/language arts. English/language arts teachers include all teachers who teach at least 

one class in literature, composition/journalism/creative writing, reading, or other English/language courses. 

Elementary grades teachers. The elementary grades, K–4, include those teaching in these 

grades exclusively, and those who teach some combination of grades K–9 with a main assignment field of elementary education or special education and do not teach any grades higher 

than 9. 

Full standard state certification in field to be taught. This term is not defined in the SASS questionnaires. A general definition is a license or certificate awarded by the state to teach a specific 

field or subject area in that state. The certificate is a regular or standard state certificate or advanced 

professional certificate; it does not include provisional, temporary, or emergency certificates. 

High school grades teachers. The high school grades, 9–12, include those teaching grade 9 

only and those teaching any grades 10 or higher. 

Limited-English Proficiency. The SASS school questionnaires define Limited-English proficient 

(LEP) students as students whose native or dominant language is other than English and whose difficulties in speaking, reading, writing, or understanding the English language are sufficient to deny 

them the opportunity to learn successfully in an English-speaking-only classroom. 

Main assignment field. The field in which the teacher teaches the most classes, as indicated 

by the teacher. 
Appendix A 

49 

Major or minor. A field of study in which an individual has taken substantial academic 

coursework, implying that the individual has substantial knowledge of the academic discipline 

or subject area. 

Mathematics. Mathematics teachers include all teachers who teach at least one class in elementary algebra, intermediate algebra, advanced algebra, analytic geometry, basic and general 

mathematics, business and applied math, calculus, geometry, integrated math, pre-algebra, precalculus, statistics and probability, trigonometry, or other math course. 

Median. The midpoint of the data, or where precisely 50 percent of the values lie above it, and 

50 percent lie below it. 

Middle grades teachers. The middle grades, generally 5–8, include those teaching some combination of grades K–9 and having a main assignment field other than elementary education or 

special education and not teaching any grades higher than 9. 

Public charter school. A public charter school is a public school that, in accordance with an 

enabling state statute, has been granted a charter exempting it from selected state or local rules 

and regulations. A public charter school may be a newly created school or it may previously 

have been a public or private school. It includes schools open for instruction as a public charter 

school open during the 1998–99 school year and still open in the 1999–2000 school year. 

Public school. A public school is defined as an institution that provides educational services for 

at least one of grades 1–12 (or comparable ungraded levels), has one or more teachers to give instruction, is located in one or more buildings, receives public funds as primary support and is operated by an education or chartering agency. Schools in juvenile detention centers and schools 

located on military bases and operated by the Department of Defense are included. They also include Bureau of Indian Affairs-funded schools operated by local public school districts. 

Science. Science teachers include all teachers who teach at least one class in biology or life 

science, chemistry, integrated science, geology/earth science/space science, physics, other 

physical science, or other natural science course. 

Self-contained classes. The SASS teacher questionnaires define teachers in self-contained classes 

as teachers who teach multiple subjects to the same class of students all or most of the day. 
Appendix A 

50 

Social studies. Social studies teachers include all teachers who teach at least one class of social 

studies, civics, economics, geography, history, political science/government, psychology, sociology/social organization, world civilization, or other social science course. 

State approved teacher preparation program. The SASS questionnaires do not provide a 

definition. A general definition is a program of activities and experiences, developed by a 

higher education institution and approved by the state, to help qualify a person to assume the 

responsibilities of a member of the education profession. 

Teacher. A teacher is defined as a full-time or part-time teacher who teaches any regularly 

scheduled classes in any of grades K–12. This includes administrators, librarians, and other professional or support staff who teach regularly scheduled classes on a part-time basis. Itinerant 

teachers are included, as well as long-term substitutes who are filling the role of regular teacher 

on a long-term basis. An itinerant teacher is defined as a teacher who teaches at more than one 

school (for example, a music teacher who teaches three days per week at one school and two 

days per week at another). Short-term substitute teachers and student teachers are not included. 

Technical References 

Alt, N., Choy, S.P., and Hammer, C.H. (2000). In the Middle: Characteristics of Public Schools 

With a Focus on Middle Schools (NCES 2000–312). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. 

Brick, M. and Kalton, G. (1996). “Handling Missing Data in Survey Research.” Statistical Methods in Medical Research 5: 215–238. 

Cole, C., Fondelier, S., Jackson, B., Parmer, R., Warner, T., and Weant, G. (forthcoming). 1999–

2000 Schools and Staffing Survey: Sample Design and Estimation (NCES 2002–304). U.S. 

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

Government Printing Office. 

Dale, A. (Ed.). (2000). National Charter School Directory 2000 (Sixth Edition). Washington, 

DC: The Center for Education Reform. 

Gruber, K., Rohr, C., and Fondelier, S. (1994). 1990–91 Schools and Staffing Survey: Data File 

User’s Manual, Volume I: Survey Documentation (NCES 93–144-I). Washington, D.C.: 

U.S. Government Printing Office. 
Appendix A 

51 

Gruber, K., Rohr, C., and Fondelier, S. (1996). 1993–94 Schools and Staffing Survey: Data File 

User’s Manual, Volume I: Survey Documentation (NCES 96–142). Washington, D.C.: U.S. 

Government Printing Office. 

Gruber, K., Wiley, S.D., Broughman, S.P., Strizek, G.A., and Burian-Fitzgerald, M. (2002). 

Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public 

Charter, and Bureau of Indian Affairs Elementary and Secondary Schools (NCES 2002-

313). Washington, D.C.: U.S. Government Printing Office. 

Hammon, T. (2001). “Evaluating the Coverage of the U.S. National Center for Education Statistics 

Public Elementary/Secondary School Frame.” Proceedings of the Second International Conference on Establishment Surveys. Alexandria, VA: American Statistical Association, 79–88. 

Jabine T. (1994). A Quality Profile for SASS: Aspects of the Quality of Data in the Schools and 

Staffing Surveys (NCES 94–340). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. 

Kalton, G. and Kasprzyk, D. (1986). “The Treatment of Missing Survey Data.” Survey Methodology 12(1): 1–16. 

Kalton G., Winglee, M., Krawchuk, S., and Levine, D. (2000). Quality Profile for SASS: Rounds 

1-3: 1987-1995 (NCES 2000–308). U.S. Department of Education, National Center for 

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

Kaufman, S. (1998). “A Bootstrap Variance Estimator for Systematic PPS Sampling,” in 1998 

Proceedings of the Section on Survey Research Methods. Alexandria, VA: American Statistical Association, 769–774. 

Lee, H., Burke, J., and Rust, K. (2001). “Evaluating the Coverage of the U.S. National Center for 

Education Statistics Public and Private School Frame Using Data from the National Assessment of Educational Progress.” Proceedings of the Second International Conference on 

Establishment Surveys. Alexandria, VA: American Statistical Association, 89–98. 

 Monaco, D., Salvucci, S., Zhang, F., and Hu, M. (1998). An Analysis of Total Nonresponse in the 

1993–94 Schools and Staffing Survey (NCES 98–243). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. 

National Commission on Teaching and America’s Future. (1996). What Matters Most: Teaching 

for America’s Future. Report of the National Commission on Technology & America’s Future. Summary Report. New York: Author. 

National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of 

the Scientific Research Literature on Reading and its Implications for Reading Instruction.

Bethesda, MD: National Institute of Child Health and Human Development. 

Office of Educational Research and Improvement. (2000). The State of Charter Schools 2000. 

Washington, DC: U.S. Department of Education. 
Appendix A 

52 

Salvucci, S., Walter, E., Conley, V., Fink, S., and Saba, S. (1997). Measurement Error Studies at 

the National Center for Education Statistics (NCES 97–464). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing 

Office. 

Scheuren, F., Monaco, D., Zhang, F., Ikosi, G., and Chang, M. (1996). An Exploratory Analysis 

of Response Rates in the 1990–91 Schools and Staffing Survey (SASS) (NCES 96–338). 

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

U.S. Government Printing Office. 

Snow, C.E., Burns, M.S., and Griffin, P. (Eds.) (1999). Preventing Reading Difficulties in Young 

Children. Washington, DC: National Research Council. 

Stodolsky, S.S. and Grossman, P.L. (2001). Changing Students, Changing Teaching. Teachers 

College Record, 125(1): 125-172. 

Tourkin, S.C., Pugh, K.W., Parmer, R.J., and Gruber, K.J. (forthcoming). 1999–2000 Schools 

and Staffing Survey: Data File User's Manual. U.S. Department of Education, National 

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

U.S. Department of Education (1991). 1987-88 Schools and Staffing Survey Public and Private 

Teacher Demand and Shortages Questionnaires, Base Year: Data File User's Manual.

(NCES 91–021g). Washington, DC: U.S. Government Printing Office. 

Zukerberg, A.L. and Lee, M. (1997). Further Cognitive Research on the Schools and Staffing 

Survey (SASS) Teacher Listing Form. (NCES 97-23). Washington, DC: National Center for 

Education Statistics Working Paper. 
53

Appendix B: Detailed Data Tables 

Index to Detailed Data Tables 

 

Major/Certification Major/Minor/Certification 

Measure 1: Main Assignment 

Elementary B–1 B–10 

Middle B–2 B–11 

Secondary B–3 B–12 

Measure 2: Subject Area Taught 

Middle B–4 B–13 

Secondary B–5 B–14 

Measure 3: Classes 

Secondary B–6 B–15 

Middle B–7 B–16 

Measure 4: Students 

Secondary B–8 B–17 

Middle B–9 B–18 
Appendix B 

54 

Total

Total Certified Not certified Total Certified Not certified Certified

English 32.7 28.5 4.2 67.3 54.5 12.8 83.0

Foreign language # # # # # ##

Mathematics 10.3 # # 89.8 66.3 23.5 #

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 75.1 71.5 3.6 24.9 21.6 3.2 93.2

ESL/bilingual education 43.0 37.8 5.2 57.0 45.7 11.3 83.5

Arts and music 89.6 85.3 4.4 10.4 6.0 4.4 91.3

Special education 75.8 71.2 4.6 24.2 16.9 7.3 88.1

Physical education/health education 77.0 70.2 6.8 23.0 18.1 4.9 88.3

 Health education # # # # # ##

 Physical education 76.4 73.1 3.3 23.6 16.7 6.9 89.8

English 35.8 34.4 1.4 64.2 52.0 12.2 86.4

Foreign language # # # # # ##

Mathematics 3.9 3.9 # 96.1 65.6 30.5 69.5

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 79.3 75.3 4.1 20.7 18.4 2.3 93.6

ESL/bilingual education 27.1 20.0 7.0 72.9 44.8 28.2 64.8

Arts and music 91.0 90.3 # 9.0 2.3 6.7 92.6

Special education 79.4 72.6 6.7 20.7 13.5 7.1 86.2

Physical education/health education 87.7 84.9 2.7 12.3 # # #

English 27.0 26.9 # 73.0 61.3 11.7 88.15

Foreign language # # # # # ##

Mathematics # # # # # ##

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 76.5 72.4 4.1 23.5 20.9 2.6 93.3

ESL/bilingual education 23.0 17.5 5.5 77.0 51.6 25.5 69.0

Arts and music 83.6 75.0 8.5 16.4 12.3 4.2 87.3

Special education 73.5 65.5 8.0 26.5 19.4 7.1 84.9

Physical education/health education 92.0 83.2 8.8 8.0 # # #

English 29.7 27.9 1.8 70.3 65.1 5.2 93.0

Mathematics # # # # # ##

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 79.7 74.1 5.6 20.3 18.2 2.1 92.3

ESL/bilingual education 29.0 25.0 4.0 71.0 54.8 16.3 79.8

Arts and music 82.2 77.3 4.9 17.8 14.1 3.7 91.4

Special education 72.2 65.8 6.4 27.8 22.7 5.1 88.5

Physical education/health education 88.9 # # 11.1 # # 95.1

NOTE: Elementary level teachers include teachers who taught only grades K–4, as well as other teachers who taught grades 5–8 but identified 

themselves as elementary or special education teachers. Not all assignment areas were measured in each SASS administration. Detail may not add to 

totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

# Too few sample cases for a reliable estimate.

Table B–1.—Percentage of public school teachers who taught elementary level grades with an undergraduate or graduate major and

Table B–1.—certification in their main assignment field, by main assignment field: 1987–88 to 1999–2000

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix B 

55 

Table B–2.—Percentage of public school teachers who taught middle level grades with an undergraduate or graduate major and 

Table B–2.—certification in their main assignment field, by main assignment field: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 48.0 44.5 3.5 52.0 41.4 10.6 85.9

Foreign language 56.7 45.1 11.6 43.3 38.6 4.6 83.7

Mathematics 35.3 33.2 2.1 64.7 47.1 17.6 80.3

Science 50.5 45.0 5.5 49.6 36.4 13.2 81.3

 Biology/life science 46.9 43.8 3.1 53.1 45.0 8.1 88.8

 Physical science 14.3 12.9 1.4 85.7 71.1 14.6 83.9

Social science (including history) 59.0 52.0 7.0 41.0 33.3 7.6 85.4

ESL/bilingual education 40.3 34.9 5.5 59.7 45.1 14.6 80.0

Arts and music 89.4 84.6 4.8 10.6 6.8 3.9 91.4

Physical education/health education 85.4 82.0 3.4 14.6 11.5 3.1 93.5

 Health education 51.6 # # 48.4 39.2 9.3 #

 Physical education 85.7 82.0 3.8 14.3 11.8 2.4 93.8

English 52.6 48.2 4.3 47.5 39.6 7.9 87.8

Foreign language 61.0 53.0 8.0 39.0 27.1 11.9 80.0

Mathematics 37.6 32.4 5.1 62.5 50.6 11.9 83.0

Science 49.4 43.9 5.5 50.6 40.7 9.9 84.6

 Biology/life science 48.1 43.0 5.1 51.9 44.1 7.8 87.1

 Physical science 7.5 # # 92.5 80.8 11.7 #

Social science (including history) 61.7 54.3 7.4 38.3 33.2 5.1 87.6

ESL/bilingual education 30.0 25.0 5.0 70.0 41.8 28.2 66.8

Arts and music 94.1 86.7 7.4 5.9 4.3 1.6 91.0

Physical education/health education 90.3 87.0 3.3 9.7 7.8 2.0 94.7

English 45.7 42.9 2.8 54.3 47.6 6.8 90.5

Foreign language 42.4 37.7 4.7 57.7 41.2 16.5 78.8

Mathematics 31.6 28.1 3.5 68.4 60.1 8.2 88.2

Science 45.1 40.6 4.5 54.9 47.8 7.0 88.4

 Biology/life science 38.3 36.9 1.4 61.7 52.7 9.1 89.5

 Physical science 13.6 # # 86.4 70.5 16.0 #

Social science (including history) 58.6 55.3 3.4 41.4 36.7 4.6 92.0

ESL/bilingual education 22.1 18.1 4.0 77.9 53.4 24.6 71.4

Arts and music 93.3 86.5 6.8 6.7 5.8 0.9 92.2

Physical education/health education 90.7 84.5 6.1 9.3 7.7 1.6 92.3

English 46.9 44.4 2.5 53.1 46.9 6.2 91.3

Mathematics 33.6 31.2 2.4 66.4 58.1 8.3 89.3

Science 45.6 42.0 3.6 54.4 47.3 7.1 89.3

 Biology/life science 44.7 43.8 0.8 55.3 48.1 7.2 92.0

 Physical science 12.3 11.1 1.2 87.7 75.0 12.7 86.1

Social science (including history) 61.4 59.0 2.4 38.6 35.2 3.4 94.2

ESL/bilingual education 26.3 22.0 4.3 73.7 54.8 18.9 76.8

Arts and music 88.7 84.1 4.6 11.3 10.8 0.5 94.9

Physical education/health education 86.4 81.5 4.9 13.6 12.3 1.3 93.9

# Too few cases for a reliable estimate.

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–8 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix B 

56 

Table B–3.—Percentage of public school teachers who taught high school grades (9–12) with an undergraduate or graduate major

Table B–3.—and certification in their main assignment field, by main assignment field: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 81.0 75.6 5.5 19.0 17.0 2.0 92.6

Foreign language 62.5 57.7 4.8 37.5 31.2 6.3 88.9

Mathematics 79.1 73.1 6.0 20.9 16.1 4.8 89.2

Science 83.4 75.3 8.1 16.6 13.6 3.0 88.9

 Biology/life science 66.0 60.1 5.9 34.0 28.8 5.2 88.9

 Physical science 46.1 41.5 4.6 53.9 44.8 9.2 86.3

 Chemistry 45.8 42.4 3.4 54.2 46.0 8.2 88.4

 Geology/earth/space science 35.5 30.8 4.7 64.5 47.0 17.6 77.8

 Physics 48.9 42.3 6.7 51.1 47.1 4.0 89.3

Social science (including history) 83.7 79.0 4.8 16.3 14.5 1.8 93.5

ESL/bilingual education 36.0 29.6 6.4 64.0 50.5 13.4 80.1

Arts and music 92.1 85.8 6.4 7.9 5.8 2.1 91.6

Physical education/health education 88.9 85.3 3.6 11.1 9.8 1.3 95.1

 Health education 55.0 51.8 3.2 45.0 39.1 5.9 90.9

 Physical education 87.7 84.5 3.2 12.3 11.5 0.8 96.0

English 84.6 80.3 4.2 15.4 13.7 1.7 94.1

Foreign language 69.5 64.0 5.4 30.6 27.0 3.6 91.0

Mathematics 80.5 74.0 6.5 19.5 16.2 3.3 90.2

Science 84.2 76.6 7.6 15.8 13.8 2.1 90.4

 Biology/life science 70.6 65.0 5.6 29.4 26.8 2.6 91.8

 Physical science 34.9 32.4 2.6 65.1 57.2 7.9 89.5

 Chemistry 48.1 46.5 1.6 51.9 46.0 6.0 92.5

 Geology/earth/space science 34.8 31.7 3.1 65.3 58.2 7.0 89.9

 Physics 48.7 42.8 5.9 51.3 47.4 3.9 90.2

Social science (including history) 83.6 78.9 4.7 16.4 14.5 1.9 93.4

ESL/bilingual education 28.0 24.8 3.2 72.0 51.2 20.7 76.0

Arts and music 94.5 87.2 7.4 5.5 4.5 1.0 91.7

Physical education/health education 92.9 88.3 4.6 7.1 5.8 1.2 94.1

English 77.4 72.9 4.4 22.6 20.9 1.7 93.9

Foreign language 53.4 48.4 5.0 46.6 42.3 4.3 90.7

Mathematics 72.6 68.9 3.7 27.4 24.7 2.7 93.6

Science 79.9 75.4 4.6 20.1 18.5 1.5 93.9

 Biology/life science 58.2 56.1 2.2 41.8 39.8 1.9 95.9

 Physical science 35.8 34.2 1.6 64.2 59.0 5.2 93.2

 Chemistry 37.2 36.4 0.8 62.8 59.0 3.8 95.5

 Geology/earth/space science 31.0 # # 69.0 59.1 9.9 #

 Physics 33.1 29.8 3.2 66.9 61.7 5.2 91.5

Social science (including history) 81.4 76.8 4.6 18.6 17.4 1.2 94.2

ESL/bilingual education 25.9 22.5 3.5 74.1 51.1 23.0 73.5

Arts and music 92.1 83.2 8.9 7.9 6.6 1.3 89.8

Physical education/health education 91.6 88.7 2.9 8.4 7.6 0.8 96.4

English 77.1 73.7 3.4 22.9 21.2 1.7 94.9

Mathematics 73.8 70.4 3.4 26.2 22.8 3.4 93.2

Science 80.0 75.5 4.5 20.0 17.8 2.2 93.3

 Biology/life science 66.9 63.8 3.1 33.1 32.0 1.0 95.9

 Physical science 42.8 40.6 2.3 57.2 51.1 6.1 91.6

 Chemistry 48.8 48.0 0.8 51.2 47.0 4.2 95.0

 Geology/earth/space science 30.7 27.1 3.5 69.3 57.2 12.1 84.3

 Physics 36.5 32.0 4.6 63.5 58.5 4.9 90.5

Social science (including history) 76.5 73.7 2.8 23.5 22.0 1.6 95.7

ESL/bilingual education 20.7 18.3 2.4 79.3 59.2 20.1 77.5

Arts and music 88.9 84.3 4.5 11.2 10.4 0.8 94.7

Physical education/health education 87.9 84.3 3.7 12.1 11.4 0.7 95.7

# Too few cases for a reliable estimate.

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix B 

57 

Table B–4.—Percentage of public school middle level teachers with an undergraduate or graduate major and certification in any

Table B–4.—course taught, by course subject area: 1987–88 to 1999–2000

 

Total

Total Certified Not certified Total Certified Not certified Certified

English 37.7 32.2 5.5 62.3 33.3 29.0 65.4

Foreign language 43.4 34.8 8.6 56.6 31.3 25.4 66.0

Mathematics 28.1 26.1 2.0 71.9 40.3 31.6 66.4

Science 42.3 36.3 6.0 57.7 32.1 25.6 68.4

 Biology/life science 35.6 27.3 8.3 64.4 27.6 36.9 54.9

 Physical science 9.0 7.3 1.8 91.0 41.0 50.0 48.2

Social science 47.0 38.9 8.1 53.0 27.7 25.3 66.6

 History 24.8 21.6 3.2 75.2 52.6 22.6 74.2

ESL 35.6 29.6 6.0 64.4 41.9 22.5 71.4

Arts and music 84.2 78.5 5.7 15.8 6.2 9.6 84.6

Physical education/health education 77.5 72.5 5.0 22.5 11.8 10.7 84.3

 Health education 28.9 28.0 1.0 71.1 33.0 38.1 60.9

 Physical education 81.5 75.6 6.0 18.5 11.7 6.8 87.2

English 40.4 34.3 6.1 59.6 33.5 26.1 67.7

Foreign language 58.3 51.2 7.1 41.7 20.5 21.2 71.7

Mathematics 31.9 28.5 3.4 68.1 36.3 31.8 64.8

Science 40.8 37.2 3.6 59.2 35.5 23.8 72.6

 Biology/life science 38.9 30.6 8.3 61.1 30.4 30.7 61.0

 Physical science 11.7 10.3 1.4 88.3 49.8 38.5 60.2

Social science 44.8 36.0 8.8 55.2 29.2 26.0 65.2

 History 26.7 23.1 3.6 73.3 51.2 22.1 74.3

ESL 26.5 20.3 6.2 73.5 28.1 45.4 48.4

Arts and music 80.1 75.4 4.7 19.9 6.8 13.1 82.2

Physical education/health education 75.2 68.8 6.4 24.8 7.4 17.4 76.2

English 34.6 29.3 5.3 65.4 30.9 34.5 60.2

Foreign language 40.8 30.2 10.6 59.2 31.4 27.8 61.6

Mathematics 27.5 22.9 4.6 72.5 40.7 31.8 63.7

Science 39.2 34.4 4.7 60.9 35.9 25.0 70.3

 Biology/life science 30.9 21.8 9.1 69.1 30.5 38.6 52.3

 Physical science 10.0 4.7 5.4 90.0 25.1 64.9 29.8

Social science 47.6 38.1 9.4 52.5 23.3 29.2 61.4

 History 26.0 22.5 3.4 74.0 52.4 21.7 74.9

ESL 8.4 5.8 2.7 91.6 27.2 64.4 32.9

Arts and music 83.3 75.4 7.9 16.7 6.0 10.7 81.4

Physical education/health education 74.7 63.9 10.8 25.3 6.8 18.5 70.7

English 34.1 28.5 5.6 65.9 30.6 35.3 59.1

Mathematics 27.7 24.1 3.7 72.3 40.7 31.6 64.8

Science 35.5 31.4 4.1 64.5 34.9 29.6 66.3

 Biology/life science 32.9 23.6 9.2 67.2 18.6 48.5 42.3

 Physical science 10.3 6.4 4.0 89.7 31.4 58.2 37.8

Social science 47.8 40.5 7.3 52.2 22.4 29.9 62.9

 History 29.4 25.5 3.9 70.6 45.0 25.6 70.5

ESL 16.1 13.6 2.5 83.9 27.0 56.9 40.6

Arts and music 86.8 81.1 5.7 13.2 7.6 5.7 88.6

Physical education/health education 73.7 65.6 8.1 26.3 9.0 17.3 74.6

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–8 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix B 

58 

Table B–5.—Percentage of public high school grades (9–12) teachers with an undergraduate or graduate major and certification in

Table B–5.—any course taught, by course subject area: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 69.5 61.8 7.7 30.5 15.4 15.1 77.2

Foreign language 56.6 51.0 5.6 43.4 26.4 17.1 77.4

Mathematics 65.7 59.4 6.3 34.3 14.0 20.4 73.3

Science 73.6 65.1 8.5 26.4 13.0 13.4 78.1

 Biology/life science 56.7 48.0 8.7 43.3 24.7 18.6 72.7

 Physical science 35.2 30.3 4.9 64.8 38.6 26.3 68.8

 Chemistry 38.0 31.0 7.0 62.0 40.8 21.2 71.8

 Geology/earth/space science 19.2 15.9 3.3 80.8 28.9 51.9 44.8

 Physics 30.9 23.3 7.6 69.1 35.5 33.6 58.8

Social science 72.1 63.0 9.1 27.9 12.7 15.2 75.7

 History 36.3 32.5 3.7 63.7 48.0 15.8 80.5

ESL 30.3 21.8 8.5 69.7 31.7 38.1 53.4

Arts and Music 82.1 70.3 11.8 17.9 6.8 11.1 77.1

Physical education/health education 77.2 69.3 7.9 22.8 9.4 13.3 78.7

 Health education 38.1 32.3 5.8 61.9 30.8 31.1 63.1

 Physical education 78.8 66.5 12.4 21.2 10.0 11.2 76.5

English 71.4 66.4 5.0 28.6 13.2 15.4 79.6

Foreign language 66.0 60.9 5.2 34.0 22.6 11.4 83.5

Mathematics 64.7 59.5 5.2 35.3 14.4 20.8 74.0

Science 72.9 67.4 5.5 27.1 14.8 12.4 82.1

 Biology/life science 61.9 53.3 8.6 38.1 23.2 15.0 76.5

 Physical science 32.1 28.2 3.9 68.0 42.6 25.4 70.8

 Chemistry 35.0 32.6 2.4 65.0 43.8 21.2 76.4

 Geology/earth/space science 20.0 17.3 2.7 80.0 33.6 46.4 50.9

 Physics 27.2 21.4 5.9 72.8 39.8 33.0 61.1

Social science 71.5 63.4 8.1 28.5 14.7 13.8 78.1

 History 41.0 37.1 3.9 59.0 45.1 13.9 82.3

ESL 22.6 19.4 3.2 77.4 39.4 38.1 58.8

Arts and Music 79.8 71.9 7.9 20.2 6.2 14.0 78.1

Physical education/health education 81.1 72.6 8.6 18.9 7.9 11.0 80.4

English 65.3 57.5 7.8 34.7 16.1 18.6 73.6

Foreign language 50.9 43.5 7.5 49.1 30.7 18.3 74.2

Mathematics 58.5 53.1 5.3 41.5 17.5 24.0 70.7

Science 70.2 63.6 6.6 29.8 14.9 14.9 78.5

 Biology/life science 52.9 40.6 12.3 47.1 27.2 19.9 67.8

 Physical science 27.2 21.3 5.9 72.9 28.1 44.8 49.3

 Chemistry 29.6 24.6 5.0 70.4 39.5 30.9 64.1

 Geology/earth/space science 14.9 11.2 3.7 85.1 21.2 63.9 32.4

 Physics 15.4 10.2 5.2 84.6 23.2 61.4 33.4

Social science 67.6 53.7 13.9 32.4 12.3 20.1 66.0

 History 33.8 27.9 5.9 66.2 45.7 20.5 73.6

ESL 16.9 12.2 4.7 83.1 25.6 57.5 37.8

Arts and Music 77.7 67.6 10.1 22.3 5.9 16.4 73.6

Physical education/health education 77.4 63.4 14.0 22.6 5.4 17.2 68.9

English 61.0 53.5 7.5 39.0 14.9 24.1 68.4

Mathematics 58.3 52.6 5.6 41.8 17.1 24.7 69.7

Science 67.4 61.5 5.9 32.6 14.3 18.4 75.7

 Biology/life science 56.4 45.7 10.8 43.6 23.9 19.6 69.6

 Physical science 29.2 23.2 6.0 70.8 20.7 50.1 43.9

 Chemistry 36.0 29.5 6.5 64.0 27.2 36.9 56.7

 Geology/earth/space science 14.7 11.0 3.7 85.3 21.5 63.8 32.5

 Physics 19.7 11.1 8.7 80.3 17.7 62.6 28.7

Social science 63.8 55.8 8.0 36.2 16.1 20.1 71.9

 History 35.9 33.0 3.0 64.1 43.3 20.8 76.2

ESL 12.6 9.2 3.4 87.4 23.1 64.3 32.3

Arts and Music 85.0 78.9 6.1 15.0 6.4 8.5 85.4

Physical education/health education 76.3 61.4 15.0 23.7 6.8 16.9 68.2

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix B 

59 

Table B–6.—Percentage of public school courses taught by a middle level teacher with an undergraduate or graduate major and 

Table B–6.—certification in the course subject area, by course subject area: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 44.7 39.8 4.9 55.3 34.2 21.1 74.0

Foreign language 48.9 39.8 9.1 51.1 33.9 17.2 73.7

Mathematics 33.2 31.1 2.2 66.8 41.3 25.5 72.4

Science 48.8 42.8 6.0 51.2 32.6 18.6 75.4

 Biology/life science 42.1 34.2 7.9 57.9 26.1 31.8 60.3

 Physical science 8.8 7.5 1.4 91.2 49.7 41.5 57.2

Social science 56.2 47.5 8.6 43.8 26.8 17.0 74.3

 History 30.7 28.7 2.0 69.3 53.2 16.2 81.9

ESL 44.5 26.0 18.5 55.5 30.4 25.1 56.4

Arts and music 88.5 83.8 4.7 11.5 5.8 5.7 89.6

Physical education/health education 86.5 82.1 4.4 13.5 9.4 4.2 91.5

 Health education 39.3 38.9 0.4 60.7 38.7 22.0 77.6

 Physical education 87.3 82.3 5.0 12.7 9.6 3.1 91.9

English 48.4 41.6 6.8 51.6 33.9 17.7 75.5

Foreign language 66.1 58.7 7.4 33.9 18.8 15.1 77.5

Mathematics 39.0 34.9 4.1 61.0 38.0 23.0 72.9

Science 48.5 44.2 4.2 51.6 35.3 16.3 79.5

 Biology/life science 43.4 35.6 7.8 56.6 34.2 22.4 69.8

 Physical science 13.6 12.1 1.4 86.5 56.9 29.5 69.0

Social science 56.4 45.9 10.5 43.6 27.3 16.3 73.2

 History 30.8 27.1 3.7 69.2 54.2 15.0 81.3

ESL 30.6 27.3 3.3 69.5 22.9 46.5 50.2

Arts and music 89.1 85.8 3.3 10.9 5.8 5.1 91.6

Physical education/health education 86.5 81.4 5.0 13.6 6.5 7.0 87.9

English 41.2 36.7 4.5 58.8 37.1 21.7 73.9

Foreign language 45.4 37.2 8.2 54.6 36.4 18.2 73.5

Mathematics 33.3 29.2 4.1 66.7 46.9 19.8 76.1

Science 45.9 41.2 4.8 54.1 39.5 14.6 80.7

 Biology/life science 34.6 27.7 7.0 65.4 39.6 25.8 67.3

 Physical science 11.2 6.4 4.8 88.8 32.9 55.9 39.3

Social science 55.8 48.7 7.1 44.2 28.2 15.9 77.0

 History 29.1 26.3 2.7 70.9 56.7 14.2 83.1

ESL 10.1 7.2 2.9 89.9 37.5 52.5 44.7

Arts and music 90.5 82.5 8.0 9.5 5.6 3.9 88.2

Physical education/health education 85.1 77.2 8.0 14.9 8.0 6.9 85.2

English 40.0 35.4 4.6 60.0 36.9 23.1 72.3

Mathematics 34.0 30.1 3.9 66.1 47.0 19.1 77.0

Science 41.2 37.6 3.7 58.8 40.0 18.8 77.5

 Biology/life science 37.9 30.0 7.9 62.1 24.1 38.1 54.1

 Physical science 11.5 7.1 4.4 88.5 38.2 50.4 45.3

Social science 57.0 51.7 5.3 43.0 26.3 16.8 77.9

 History 35.4 32.5 2.9 64.6 48.3 16.4 80.8

ESL 21.7 19.5 2.2 78.3 33.9 44.4 53.4

Arts and music 90.0 84.9 5.1 10.0 7.7 2.2 92.6

Physical education/health education 83.3 77.8 5.5 16.7 9.6 7.1 87.4

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–8 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix B 

60 

Table B–7.—Percentage of public school courses taught by a high school grades (9–12) teacher with an undergraduate or graduate

Table B–7.—major and certification in the course subject area, by course subject area: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 75.4 67.7 7.7 24.6 15.1 9.5 82.8

Foreign language 58.9 53.0 6.0 41.1 27.0 14.0 80.0

Mathematics 73.1 66.4 6.7 26.9 13.9 13.0 80.3

Science 79.8 71.1 8.6 20.2 12.1 8.1 83.2

 Biology/life science 60.8 53.1 7.6 39.2 26.7 12.5 79.8

 Physical science 40.7 36.0 4.7 59.3 40.4 18.9 76.4

 Chemistry 43.3 38.3 4.9 56.7 42.3 14.4 80.6

 Geology/earth/space science 24.1 21.6 2.5 75.9 35.0 40.9 56.6

 Physics 37.2 29.3 7.9 62.8 38.8 24.0 68.1

Social science 78.6 70.1 8.5 21.4 12.2 9.2 82.3

 History 39.7 36.2 3.5 60.3 48.4 11.9 84.6

ESL 38.1 28.4 9.6 61.9 30.0 31.9 58.4

Arts and music 87.8 78.3 9.5 12.2 6.0 6.2 84.3

Physical education/health education 86.7 80.6 6.1 13.3 7.9 5.4 88.5

 Health education 46.5 39.9 6.5 53.5 32.8 20.7 72.7

 Physical education 85.6 76.3 9.3 14.4 9.1 5.3 85.4

English 78.2 73.7 4.5 21.8 12.4 9.3 86.2

Foreign language 70.0 65.0 5.0 30.0 21.9 8.2 86.8

Mathematics 72.2 66.7 5.5 27.8 14.2 13.6 80.9

Science 79.9 74.5 5.4 20.1 13.6 6.5 88.1

 Biology/life science 67.0 60.1 6.9 33.1 23.9 9.1 84.0

 Physical science 39.0 35.2 3.8 61.0 45.1 16.0 80.2

 Chemistry 43.6 41.9 1.7 56.4 43.1 13.3 85.0

 Geology/earth/space science 31.1 26.5 4.7 68.9 38.3 30.6 64.8

 Physics 35.0 30.3 4.7 65.0 44.7 20.3 75.0

Social science 79.0 71.4 7.6 21.0 13.6 7.4 85.0

 History 45.8 41.3 4.5 54.2 44.2 10.0 85.5

ESL 26.9 23.5 3.4 73.1 43.6 29.5 67.1

Arts and music 86.6 79.7 6.9 13.4 5.3 8.1 85.0

Physical education/health education 89.0 82.4 6.6 11.0 6.5 4.5 88.9

English 71.7 65.0 6.7 28.3 17.6 10.7 82.6

Foreign language 54.4 48.2 6.2 45.6 34.1 11.5 82.3

Mathematics 66.7 61.9 4.8 33.3 19.3 13.9 81.3

Science 76.9 71.2 5.8 23.1 15.4 7.7 86.5

 Biology/life science 55.8 48.2 7.6 44.2 32.9 11.4 81.0

 Physical science 32.5 26.9 5.6 67.5 34.4 33.2 61.3

 Chemistry 35.2 31.9 3.3 64.8 46.3 18.5 78.2

 Geology/earth/space science 21.5 18.4 3.2 78.5 34.5 44.0 52.8

 Physics 21.2 17.0 4.2 78.8 35.2 43.6 52.2

Social science 75.8 64.0 11.8 24.2 13.4 10.8 77.4

 History 37.6 31.8 5.8 62.5 47.9 14.6 79.7

ESL 18.8 15.0 3.8 81.3 31.1 50.1 46.1

Arts and music 87.3 77.5 9.8 12.7 6.0 6.7 83.5

Physical education/health education 86.9 78.8 8.2 13.1 6.2 6.9 85.0

English 68.0 61.8 6.2 32.0 16.3 15.7 78.1

Mathematics 67.2 62.6 4.7 32.8 19.8 13.0 82.3

Science 74.5 69.6 4.9 25.5 15.1 10.4 84.8

 Biology/life science 60.1 52.3 7.8 39.9 28.6 11.3 81.0

 Physical science 35.0 29.8 5.2 65.0 25.2 39.9 55.0

 Chemistry 41.6 37.1 4.5 58.4 33.8 24.6 70.9

 Geology/earth/space science 20.1 16.9 3.2 79.9 26.9 53.0 43.7

 Physics 25.5 18.4 7.1 74.5 26.3 48.2 44.7

Social science 72.0 66.3 5.7 28.0 17.4 10.7 83.6

 History 40.1 37.9 2.2 59.9 45.3 14.7 83.2

ESL 13.4 11.3 2.2 86.6 31.3 55.3 42.6

Arts and music 90.0 84.3 5.7 10.0 6.2 3.8 90.5

Physical education/health education 84.0 75.2 8.8 16.0 8.4 7.7 83.5

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix B 

61 

Table B–8.—Percentage of public school students that were taught by a middle level teacher with an undergraduate or graduate 

Table B–8.—major and certification in the course subject area, by course subject area: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 46.3 41.7 4.5 53.7 35.1 18.6 76.8

Foreign language 48.8 39.3 9.5 51.2 32.4 18.8 71.7

Mathematics 33.8 31.5 2.3 66.2 43.2 23.0 74.7

Science 49.3 42.8 6.5 50.7 33.6 17.2 76.4

 Biology/life science 43.6 35.8 7.8 56.4 26.3 30.1 62.1

 Physical science 7.8 6.8 1.1 92.2 50.2 42.0 57.0

Social science 57.4 48.9 8.5 42.6 27.3 15.3 76.2

 History 31.3 29.0 2.3 68.7 54.0 14.7 83.0

ESL/bilingual education 37.8 27.1 10.7 62.2 26.1 36.1 53.2

Arts and music 89.4 85.0 4.5 10.6 5.7 4.9 90.7

Physical education/health education 85.9 81.1 4.8 14.1 10.2 3.9 91.3

 Health education 37.4 37.0 0.4 62.6 40.7 21.9 77.7

 Physical education 86.6 81.3 5.3 13.4 10.3 3.0 91.6

English 49.7 43.9 5.8 50.3 34.9 15.4 78.8

Foreign language 64.3 56.1 8.2 35.7 19.5 16.2 75.6

Mathematics 40.0 36.0 4.0 60.1 39.5 20.5 75.5

Science 49.6 45.1 4.5 50.4 35.2 15.2 80.3

 Biology/life science 43.1 34.9 8.1 57.0 35.1 21.9 70.0

 Physical science 13.5 12.3 1.3 86.5 56.7 29.8 68.9

Social science 57.6 46.9 10.7 42.4 27.6 14.8 74.5

 History 31.7 27.9 3.8 68.3 54.6 13.8 82.5

ESL/bilingual education 23.1 21.5 1.5 76.9 21.6 55.3 43.1

Arts and music 89.6 86.7 2.9 10.4 5.3 5.1 92.0

Physical education/health education 87.5 82.3 5.2 12.5 5.9 6.6 88.2

English 42.9 38.5 4.4 57.1 38.4 18.7 76.9

Foreign language 46.7 39.1 7.6 53.3 37.7 15.6 76.8

Mathematics 33.9 29.5 4.4 66.1 49.1 17.1 78.5

Science 46.0 41.1 4.8 54.0 40.6 13.4 81.8

 Biology/life science 34.7 28.2 6.5 65.3 38.9 26.4 67.2

 Physical science 11.4 6.9 4.5 88.6 33.9 54.8 40.7

Social science 56.3 49.1 7.2 43.7 28.8 14.9 78.0

 History 30.4 27.9 2.6 69.6 56.1 13.4 84.0

ESL/bilingual education 9.9 5.5 4.4 90.1 33.8 56.3 39.3

Arts and music 91.0 83.0 8.0 9.0 5.2 3.8 88.2

Physical education/health education 86.7 78.3 8.4 13.4 7.7 5.6 86.0

English 41.0 36.8 4.2 59.0 38.3 20.8 75.0

Mathematics 33.8 29.6 4.2 66.2 49.9 16.2 79.6

Science 40.7 37.1 3.6 59.3 40.5 18.8 77.6

 Biology/life science 37.0 28.9 8.1 63.0 25.7 37.3 54.6

 Physical science 10.7 6.8 4.0 89.3 37.4 51.9 44.1

Social science 58.2 52.8 5.4 41.8 25.9 16.0 78.7

 History 37.0 33.7 3.3 63.0 48.0 15.0 81.6

ESL/bilingual education 19.7 17.9 1.8 80.3 32.0 48.3 49.9

Arts and music 90.3 85.9 4.4 9.7 7.4 2.3 93.3

Physical education/health education 83.4 77.8 5.6 16.6 10.3 6.3 88.1

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–8 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix B 

62 

Table B–9.—Percentage of public school students that were taught by a high school grades (9–12) teacher with an undergraduate or 

Table B–9.—graduate major and certification in the the course subject area, by course subject area: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 77.7 70.2 7.4 22.3 15.5 6.8 85.7

Foreign language 58.8 52.4 6.4 41.2 26.7 14.5 79.1

Mathematics 75.4 68.6 6.8 24.6 14.5 10.1 83.1

Science 81.3 72.7 8.6 18.7 12.1 6.6 84.8

 Biology/life science 62.4 55.3 7.1 37.6 26.6 11.0 81.9

 Physical science 41.4 36.9 4.5 58.6 40.5 18.1 77.4

 Chemistry 44.1 38.9 5.2 55.9 42.8 13.1 81.7

 Geology 24.0 21.4 2.6 76.0 38.0 37.9 59.4

 Physics 41.6 33.5 8.1 58.4 40.2 18.2 73.7

Social science 80.6 72.1 8.5 19.4 12.4 7.0 84.5

 History 41.1 37.5 3.5 58.9 49.2 9.8 86.7

ESL/bilingual education 38.2 29.2 9.0 61.8 30.6 31.1 59.8

Arts and music 89.3 80.4 8.9 10.7 5.2 5.4 85.6

Physical education/health education 87.0 80.9 6.1 13.0 8.1 4.9 89.0

 Health education 47.7 42.3 5.4 52.3 32.5 19.8 74.8

 Physical education 85.9 76.1 9.8 14.1 8.9 5.2 85.0

English 80.5 76.1 4.5 19.5 12.6 6.8 88.7

Foreign language 69.1 64.0 5.1 30.9 22.3 8.6 86.3

Mathematics 73.8 68.2 5.7 26.2 14.8 11.3 83.0

Science 81.2 75.5 5.7 18.8 13.9 4.9 89.4

 Biology/life science 67.9 60.6 7.3 32.1 24.9 7.2 85.5

 Physical science 40.1 36.2 3.9 59.9 44.9 15.0 81.1

 Chemistry 44.6 43.0 1.7 55.4 42.9 12.4 85.9

 Geology 33.1 28.2 4.9 66.9 39.0 27.9 67.2

 Physics 38.4 33.6 4.9 61.6 43.8 17.8 77.3

Social science 80.7 73.5 7.2 19.3 13.5 5.8 87.0

 History 47.3 42.8 4.5 52.7 44.2 8.5 87.0

ESL/bilingual education 28.8 24.5 4.4 71.2 42.1 29.0 66.6

Arts and music 88.1 80.8 7.3 11.9 5.4 6.5 86.2

Physical education/health education 89.7 83.1 6.7 10.3 6.5 3.8 89.5

English 73.9 67.9 6.0 26.1 18.2 7.9 86.1

Foreign language 54.4 48.5 5.9 45.6 34.8 10.8 83.4

Mathematics 68.0 63.1 4.9 32.0 20.6 11.4 83.8

Science 78.2 72.4 5.8 21.8 16.0 5.8 88.4

 Biology/life science 57.4 49.3 8.0 42.6 33.1 9.5 82.4

 Physical science 33.3 28.2 5.1 66.7 35.0 31.7 63.2

 Chemistry 38.0 35.0 3.0 62.0 46.5 15.5 81.5

 Geology 22.7 19.9 2.9 77.3 35.6 41.7 55.4

 Physics 21.1 16.9 4.2 78.9 39.2 39.7 56.1

Social science 77.8 66.2 11.6 22.2 13.4 8.9 79.6

 History 38.0 32.5 5.5 62.0 48.9 13.1 81.4

ESL/bilingual education 16.7 13.7 3.0 83.3 32.1 51.2 45.7

Arts and music 89.2 79.7 9.6 10.8 5.5 5.3 85.1

Physical education/health education 88.0 80.2 7.8 12.0 6.1 5.9 86.4

English 70.2 64.6 5.6 29.8 17.1 12.7 81.7

Mathematics 68.8 64.0 4.8 31.2 20.9 10.3 84.9

Science 74.8 69.7 5.1 25.2 15.6 9.6 85.3

 Biology/life science 60.9 52.8 8.2 39.1 28.8 10.3 81.6

 Physical science 35.6 30.2 5.4 64.4 25.1 39.4 55.3

 Chemistry 44.6 40.6 4.0 55.4 32.5 23.0 73.1

 Geology 19.3 16.1 3.2 80.7 27.5 53.2 43.6

 Physics 25.9 19.3 6.6 74.1 29.5 44.6 48.9

Social science 73.8 68.6 5.2 26.2 16.9 9.3 85.5

 History 40.4 38.3 2.1 59.6 45.9 13.7 84.2

ESL/bilingual education 11.3 9.2 2.1 88.7 32.4 56.3 41.6

Arts and music 92.0 85.3 6.7 8.0 5.6 2.5 90.9

Physical education/health education 84.8 75.6 9.2 15.2 8.3 6.9 83.9

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix B 

63 

Table B–10.—Percentage of public school teachers who taught elementary level grades with an undergraduate or graduate major

Table B–10.—or minor and certification in their main assignment field, by main assignment field: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 42.5 37.0 5.5 57.5 46.0 11.5 83.0

Foreign language # # # # # ##

Mathematics 11.3 # # 88.7 65.2 23.5 #

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 76.4 72.6 3.8 23.6 20.5 3.1 93.1

ESL/bilingual education 47.0 40.9 6.1 53.0 42.6 10.4 83.5

Arts and music 92.0 87.6 4.4 8.0 3.6 4.4 91.3

Special education 80.0 74.9 5.1 20.0 13.2 6.8 88.1

Physical education/health education 77.0 70.2 6.8 23.0 18.1 4.9 88.3

 Health education # # # # # ##

 Physical education 76.5 73.2 3.3 23.5 16.6 6.9 89.8

English 48.4 44.7 3.7 51.6 41.7 9.9 86.4

Foreign language # # # # # ##

Mathematics 11.1 # # 88.9 64.5 24.4 #

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 81.1 76.9 4.2 18.9 16.7 2.1 93.6

ESL/bilingual education 33.6 25.3 8.3 66.4 39.5 26.9 64.8

Arts and music 92.0 # # 8.1 1.4 6.7 #

Special education 82.5 75.0 7.5 17.5 11.2 6.3 86.2

Physical education/health education 87.9 85.1 2.7 12.2 # # #

English 38.7 35.5 3.2 61.4 52.7 8.7 88.2

Foreign language # # # # # ##

Mathematics # # # # # ##

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 81.5 76.9 4.6 18.5 16.4 2.1 93.3

ESL/bilingual education 34.5 26.4 8.1 65.5 42.6 22.9 69.0

Arts and music 86.4 76.1 10.4 13.6 11.3 2.3 87.3

Special education 83.6 73.8 9.8 16.4 11.2 5.3 84.9

Physical education/health education 95.7 86.6 9.1 4.3 # # #

English 45.9 44.0 1.8 54.1 49.0 5.2 93.0

Mathematics # # # # # ##

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 83.9 77.9 6.0 16.1 14.4 1.7 92.3

ESL/bilingual education 41.4 36.4 5.0 58.6 43.3 15.3 79.8

Arts and music 87.7 82.2 5.5 12.3 9.2 3.2 91.4

Special education 85.8 78.3 7.5 14.2 10.2 4.0 88.5

Physical education/health education 89.5 # # 10.6 # # #

# Too few sample cases for a reliable estimate.

NOTE: Elementary level teachers include teachers who taught only grades K–4, as well as other teachers who taught grades 5–8 but identified 

themselves as elementary or special education teachers. Not all assignment areas were measured in each SASS administration. 

Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix B 

64 

Table B–11.—Percentage of public school teachers who taught middle level grades with an undergraduate or graduate major 

Table B–11.—or minor and certification in their main assignment field, by main assignment field: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 55.2 51.0 4.3 44.8 35.0 9.8 85.9

Foreign language 74.3 60.1 12.7 27.2 23.7 3.5 83.7

Mathematics 48.6 45.4 3.2 51.5 34.9 16.6 80.3

Science 60.0 53.2 6.8 40.0 28.1 11.9 81.3

 Biology/life science 52.9 49.2 3.7 47.1 39.7 7.4 88.8

 Physical science 24.9 23.3 1.7 75.1 60.7 14.4 83.9

Social science (including history) 70.4 61.7 8.7 29.6 23.6 5.9 85.4

ESL/bilingual education 42.4 36.4 6.0 57.6 43.5 14.1 80.0

Arts and music 93.2 86.9 6.3 6.8 4.5 2.4 91.4

Physical education/health education 87.4 83.8 3.6 12.6 9.7 3.0 93.5

 Health education 60.2 60.2 # 39.8 30.5 9.3 90.8

 Physical education 87.9 84.0 3.9 12.1 9.8 2.3 93.8

English 62.6 57.0 5.6 37.5 30.9 6.6 87.8

Foreign language 70.3 60.8 9.5 29.7 19.3 10.4 80.0

Mathematics 49.7 43.7 5.9 50.3 39.3 11.0 83.0

Science 60.8 53.8 7.0 39.2 30.8 8.4 84.6

 Biology/life science 53.8 48.0 5.8 46.2 39.1 7.1 87.1

 Physical science 12.8 12.4 0.4 87.2 75.9 11.3 88.2

Social science (including history) 73.3 65.6 7.8 26.7 22.0 4.7 87.6

ESL/bilingual education 34.0 28.1 5.9 66.0 38.7 27.3 66.8

Arts and music 95.9 88.1 7.8 4.1 2.9 1.2 91.0

Physical education/health education 92.4 89.0 3.4 7.6 5.7 1.9 94.7

English 59.5 55.8 3.7 40.5 34.7 5.8 90.5

Foreign language 66.3 51.8 14.4 33.7 27.0 6.7 78.8

Mathematics 46.9 42.8 4.1 53.1 45.4 7.7 88.3

Science 60.4 54.7 5.7 39.7 33.8 5.9 88.4

 Biology/life science 46.1 44.3 1.8 53.9 45.3 8.6 89.5

 Physical science 16.3 13.5 2.8 83.7 68.2 15.5 81.7

Social science (including history) 75.2 70.8 4.4 24.8 21.2 3.6 92.0

ESL/bilingual education 33.2 28.4 4.8 66.8 43.0 23.8 71.4

Arts and music 96.7 89.7 7.0 3.3 2.6 0.7 92.2

Physical education/health education 93.9 87.5 6.4 6.1 4.7 1.4 92.2

English 60.8 56.6 4.2 39.2 34.7 4.5 91.3

Mathematics 51.2 47.8 3.4 48.8 41.5 7.3 89.3

Science 62.5 57.6 4.9 37.5 31.7 5.8 89.3

 Biology/life science 58.3 56.1 2.2 41.7 35.9 5.9 92.0

 Physical science 17.8 15.5 2.3 82.2 70.6 11.6 86.1

Social science (including history) 77.4 73.7 3.7 22.7 20.6 2.1 94.2

ESL/bilingual education 37.0 30.5 6.4 63.1 46.3 16.7 76.8

Arts and music 93.1 88.4 4.7 6.9 6.5 0.4 94.9

Physical education/health education 91.4 86.2 5.2 8.6 7.7 0.9 93.9

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–8 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. See appendix for technical notes and definitions of terms. Detail may not add 

to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix B 

65 

Table B–12.—Percentage of public school teachers who taught high school grades (9–12) with an undergraduate or graduate 

Table B–12.—major or minor and certification in their main assignment field, by main assignment field: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 86.7 80.9 5.8 13.3 11.7 1.6 92.6

Foreign language 72.6 64.8 7.0 28.3 24.1 4.1 88.9

Mathematics 85.5 78.5 7.0 14.5 10.6 3.9 89.2

Science 88.8 79.9 8.9 11.2 8.9 2.3 88.9

 Biology/life science 72.3 66.0 6.4 27.7 22.9 4.7 88.9

 Physical science 59.6 53.0 6.7 40.4 33.3 7.1 86.3

 Chemistry 62.3 56.2 6.1 37.7 32.3 5.5 88.4

 Geology/earth/space science 39.4 34.7 4.7 60.6 43.1 17.6 77.8

 Physics 58.1 50.9 7.2 41.9 38.4 3.4 89.3

Social science (including history) 89.5 84.1 5.4 10.5 9.4 1.2 93.5

ESL/bilingual education 40.6 34.2 6.4 59.4 45.9 13.4 80.1

Arts and music 93.9 87.3 6.6 6.1 4.3 1.9 91.6

Physical education/health education 90.5 86.8 3.7 9.5 8.3 1.2 95.1

 Health education 64.4 60.3 4.1 35.6 30.6 5.1 90.9

 Physical education 89.5 86.2 3.2 10.5 9.8 0.8 96.0

English 90.5 85.8 4.7 9.5 8.3 1.2 94.1

Foreign language 79.1 72.4 6.7 20.9 18.6 2.3 91.0

Mathematics 88.4 80.9 7.5 11.6 9.2 2.4 90.2

Science 92.4 84.2 8.3 7.6 6.2 1.3 90.4

 Biology/life science 78.3 72.1 6.2 21.7 19.6 2.1 91.8

 Physical science 44.5 41.2 3.4 55.5 48.3 7.1 89.5

 Chemistry 64.3 61.3 3.0 35.7 31.1 4.5 92.5

 Geology/earth/space science 40.1 37.0 3.1 59.9 52.9 7.0 89.9

 Physics 60.6 53.7 6.9 39.4 36.5 2.9 90.2

Social science (including history) 92.4 87.0 5.4 7.6 6.4 1.2 93.4

ESL/bilingual education 30.4 26.3 4.1 69.6 49.7 19.9 76.0

Arts and music 95.5 88.0 7.4 4.5 3.6 0.9 91.7

Physical education/health education 94.7 89.9 4.8 5.3 4.3 1.0 94.2

English 90.1 85.0 5.1 9.9 8.8 1.0 93.9

Foreign language 68.6 61.8 6.9 31.4 28.9 2.5 90.7

Mathematics 86.3 81.5 4.8 13.7 12.1 1.6 93.6

Science 92.8 87.2 5.5 7.2 6.7 0.6 93.9

 Biology/life science 74.7 71.2 3.5 25.3 24.7 0.6 95.9

 Physical science 57.4 54.7 2.7 42.6 38.6 4.0 93.2

 Chemistry 63.0 60.4 2.6 37.0 35.1 1.9 95.5

 Geology/earth/space science 44.6 42.9 # 55.4 45.5 9.9 88.4

 Physics 49.8 46.2 3.7 50.2 45.4 4.8 91.5

Social science (including history) 94.0 88.6 5.4 6.0 5.6 0.4 94.2

ESL/bilingual education 31.8 26.1 5.7 68.3 47.5 20.8 73.5

Arts and music 95.8 86.3 9.5 4.2 3.4 0.7 89.8

Physical education/health education 95.1 92.0 3.1 4.9 4.3 0.6 96.4

English 89.9 85.9 4.1 10.1 9.1 1.0 94.9

Mathematics 89.2 84.8 4.4 10.8 8.4 2.4 93.2

Science 92.8 87.3 5.6 7.2 6.1 1.1 93.3

 Biology/life science 79.4 75.9 3.5 20.6 19.9 0.7 95.9

 Physical science 58.6 55.6 3.0 41.4 36.0 5.4 91.6

 Chemistry 66.2 64.5 1.7 33.8 30.6 3.2 95.0

 Geology/earth/space science 41.2 37.7 3.5 58.8 46.7 12.1 84.3

 Physics 53.1 47.5 5.6 46.9 43.0 3.9 90.5

Social science (including history) 91.9 88.5 3.5 8.1 7.2 0.9 95.7

ESL/bilingual education 30.6 27.2 3.5 69.4 50.4 19.0 77.5

Arts and music 92.9 88.0 4.9 7.1 6.7 0.4 94.7

Physical education/health education 92.2 88.3 3.9 7.8 7.3 0.4 95.7

# Too few cases for a reliable estimate.

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix B 

66 

Table B–13.—Percentage of public school middle level teachers with an undergraduate or graduate major or minor and certification in

Table B–13.—any course taught, by course subject area: 1987–88 to 1999–2000

 

Total

Total Certified Not certified Total Certified Not certified Certified

English 45.1 37.7 7.4 54.9 27.7 27.2 65.4

Foreign language 62.2 48.1 14.0 37.9 17.9 20.0 66.0

Mathematics 39.2 35.6 3.6 60.8 30.7 30.0 66.4

Science 52.1 43.0 9.0 47.9 25.4 22.6 68.4

 Biology/life science 41.5 31.5 10.1 58.5 23.4 35.1 54.9

 Physical science 17.7 14.0 3.8 82.3 34.3 48.0 48.2

Social science 57.8 47.1 10.7 42.2 19.6 22.6 66.6

 History 34.2 28.3 5.9 65.8 45.9 19.9 74.2

ESL 37.9 31.8 6.0 62.1 39.6 22.5 71.5

Arts and music 88.5 81.0 7.5 11.5 3.6 7.9 84.6

Physical education/health education 80.8 74.8 6.0 19.2 9.5 9.7 84.3

 Health education 37.7 33.8 3.9 62.3 27.1 35.2 60.9

 Physical education 84.5 78.0 6.5 15.5 9.2 6.3 87.2

English 49.6 41.2 8.4 50.4 26.5 23.8 67.7

Foreign language 67.1 58.1 9.1 32.9 13.6 19.3 71.7

Mathematics 41.6 36.8 4.8 58.4 28.0 30.4 64.8

Science 51.3 46.1 5.2 48.7 26.5 22.2 72.6

 Biology/life science 46.2 34.8 11.4 53.8 26.2 27.6 61.0

 Physical science 22.5 18.9 3.6 77.5 41.3 36.2 60.2

Social science 61.3 46.9 14.4 38.7 18.3 20.4 65.2

 History 36.8 32.3 4.5 63.2 42.0 21.2 74.3

ESL 30.9 23.3 7.6 69.1 25.1 44.1 48.4

Arts and music 82.2 77.3 4.9 17.8 4.9 12.9 82.2

Physical education/health education 77.8 70.2 7.6 22.2 6.0 16.2 76.2

English 47.7 38.9 8.8 52.3 21.2 31.0 60.2

Foreign language 56.7 40.6 16.2 43.3 21.1 22.2 61.6

Mathematics 41.2 34.9 6.3 58.8 28.7 30.1 63.7

Science 53.1 45.8 7.3 46.9 24.5 22.4 70.3

 Biology/life science 39.1 26.5 12.7 60.9 25.8 35.1 52.3

 Physical science 21.2 8.6 12.6 78.8 21.2 57.6 29.8

Social science 62.1 48.2 13.9 37.9 13.2 24.7 61.4

 History 36.6 31.3 5.3 63.4 43.6 19.8 74.9

ESL 12.6 8.6 4.1 87.4 24.4 63.0 32.9

Arts and music 87.7 78.3 9.4 12.3 3.1 9.2 81.4

Physical education/health education 79.7 66.4 13.3 20.3 4.2 16.1 70.7

English 47.9 37.6 10.3 52.1 21.5 30.6 59.1

Mathematics 42.4 36.0 6.4 57.6 28.7 28.8 64.8

Science 50.8 42.9 7.9 49.2 23.4 25.8 66.3

 Biology/life science 44.2 29.4 14.7 55.8 12.8 43.0 42.3

 Physical science 23.2 11.8 11.5 76.8 26.1 50.7 37.8

Social science 64.3 50.3 14.0 35.7 12.5 23.2 62.9

 History 38.8 33.0 5.8 61.2 37.5 23.8 70.5

ESL 25.2 18.0 7.2 74.8 22.5 52.3 40.6

Arts and music 91.7 85.4 6.2 8.3 3.1 5.2 88.6

Physical education/health education 79.2 68.5 10.7 20.8 6.1 14.7 74.6

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–8 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix B 

67 

Table B–14.—Percentage of public high school grades (9–12) teachers with an undergraduate or graduate major or minor and 

Table B–14.—certification in any course taught, by course subject area: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 76.3 67.1 9.2 23.7 10.1 13.7 77.2

Foreign language 66.2 57.5 8.7 33.8 19.9 13.9 77.4

Mathematics 72.0 64.2 7.8 28.0 9.1 18.9 73.3

Science 79.9 69.7 10.2 20.1 8.4 11.7 78.1

 Biology/life science 63.2 52.7 10.4 36.8 20.0 16.9 72.7

 Physical science 48.7 40.3 8.3 51.3 28.5 22.8 68.8

 Chemistry 55.6 43.3 12.3 44.4 28.5 15.9 71.8

 Geology/earth/space science 22.8 17.6 5.2 77.2 27.2 50.0 44.8

 Physics 39.2 28.7 10.5 60.8 30.1 30.8 58.8

Social science 79.7 68.0 11.7 20.3 7.7 12.6 75.7

 History 42.4 37.1 5.3 57.6 43.4 14.2 80.5

ESL 34.5 26.0 8.5 65.5 27.5 38.1 53.4

Arts and Music 84.4 72.1 12.3 15.6 4.9 10.7 77.1

Physical education/health education 80.2 71.2 9.0 19.8 7.6 12.3 78.7

 Health education 50.3 42.3 8.0 49.7 20.8 28.9 63.1

 Physical education 81.9 68.6 13.3 18.1 7.9 10.2 76.5

English 78.6 72.0 6.7 21.4 7.6 13.8 79.6

Foreign language 75.8 69.1 6.7 24.2 14.4 9.8 83.5

Mathematics 72.3 65.9 6.4 27.7 8.0 19.7 74.0

Science 83.0 75.6 7.4 17.0 6.5 10.5 82.1

 Biology/life science 70.0 59.8 10.1 30.0 16.7 13.4 76.5

 Physical science 47.9 40.1 7.8 52.1 30.7 21.4 70.8

 Chemistry 53.2 46.3 6.9 46.8 30.1 16.7 76.4

 Geology/earth/space science 25.4 21.9 3.5 74.6 29.0 45.6 50.9

 Physics 37.4 28.1 9.3 62.6 33.0 29.6 61.1

Social science 82.5 72.0 10.6 17.5 6.1 11.4 78.1

 History 48.5 43.4 5.1 51.5 38.9 12.6 82.3

ESL 24.2 20.2 4.0 75.8 38.5 37.3 58.8

Arts and Music 81.8 73.4 8.4 18.2 4.7 13.5 78.1

Physical education/health education 84.4 75.1 9.3 15.6 5.3 10.3 80.4

English 78.8 67.1 11.7 21.2 6.5 14.7 73.6

Foreign language 66.3 53.5 12.8 33.7 20.8 12.9 74.2

Mathematics 71.7 62.8 8.8 28.3 7.8 20.5 70.7

Science 84.5 73.4 11.1 15.5 5.1 10.4 78.5

 Biology/life science 67.2 49.6 17.6 32.8 18.2 14.6 67.8

 Physical science 47.0 32.9 14.1 53.0 16.5 36.6 49.3

 Chemistry 53.2 40.5 12.7 46.8 23.6 23.2 64.1

 Geology/earth/space science 21.1 16.4 4.7 78.9 16.0 62.9 32.4

 Physics 29.6 16.6 13.0 70.4 16.8 53.6 33.4

Social science 83.4 62.1 21.2 16.7 3.8 12.8 66.0

 History 45.8 36.3 9.5 54.2 37.3 16.9 73.6

ESL 21.3 13.9 7.4 78.7 23.8 54.8 37.8

Arts and Music 85.5 70.7 14.8 14.5 2.9 11.6 73.6

Physical education/health education 84.3 65.8 18.5 15.7 3.1 12.7 68.9

English 74.1 62.1 12.0 25.9 6.3 19.6 68.4

Mathematics 72.0 63.5 8.4 28.0 6.2 21.8 69.7

Science 81.9 71.1 10.8 18.1 4.6 13.6 75.7

 Biology/life science 69.2 54.8 14.4 30.8 14.8 16.0 69.6

 Physical science 48.2 30.3 17.9 51.8 13.6 38.2 44.0

 Chemistry 56.0 38.6 17.5 44.0 18.1 25.9 56.7

 Geology/earth/space science 21.2 14.5 6.7 78.8 17.9 60.9 32.5

 Physics 36.7 16.8 19.8 63.4 11.9 51.5 28.7

Social science 80.8 66.8 14.0 19.2 5.1 14.1 71.9

 History 49.5 44.3 5.3 50.5 32.0 18.5 76.2

ESL 18.1 13.7 4.4 81.9 18.6 63.3 32.3

Arts and Music 89.1 82.0 7.1 10.9 3.4 7.5 85.4

Physical education/health education 83.1 64.0 19.1 16.9 4.2 12.7 68.2

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix B 

68 

Table B–15.—Percentage of public school courses taught by a middle level teacher with an undergraduate or graduate major or 

Table B–15.—minor and certification in the course subject area, by course subject area: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 52.5 46.1 6.5 47.5 27.9 19.5 74.0

Foreign language 68.0 54.6 13.4 32.0 19.1 12.9 73.7

Mathematics 45.5 42.2 3.3 54.5 30.2 24.4 72.4

Science 59.1 49.9 9.2 40.9 25.4 15.5 75.3

 Biology/life science 46.3 37.1 9.2 53.7 23.2 30.5 60.3

 Physical science 16.3 13.3 3.0 83.7 43.8 39.9 57.1

Social science 67.5 56.8 10.7 32.5 17.5 15.0 74.3

 History 42.4 37.1 5.3 57.6 44.8 12.8 81.9

ESL 46.4 27.9 18.5 53.6 28.5 25.1 56.4

Arts and music 94.1 87.1 7.1 5.9 2.5 3.3 89.6

Physical education/health education 88.4 83.6 4.8 11.6 7.9 3.7 91.5

 Health education 52.7 51.3 1.4 47.3 26.3 21.0 77.6

 Physical education 89.1 83.8 5.2 10.9 8.0 2.9 91.8

English 58.1 49.2 8.9 41.9 26.2 15.7 75.5

Foreign language 74.1 65.1 9.0 25.9 12.4 13.6 77.5

Mathematics 50.5 44.7 5.8 49.5 28.2 21.3 72.9

Science 60.1 54.3 5.7 40.0 25.2 14.8 79.5

 Biology/life science 52.3 39.9 12.4 47.7 30.0 17.8 69.8

 Physical science 25.0 22.3 2.7 75.0 46.7 28.3 69.0

Social science 70.2 56.7 13.5 29.8 16.4 13.3 73.2

 History 39.7 35.2 4.4 60.3 46.1 14.3 81.3

ESL 33.9 29.6 4.3 66.1 20.6 45.5 50.2

Arts and music 90.7 87.3 3.4 9.3 4.4 5.0 91.6

Physical education/health education 88.1 82.7 5.4 11.9 5.3 6.6 87.9

English 55.9 48.6 7.2 44.1 25.2 18.9 73.9

Foreign language 60.9 50.2 10.8 39.1 23.4 15.7 73.5

Mathematics 48.9 43.6 5.3 51.2 32.5 18.7 76.1

Science 60.8 54.2 6.6 39.2 26.4 12.8 80.7

 Biology/life science 43.9 33.6 10.3 56.2 33.7 22.5 67.3

 Physical science 22.9 11.2 11.7 77.1 28.1 49.0 39.3

Social science 70.6 60.7 9.9 29.5 16.3 13.1 77.0

 History 39.0 34.6 4.4 61.0 48.5 12.5 83.1

ESL 14.1 10.3 3.8 85.9 34.4 51.5 44.7

Arts and music 94.0 85.4 8.7 6.0 2.8 3.2 88.1

Physical education/health education 89.2 79.9 9.2 10.8 5.3 5.6 85.2

English 55.1 46.9 8.2 44.9 25.5 19.5 72.3

Mathematics 50.7 45.0 5.7 49.3 32.0 17.2 77.0

Science 57.6 51.4 6.2 42.4 26.1 16.3 77.5

 Biology/life science 50.8 37.8 13.0 49.2 16.3 32.9 54.1

 Physical science 25.6 13.8 11.8 74.4 31.5 43.0 45.3

Social science 73.0 63.6 9.3 27.1 14.3 12.7 77.9

 History 44.2 40.2 4.0 55.8 40.6 15.2 80.8

ESL 31.3 25.8 5.4 68.7 27.6 41.2 53.4

Arts and music 95.3 89.9 5.4 4.7 2.7 2.0 92.6

Physical education/health education 87.8 81.0 6.8 12.3 6.4 5.8 87.4

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–8 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix B 

69 

Table B–16.—Percentage of public school courses taught by a high school grades (9–12) teacher with an undergraduate or graduate

Table B–16.—major or minor and certification in the course subject area, by course subject area: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 82.1 73.0 9.1 17.9 9.8 8.1 82.8

Foreign language 69.0 59.7 9.2 31.0 20.3 10.8 80.0

Mathematics 79.5 71.3 8.2 20.5 8.9 11.6 80.2

Science 85.0 75.4 9.7 15.0 7.9 7.1 83.3

 Biology/life science 67.0 58.3 8.7 33.0 21.5 11.5 79.8

 Physical science 54.0 46.7 7.2 46.0 29.7 16.4 76.4

 Chemistry 61.2 52.6 8.5 38.8 28.0 10.8 80.6

 Geology/earth/space science 28.8 24.4 4.4 71.2 32.2 38.9 56.6

 Physics 45.8 36.2 9.7 54.2 31.9 22.2 68.1

Social science 84.6 74.4 10.1 15.4 7.8 7.6 82.2

 History 46.0 41.0 5.0 54.0 43.6 10.4 84.6

ESL 42.0 32.3 9.6 58.0 26.1 31.9 58.4

Arts and music 90.4 80.4 10.1 9.6 3.9 5.7 84.3

Physical education/health education 88.6 82.1 6.6 11.4 6.4 5.0 88.5

 Health education 59.5 50.8 8.7 40.5 22.0 18.5 72.8

 Physical education 87.5 77.7 9.8 12.5 7.7 4.8 85.4

English 84.5 78.9 5.6 15.5 7.3 8.3 86.2

Foreign language 78.6 72.3 6.3 21.4 14.5 6.9 86.8

Mathematics 79.8 73.1 6.7 20.2 7.8 12.5 80.9

Science 88.4 81.6 6.9 11.6 6.5 5.1 88.1

 Biology/life science 75.0 66.3 8.7 25.0 17.8 7.3 84.0

 Physical science 53.8 47.3 6.5 46.2 33.0 13.3 80.2

 Chemistry 60.9 56.5 4.4 39.1 28.5 10.6 85.0

 Geology/earth/space science 35.8 30.6 5.2 64.3 34.2 30.1 64.8

 Physics 46.9 39.8 7.2 53.1 35.3 17.8 75.0

Social science 87.8 78.5 9.3 12.2 6.5 5.7 85.0

 History 53.1 47.6 5.5 46.9 37.9 9.0 85.5

ESL 28.8 24.6 4.2 71.2 42.4 28.8 67.1

Arts and music 87.9 80.8 7.1 12.1 4.2 7.9 85.0

Physical education/health education 91.3 84.3 7.0 8.7 4.6 4.1 88.9

English 84.4 75.5 8.9 15.6 7.1 8.5 82.6

Foreign language 68.3 59.2 9.2 31.7 23.1 8.5 82.3

Mathematics 80.0 72.9 7.1 20.0 8.4 11.6 81.3

Science 89.2 81.1 8.2 10.8 5.5 5.3 86.5

 Biology/life science 69.4 58.6 10.8 30.6 22.4 8.2 81.0

 Physical science 52.6 40.9 11.7 47.4 20.3 27.1 61.3

 Chemistry 59.4 50.8 8.6 40.6 27.4 13.2 78.2

 Geology/earth/space science 31.1 27.3 3.8 68.9 25.6 43.4 52.8

 Physics 36.3 26.1 10.2 63.8 26.1 37.7 52.2

Social science 89.1 73.1 16.0 10.9 4.3 6.6 77.4

 History 49.2 40.6 8.6 50.8 39.1 11.8 79.7

ESL 23.6 17.7 5.9 76.4 28.4 48.0 46.1

Arts and music 92.9 80.8 12.0 7.2 2.7 4.5 83.5

Physical education/health education 91.7 81.4 10.2 8.3 3.6 4.8 85.0

English 80.2 71.3 8.9 19.8 6.8 13.0 78.1

Mathematics 81.8 75.3 6.6 18.2 7.1 11.1 82.3

Science 87.0 79.9 7.2 13.0 4.9 8.1 84.8

 Biology/life science 73.1 63.3 9.8 26.9 17.6 9.3 81.0

 Physical science 52.8 38.7 14.1 47.2 16.2 30.9 55.0

 Chemistry 60.4 48.1 12.3 39.6 22.8 16.8 70.9

 Geology/earth/space science 28.2 22.8 5.4 71.8 20.9 50.9 43.7

 Physics 41.8 26.8 15.0 58.2 17.9 40.3 44.7

Social science 87.0 78.1 8.9 13.0 5.5 7.5 83.6

 History 53.5 49.6 3.8 46.5 33.5 13.0 83.2

ESL 21.4 18.4 3.0 78.6 24.1 54.4 42.6

Arts and music 93.5 87.3 6.2 6.5 3.2 3.3 90.5

Physical education/health education 89.1 78.2 10.9 10.9 5.3 5.6 83.5

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix B 

70 

Table B–17.—Percentage of public school students that were taught by a middle level teacher with an undergraduate or graduate 

Table B–17.—major or minor and certification in the course subject area, by course subject area: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 53.8 48.0 5.8 46.2 28.8 17.4 76.8

Foreign language 69.3 54.8 14.5 30.7 16.9 13.8 71.7

Mathematics 47.2 43.7 3.4 52.8 30.9 21.9 74.6

Science 59.4 49.9 9.4 40.6 26.5 14.2 76.4

 Biology/life science 47.6 38.5 9.1 52.4 23.6 28.8 62.1

 Physical science 16.1 13.6 2.6 83.9 43.4 40.5 57.0

Social science 68.1 57.7 10.4 31.9 18.6 13.3 76.3

 History 42.0 36.5 5.5 58.0 46.5 11.5 83.0

ESL/bilingual education 38.6 27.9 10.7 61.4 25.3 36.1 53.2

Arts and music 95.1 88.3 6.8 4.9 2.4 2.5 90.7

Physical education/health education 87.8 82.6 5.3 12.2 8.8 3.4 91.4

 Health education 49.1 47.8 1.3 50.9 30.0 21.0 77.8

 Physical education 88.4 82.8 5.6 11.6 8.8 2.8 91.6

English 59.7 51.9 7.8 40.3 26.9 13.5 78.8

Foreign language 72.5 62.6 9.9 27.5 13.0 14.5 75.6

Mathematics 52.1 46.4 5.7 47.9 29.2 18.8 75.5

Science 61.4 55.4 6.0 38.6 24.9 13.7 80.3

 Biology/life science 51.8 39.3 12.5 48.2 30.7 17.5 70.0

 Physical science 25.2 22.5 2.7 74.8 46.4 28.4 68.9

Social science 71.4 58.0 13.4 28.7 16.6 12.1 74.5

 History 40.7 36.3 4.4 59.3 46.1 13.1 82.5

ESL/bilingual education 26.6 23.3 3.4 73.4 19.9 53.5 43.1

Arts and music 91.0 87.9 3.1 9.0 4.1 4.9 92.0

Physical education/health education 89.3 83.7 5.6 10.7 4.6 6.2 88.2

English 57.9 50.9 7.0 42.1 26.0 16.1 76.9

Foreign language 61.7 51.9 9.8 38.3 24.9 13.4 76.8

Mathematics 49.5 44.1 5.5 50.5 34.5 16.0 78.5

Science 61.5 54.8 6.6 38.5 26.9 11.6 81.8

 Biology/life science 43.8 33.4 10.3 56.3 33.7 22.6 67.2

 Physical science 23.7 11.9 11.8 76.3 28.8 47.5 40.7

Social science 70.9 61.0 9.9 29.1 17.0 12.2 78.0

 History 40.5 36.1 4.4 59.5 47.9 11.6 84.0

ESL/bilingual education 14.7 9.4 5.3 85.3 29.9 55.4 39.3

Arts and music 94.2 85.6 8.7 5.8 2.6 3.2 88.2

Physical education/health education 90.6 81.0 9.7 9.4 5.0 4.4 86.0

English 55.9 48.0 7.9 44.1 27.1 17.1 75.0

Mathematics 51.8 45.6 6.3 48.2 34.0 14.2 79.6

Science 58.0 51.3 6.6 42.0 26.3 15.8 77.6

 Biology/life science 51.3 37.7 13.5 48.8 16.8 31.9 54.6

 Physical science 25.0 13.2 11.8 75.0 30.9 44.1 44.1

Social science 74.5 64.7 9.8 25.5 14.0 11.5 78.7

 History 45.8 41.4 4.5 54.2 40.3 13.9 81.6

ESL/bilingual education 29.6 25.2 4.4 70.4 24.6 45.7 49.9

Arts and music 95.5 90.7 4.8 4.5 2.6 1.9 93.3

Physical education/health education 87.8 81.0 6.8 12.2 7.1 5.1 88.1

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–8 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix B 

71 

Table B–18.—Percentage of public school students that were taught by a high school grades (9–12) teacher with an undergraduate

Table B–18.—or graduate major or minor and certification in the the course subject area, by course subject area: 1987–88 to

Table B–18.—1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 84.4 75.7 8.7 15.6 10.0 5.6 85.7

Foreign language 68.7 58.9 9.8 31.3 20.2 11.1 79.1

Mathematics 81.9 73.6 8.3 18.1 9.5 8.6 83.1

Science 86.4 76.7 9.6 13.6 8.1 5.5 84.8

 Biology/life science 68.7 60.3 8.4 31.3 21.6 9.7 81.9

 Physical science 54.1 47.0 7.1 45.9 30.4 15.5 77.4

 Chemistry 61.4 52.5 8.9 38.6 29.2 9.4 81.7

 Geology 28.5 24.2 4.3 71.5 35.2 36.3 59.4

 Physics 49.5 40.3 9.3 50.5 33.4 17.0 73.7

Social science 86.0 76.4 9.6 14.0 8.1 5.9 84.5

 History 47.1 42.1 4.9 52.9 44.6 8.4 86.7

ESL/bilingual education 41.7 32.7 9.0 58.3 27.2 31.1 59.9

Arts and music 91.5 82.1 9.4 8.5 3.6 5.0 85.7

Physical education/health education 89.0 82.4 6.6 11.0 6.6 4.5 89.0

 Health education 59.9 52.2 7.7 40.1 22.5 17.6 74.7

 Physical education 87.8 77.6 10.2 12.2 7.4 4.8 85.0

English 86.8 81.4 5.4 13.2 7.3 5.9 88.7

Foreign language 77.9 71.6 6.3 22.1 14.7 7.4 86.3

Mathematics 81.9 75.1 6.8 18.1 7.9 10.2 83.0

Science 90.1 83.0 7.1 9.9 6.3 3.6 89.3

 Biology/life science 76.0 67.2 8.8 24.0 18.3 5.7 85.5

 Physical science 54.9 48.4 6.5 45.1 32.7 12.4 81.1

 Chemistry 62.1 58.0 4.2 37.9 27.9 10.0 85.9

 Geology 37.7 32.3 5.4 62.3 34.9 27.4 67.2

 Physics 50.6 43.6 7.0 49.4 33.7 15.7 77.3

Social science 89.5 80.7 8.8 10.5 6.3 4.2 87.0

 History 54.8 49.2 5.5 45.2 37.8 7.5 87.0

ESL/bilingual education 29.8 25.2 4.6 70.2 41.4 28.8 66.6

Arts and music 89.3 81.8 7.5 10.8 4.4 6.3 86.2

Physical education/health education 92.1 85.1 7.0 7.9 4.4 3.5 89.5

English 86.9 78.8 8.0 13.2 7.3 5.9 86.1

Foreign language 68.4 59.9 8.4 31.6 23.4 8.2 83.4

Mathematics 82.0 75.0 7.0 18.0 8.8 9.2 83.8

Science 91.0 82.9 8.1 9.0 5.5 3.5 88.4

 Biology/life science 71.4 60.0 11.4 28.6 22.4 6.2 82.4

 Physical science 53.6 43.1 10.5 46.4 20.1 26.3 63.2

 Chemistry 63.4 55.7 7.7 36.7 25.9 10.8 81.5

 Geology 32.4 29.0 3.4 67.6 26.4 41.2 55.4

 Physics 38.4 28.7 9.7 61.6 27.4 34.2 56.1

Social science 90.6 75.2 15.4 9.4 4.4 5.1 79.6

 History 49.0 41.3 7.7 51.0 40.1 10.9 81.4

ESL/bilingual education 20.9 15.4 5.5 79.1 30.4 48.8 45.7

Arts and music 94.0 82.6 11.4 6.0 2.5 3.5 85.1

Physical education/health education 92.8 83.1 9.7 7.2 3.3 3.9 86.4

English 82.8 74.6 8.2 17.3 7.1 10.2 81.7

Mathematics 84.4 77.7 6.7 15.6 7.2 8.4 84.9

Science 87.4 80.3 7.0 12.6 5.0 7.7 85.3

 Biology/life science 74.2 64.0 10.2 25.8 17.6 8.3 81.6

 Physical science 53.0 39.2 13.8 47.0 16.0 30.9 55.3

 Chemistry 62.5 51.0 11.5 37.5 22.1 15.5 73.1

 Geology 27.2 22.3 4.9 72.8 21.3 51.5 43.6

 Physics 43.4 28.8 14.6 56.6 20.1 36.5 48.9

Social science 88.1 80.0 8.1 11.9 5.5 6.4 85.5

 History 54.5 50.8 3.7 45.5 33.4 12.1 84.2

ESL/bilingual education 21.1 18.1 3.0 78.9 23.5 55.4 41.6

Arts and music 94.8 87.8 7.0 5.2 3.1 2.2 90.9

Physical education/health education 90.1 79.1 11.1 9.9 4.9 5.0 83.9

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
THIS PAGE INTENTIONALLY LEFT BLANK
73

Appendix C: Standard Error Tables 

Index to Standard Error Tables 

 

Major/Certification Major/Minor/Certification 

Measure 1: Main Assignment 

Elementary C–2 C–11 

Middle C–3 C–12 

Secondary C–4 C–13 

Measure 2: Subject Area Taught 

Middle C–5 C–14 

Secondary C–6 C–15 

Measure 3: Classes 

Secondary C–7 C–16 

Middle C–8 C–17 

Measure 4: Students 

Middle and Secondary C–1 

Secondary C–9 C–18 

Middle C–10 C–19 
Appendix C 

74 

Table C–1.—Standard errors for table 1: percentage of public school students by grade levels 

taught and teacher’s qualification status in course subject area: 1987–88 and 1999–

2000 

— Not available 

NOTE: Middle level teachers include teachers who taught students in grades 5-9 and did not teach any students in grades 10-12; 

teachers who taught in grades 5-9 who identified themselves as elementary or special education teachers were classified as elementary teachers. High school teachers include all teachers who taught any of grades 10-12, as well as teachers who taught grade 

9 and no other grades. Not all assignment areas were measured in each SASS administration. See appendix A for notes and definition of terms. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 “Public Teacher Survey,” 1999–2000 “Public Teacher Survey,” and 1999–2000 “Public Charter Teacher Survey.” 

Middle grades High school grades 

No major and 

certification 

No major, 

minor, or 

certification 

No major and 

certification 

No major, 

minor, or 

certification 

Subject field 

1987–

1988 

1999–

2000 

1987–

1988 

1999–

2000 

1987–

1988 

1999–

2000 

1987–

1988 

1999–

2000 

English 1.51 1.96 1.06 1.39 1.06 0.94 0.58 0.37

Foreign language — 4.69 — 2.97 — 1.79 — 0.96

Mathematics 1.90 2.43 1.43 2.28 1.58 0.91 0.58 0.51

Science 2.00 2.56 1.32 1.61 1.21 1.33 0.65 0.49

Biology/life science 3.74 5.21 3.91 4.87 2.66 1.73 1.13 0.91

Physical science 1.53 1.40 2.53 3.62 1.74 1.68 1.52 0.96

Chemistry — — — — 3.60 2.20 1.93 1.29

Geology/earth/space 

science 

— — — — 3.15 3.42 4.49 3.20

Physics — — — — 2.36 3.29 3.62 1.86

Social science 2.09 3.03 .93 1.65 1.12 1.05 0.61 0.49

History 2.89 4.06 1.92 2.56 1.50 1.35 1.10 0.72

ESL/bilingual education 7.07 5.78 7.64 7.44 2.91 5.28 7.12 3.59

Arts and music 1.68 1.61 0.39 0.57 1.54 1.43 0.29 0.57

Physical education 1.57 2.51 0.53 0.57 1.48 1.18 0.55 0.43
Appendix C 

75 

Table C–2.—Standard errors for table B–1: percentage of public school school teachers who taught elementary level grades with an 

Table C–2.—undergraduate or graduate major and certification in their main assignment field, by main assignment field: 1987–88 to

Table C–2.—1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 3.48 3.39 1.66 3.48 3.39 2.46 2.88

Foreign language # # # # # ##

Mathematics 4.97 # # 4.97 10.09 8.53 #

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 0.70 0.68 0.29 0.70 0.67 0.27 0.41

ESL/bilingual education 4.96 4.83 2.33 4.96 4.61 2.41 2.85

Arts and music 2.61 3.05 2.00 2.61 2.04 1.90 2.53

Special education 1.85 2.10 0.91 1.85 1.54 1.00 1.30

Physical education/health education 4.92 5.14 3.13 4.92 5.09 2.44 4.08

 Health education # # # # # ##

 Physical education 5.21 4.92 2.18 5.21 4.44 3.35 4.00

English 4.64 4.73 0.54 4.64 5.09 3.44 3.43

Foreign language # # # # # ##

Mathematics 1.55 1.55 # 1.55 11.71 11.94 11.94

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 0.68 0.75 0.29 0.68 0.61 0.37 0.46

ESL/bilingual education 3.88 3.72 1.44 3.88 5.42 4.33 5.01

Arts and music 3.68 # # 3.68 0.64 3.63 #

Special education 1.39 1.69 1.01 1.39 1.13 1.12 1.41

Physical education/health education 3.22 2.93 1.76 3.22 # # #

English 5.17 5.17 # 5.17 5.29 4.07 4.17

Foreign language # # # # # ##

Mathematics # # # # # ##

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 0.66 0.68 0.21 0.66 0.58 0.26 0.37

ESL/bilingual education 2.93 2.53 2.10 2.93 3.99 5.11 5.13

Arts and music 5.44 6.43 3.84 5.44 5.26 2.93 4.83

Special education 1.71 1.94 1.05 1.71 1.61 1.33 1.74

Physical education/health education 3.74 5.11 3.98 3.74 # # #

English 3.65 3.65 0.67 3.65 4.29 1.80 1.94

Mathematics # # # # # ##

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 0.58 0.53 0.33 0.58 0.53 0.15 0.38

ESL/bilingual education 3.89 4.19 1.88 3.89 4.49 3.33 3.47

Arts and music 4.27 5.19 2.60 4.27 3.87 2.12 3.32

Special education 1.80 1.96 0.82 1.80 1.91 0.72 1.12

Physical education/health education 4.39 # # 4.39 # # 3.60

# Too few sample cases for a reliable estimate.

NOTE: Elementary level teachers include teachers who taught only grades K–4, as well as other teachers who taught grades 5–8 but identified themselves as 

elementary or special education teachers. Not all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix C 

76 

Table C–3.—Standard errors for table B–2: percentage of public school teachers who taught middle level grades with an 

Table C–3.—undergraduate or graduate major and certification in their main assignment field, by main assignment field: 1987–88 to

Table C–3.—1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 1.89 2.04 0.53 1.89 1.64 1.25 1.40

Foreign language 4.85 4.69 3.07 4.85 4.70 1.40 3.07

Mathematics 2.23 2.27 0.52 2.23 2.38 1.65 1.70

Science 2.41 2.15 1.24 2.41 2.17 1.56 1.75

 Biology/life science 4.67 4.61 1.18 4.67 4.99 3.29 3.32

 Physical science 2.58 2.41 0.86 2.58 4.42 3.95 4.12

Social science (including history) 2.58 2.54 1.60 2.58 2.82 1.66 2.20

ESL/bilingual education 4.19 3.98 2.21 4.19 4.06 2.65 3.24

Arts and music 1.26 1.40 0.77 1.26 1.00 0.98 1.19

Physical education/health education 1.95 2.00 0.84 1.95 1.79 0.68 0.94

 Health education 7.64 # # 7.64 7.42 3.43 #

 Physical education 2.09 2.15 0.94 2.09 1.95 0.70 1.05

English 1.69 1.66 0.91 1.69 1.74 0.86 1.08

Foreign language 5.45 5.56 3.78 5.45 4.23 3.50 4.98

Mathematics 1.71 1.52 1.16 1.71 2.10 1.37 1.62

Science 2.63 2.56 0.93 2.63 2.34 1.58 1.71

 Biology/life science 4.11 4.05 1.34 4.11 4.26 1.88 2.37

 Physical science 1.45 # # 1.45 2.46 2.01 #

Social science (including history) 2.13 2.20 1.19 2.13 2.18 0.95 1.56

ESL/bilingual education 3.29 3.17 0.74 3.29 5.48 5.02 4.93

Arts and music 0.69 1.37 1.13 0.69 0.56 0.51 1.21

Physical education/health education 1.24 1.49 0.82 1.24 1.25 0.67 1.06

English 1.74 1.79 0.64 1.74 1.43 0.90 1.04

Foreign language 6.51 6.18 2.18 6.51 6.05 6.18 6.31

Mathematics 1.84 1.66 0.85 1.84 1.79 1.06 1.26

Science 2.68 2.59 0.97 2.68 2.65 1.02 1.28

 Biology/life science 4.10 3.93 0.65 4.10 4.00 2.54 2.57

 Physical science 3.63 # # 3.63 4.95 4.00 #

Social science (including history) 2.34 2.34 0.88 2.34 2.23 0.94 1.25

ESL/bilingual education 3.34 2.63 1.55 3.34 3.88 2.59 2.87

Arts and music 0.83 1.28 1.21 0.83 0.79 0.20 1.21

Physical education/health education 1.33 1.50 0.97 1.33 0.87 0.81 1.21

English 1.59 1.61 0.41 1.59 1.69 0.82 0.84

Mathematics 2.02 1.95 0.51 2.02 1.86 1.26 1.35

Science 1.68 1.62 0.69 1.68 1.70 0.94 1.13

 Biology/life science 4.12 4.17 0.50 4.12 4.13 2.98 3.02

 Physical science 2.74 2.72 0.60 2.74 3.09 2.38 2.46

Social science (including history) 2.12 2.17 0.58 2.12 1.90 0.67 0.73

ESL/bilingual education 2.69 2.48 1.05 2.69 3.21 2.45 2.30

Arts and music 1.10 1.26 0.67 1.10 1.07 0.20 0.72

Physical education/health education 1.00 1.32 0.78 1.00 1.03 0.41 0.85

# Too few sample cases for a reliable estimate.

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–9 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix C 

77 

Table C–4.—Standard errors for table B–3: percentage of public school teachers who taught high school grades (9–12) with an 

Table C–4.—undergraduate or graduate major and certification in their main assignment field, by main assignment field: 1987–88 to

Table C–4.—1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 0.72 0.85 0.55 0.72 0.70 0.31 0.63

Foreign language 1.66 1.51 0.66 1.66 1.50 0.69 0.67

Mathematics 0.86 0.86 0.49 0.86 0.79 0.42 0.67

Science 0.92 1.12 0.68 0.92 0.89 0.38 0.78

 Biology/life science 1.57 1.57 0.82 1.57 1.51 0.81 1.14

 Physical science 1.66 1.63 0.63 1.66 1.59 0.98 1.13

 Chemistry 2.61 2.61 0.65 2.61 2.37 1.61 1.82

 Geology/earth/space science 3.87 4.11 1.79 3.87 3.75 2.99 3.58

 Physics 3.60 4.06 2.07 3.60 3.80 1.64 2.77

Social science (including history) 0.83 0.94 0.50 0.83 0.75 0.29 0.62

ESL/bilingual education 3.43 3.69 1.94 3.43 3.60 2.46 3.16

Arts and music 0.66 1.08 0.75 0.66 0.56 0.33 0.83

Physical education/health education 0.88 1.03 0.55 0.88 0.83 0.28 0.64

 Health education 2.98 3.17 1.40 2.98 2.79 1.34 2.03

 Physical education 1.08 1.18 0.54 1.08 1.04 0.23 0.59

English 0.74 0.78 0.37 0.74 0.65 0.30 0.43

Foreign language 1.38 1.50 0.55 1.38 1.22 0.46 0.69

Mathematics 0.81 0.93 0.50 0.81 0.73 0.36 0.60

Science 0.87 0.99 0.57 0.87 0.81 0.31 0.68

 Biology/life science 1.62 1.58 0.58 1.62 1.55 0.48 0.76

 Physical science 1.38 1.37 0.48 1.38 1.29 0.86 0.87

 Chemistry 2.39 2.37 0.69 2.39 2.29 1.06 1.22

 Geology/earth/space science 4.01 3.28 1.47 4.01 4.20 1.69 1.99

 Physics 4.15 3.97 1.81 4.15 4.27 1.29 2.07

Social science (including history) 0.81 0.88 0.44 0.81 0.78 0.33 0.57

ESL/bilingual education 3.40 3.00 1.52 3.40 4.71 4.94 5.24

Arts and music 0.59 0.92 0.78 0.59 0.44 0.31 0.85

Physical education/health education 0.73 1.02 0.61 0.73 0.63 0.56 0.89

English 0.75 0.88 0.44 0.75 0.76 0.33 0.56

Foreign language 2.41 2.44 1.02 2.41 2.34 0.71 1.2

Mathematics 1.51 1.61 0.54 1.51 1.37 0.67 0.96

Science 1.28 1.40 0.55 1.28 1.28 0.27 0.64

 Biology/life science 2.52 2.54 0.53 2.52 2.45 0.55 0.83

 Physical science 2.38 2.31 0.52 2.38 2.47 0.94 1.05

 Chemistry 3.54 3.58 0.50 3.54 3.45 1.04 1.12

 Geology/earth/space science 6.05 # # 6.05 5.49 3.82 #

 Physics 4.85 4.68 1.65 4.85 5.07 2.42 2.92

Social science (including history) 1.12 1.33 0.69 1.12 1.09 0.27 0.72

ESL/bilingual education 3.69 3.78 1.08 3.69 4.33 3.62 3.5

Arts and music 0.87 1.37 1.08 0.87 0.75 0.38 1.21

Physical education/health education 0.85 1.10 0.70 0.85 0.89 0.23 0.72

English 0.97 1.04 0.38 0.97 0.96 0.24 0.46

Mathematics 1.02 1.20 0.55 1.02 1.01 0.46 0.68

Science 1.15 1.17 0.50 1.15 1.14 0.34 0.62

 Biology/life science 2.61 2.37 0.86 2.61 2.59 0.33 0.77

 Physical science 2.08 2.16 0.59 2.08 2.29 1.12 1.22

 Chemistry 3.24 3.26 0.46 3.24 2.88 0.94 1.03

 Geology/earth/space science 4.70 4.56 1.60 4.70 5.21 3.47 3.93

 Physics 3.15 3.32 1.42 3.15 3.75 1.70 2.47

Social science (including history) 1.12 1.02 0.47 1.12 1.10 0.29 0.53

ESL/bilingual education 2.98 2.95 1.50 2.98 4.23 3.68 4.11

Arts and music 0.88 0.83 0.76 0.88 0.85 0.22 0.72

Physical education/health education 1.17 1.15 0.70 1.17 1.14 0.23 0.72

# Too few sample cases for a reliable estimate.

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1987–88

Major in field No major in field

1999–2000

1993–94

1990–91
Appendix C 

78 

Table C–5.—Standard errors for table B–4: percentage of public school middle level teachers with an undergraduate or graduate

Table C–5.—major and certification in any course taught, by course subject area: 1987–88 to 1999–2000

 

Total

Total Certified Not certified Total Certified Not certified Certified

English 1.57 1.56 0.76 1.57 1.71 1.57 1.64

Foreign language 4.40 4.16 2.42 4.40 4.05 3.63 3.87

Mathematics 1.85 1.85 0.41 1.85 1.93 1.64 1.66

Science 2.13 2.09 1.03 2.13 2.05 1.97 2.07

 Biology/life science 4.05 3.51 2.35 4.05 3.51 4.13 3.95

 Physical science 1.49 1.30 0.59 1.49 3.13 3.00 2.94

Social science 2.03 1.94 1.29 2.03 2.16 2.05 2.23

 History 2.53 2.29 1.10 2.53 3.31 2.97 3.07

ESL 4.71 4.43 2.44 4.71 3.95 4.01 4.34

Arts and music 1.75 1.92 0.91 1.75 0.86 1.56 1.76

Physical education/health education 1.93 1.98 0.96 1.93 1.60 1.21 1.43

 Health education 4.00 3.98 0.35 4.00 5.14 4.32 4.30

 Physical education 2.18 2.37 1.11 2.18 1.71 1.12 1.50

English 1.42 1.43 0.98 1.42 1.63 1.35 1.52

Foreign language 4.73 4.95 3.30 4.73 2.54 4.38 4.65

Mathematics 1.61 1.45 0.79 1.61 1.53 1.55 1.56

Science 1.96 2.04 0.71 1.96 1.94 1.26 1.40

 Biology/life science 3.57 3.13 1.50 3.57 3.74 3.20 3.15

 Physical science 1.92 1.85 0.38 1.92 3.19 2.78 2.87

Social science 1.75 1.69 0.96 1.75 2.04 2.33 2.37

 History 2.70 2.50 1.43 2.70 2.91 2.89 2.72

ESL 5.01 5.79 2.18 5.01 5.80 5.93 5.90

Arts and music 1.96 2.19 1.11 1.96 1.24 1.74 1.90

Physical education/health education 2.35 2.34 1.17 2.35 1.65 1.81 1.91

English 1.69 1.67 0.74 1.69 1.36 1.61 1.80

Foreign language 5.67 4.77 3.11 5.67 5.28 4.02 4.20

Mathematics 1.78 1.53 0.81 1.78 1.62 2.20 1.87

Science 2.16 2.16 0.78 2.16 2.40 1.41 1.61

 Biology/life science 3.01 2.72 1.84 3.01 3.16 3.24 3.29

 Physical science 2.25 1.44 1.69 2.25 2.83 3.46 3.04

Social science 2.36 2.19 1.14 2.36 1.37 1.68 1.81

 History 2.93 2.88 1.04 2.93 2.98 2.48 2.45

ESL 2.73 2.16 1.64 2.73 6.37 6.59 6.37

Arts and music 1.87 2.26 1.85 1.87 1.08 1.54 2.41

Physical education/health education 1.96 2.38 1.70 1.96 1.13 1.84 2.42

English 1.30 1.21 0.54 1.30 1.16 1.18 1.18

Mathematics 1.91 1.70 0.63 1.91 1.58 1.48 1.44

Science 1.63 1.51 0.72 1.63 1.30 1.34 1.46

 Biology/life science 2.14 2.58 1.34 2.14 2.57 3.18 3.80

 Physical science 1.68 1.22 1.19 1.68 2.25 2.19 2.14

Social science 1.75 1.85 0.78 1.75 1.48 1.58 1.66

 History 2.33 2.29 1.07 2.33 2.57 2.19 2.36

ESL 5.34 5.36 1.00 5.34 4.83 5.92 5.68

Arts and music 1.25 1.61 0.77 1.25 1.11 0.81 1.17

Physical education/health education 1.20 1.48 0.88 1.20 0.99 1.32 1.36

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–9 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix C 

79 

Table C–6.—Standard errors for table B–5: percentage of public high school grades (9–12) teachers with an undergraduate or 

Table C–6.—graduate major and certification in any course taught, by course subject area: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 0.76 0.82 0.58 0.76 0.64 0.58 0.73

Foreign language 1.59 1.51 0.56 1.59 1.24 1.09 1.06

Mathematics 0.80 0.78 0.47 0.80 0.66 0.70 0.83

Science 0.96 1.12 0.61 0.96 0.83 0.67 0.94

 Biology/life science 1.46 1.35 0.86 1.46 1.27 1.13 1.35

 Physical science 1.33 1.27 0.55 1.33 1.19 1.20 1.22

 Chemistry 2.01 1.97 1.07 2.01 1.92 1.81 2.01

 Geology/earth/space science 1.92 1.88 0.95 1.92 2.21 2.46 2.56

 Physics 2.19 2.15 1.29 2.19 2.15 2.22 2.39

Social science 0.78 0.86 0.58 0.78 0.62 0.63 0.84

 History 1.07 1.02 0.40 1.07 1.08 0.97 1.06

ESL 2.89 2.89 1.77 2.89 3.26 3.01 3.18

Arts and Music 1.11 1.38 0.88 1.11 0.68 0.83 1.20

Physical education/health education 1.02 1.23 0.76 1.02 0.75 0.83 1.08

 Health education 2.13 2.16 0.86 2.13 1.90 2.01 2.28

 Physical education 1.14 1.39 1.04 1.14 0.86 0.84 1.22

English 0.75 0.88 0.30 0.75 0.54 0.57 0.69

Foreign language 1.64 1.63 0.55 1.64 1.28 1.14 1.21

Mathematics 0.87 0.98 0.35 0.87 0.59 0.73 0.87

Science 0.89 0.99 0.50 0.89 0.67 0.63 0.84

 Biology/life science 1.37 1.39 0.65 1.37 1.11 1.03 1.13

 Physical science 0.98 1.03 0.52 0.98 1.04 0.98 1.07

 Chemistry 1.85 1.81 0.71 1.85 1.76 1.54 1.63

 Geology/earth/space science 2.06 1.89 0.76 2.06 2.43 2.24 2.20

 Physics 2.04 1.91 1.03 2.04 2.32 1.82 1.92

Social science 0.77 0.82 0.50 0.77 0.57 0.59 0.80

 History 1.16 1.08 0.47 1.16 1.24 0.80 0.94

ESL 2.65 2.38 1.35 2.65 3.32 2.56 2.98

Arts and Music 0.98 1.16 0.76 0.98 0.57 0.85 1.14

Physical education/health education 0.92 1.07 0.71 0.92 0.68 0.81 1.03

English 1.04 0.92 0.50 1.04 0.63 1.07 0.99

Foreign language 1.89 1.92 1.12 1.89 2.11 1.32 1.71

Mathematics 1.10 1.29 0.63 1.10 0.98 1.17 1.28

Science 1.25 1.35 0.54 1.25 1.12 0.87 1.01

 Biology/life science 1.72 1.78 1.41 1.72 1.58 1.62 1.89

 Physical science 1.50 1.39 0.72 1.50 1.52 1.50 1.50

 Chemistry 2.45 2.51 0.90 2.45 2.77 2.33 2.32

 Geology/earth/space science 3.08 2.68 1.42 3.08 2.18 3.08 2.72

 Physics 1.85 1.72 1.19 1.85 3.40 3.18 3.32

Social science 1.26 1.30 1.16 1.26 0.85 0.98 1.23

 History 1.55 1.46 0.87 1.55 1.35 1.12 1.33

ESL 2.74 2.42 1.51 2.74 3.72 4.20 4.47

Arts and Music 1.52 1.54 1.12 1.52 0.75 1.33 1.34

Physical education/health education 1.89 1.77 1.23 1.89 0.69 1.77 1.71

English 1.06 1.09 0.69 1.06 0.67 0.83 0.86

Mathematics 1.10 1.17 0.49 1.10 0.71 1.01 1.00

Science 1.18 1.11 0.47 1.18 0.93 0.93 0.96

 Biology/life science 2.53 2.20 1.43 2.53 1.92 1.72 1.77

 Physical science 1.34 1.19 0.69 1.34 1.33 1.45 1.29

 Chemistry 2.28 2.39 1.26 2.28 2.26 2.27 1.83

 Geology/earth/space science 2.13 2.03 1.12 2.13 2.70 3.01 3.09

 Physics 1.84 1.03 1.62 1.84 1.74 2.29 2.06

Social science 1.07 0.99 0.58 1.07 0.83 0.97 1.05

 History 1.25 1.10 0.48 1.25 1.34 1.03 1.13

ESL 2.34 2.48 1.45 2.34 4.08 5.22 5.26

Arts and Music 1.13 1.29 0.99 1.13 0.74 0.89 1.18

Physical education/health education 1.39 1.18 1.15 1.39 0.90 0.96 1.10

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

Major in field No major in field

1987–88

1990–91

1993–94

1999–2000
Appendix C 

80 

Table C–7.—Standard errors for table B–6: percentage of public school courses taught by a middle level teacher with an 

Table C–7.—undergraduate or graduate major and certification in the course subject area, by course subject area: 1987–88 to

Table C–7.—1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 1.91 1.85 0.68 1.91 1.93 1.53 1.60

Foreign language 5.11 4.97 3.06 5.11 5.72 2.98 4.30

Mathematics 2.30 2.30 0.65 2.30 2.31 2.28 2.33

Science 2.55 2.55 1.12 2.55 2.32 1.93 2.12

 Biology/life science 5.11 4.75 2.17 5.11 3.90 4.41 4.29

 Physical science 1.59 1.52 0.51 1.59 3.68 3.38 3.45

Social science 2.43 2.68 1.67 2.43 2.41 1.74 2.32

 History 3.73 3.76 0.67 3.73 4.46 3.43 3.47

ESL 9.42 5.90 9.53 9.42 6.43 6.89 7.91

Arts and music 1.73 1.74 0.89 1.73 1.15 1.57 1.59

Physical education/health education 2.00 2.07 1.05 2.00 1.92 0.58 1.12

 Health education 7.05 7.05 0.15 7.05 8.08 4.39 4.45

 Physical education 2.37 2.57 1.24 2.37 2.20 0.55 1.29

English 1.87 1.75 1.17 1.87 1.99 1.15 1.45

Foreign language 5.21 6.07 4.13 5.21 3.04 3.77 5.01

Mathematics 1.89 1.80 1.01 1.89 1.94 1.51 1.66

Science 2.23 2.38 1.12 2.23 1.95 1.32 1.73

 Biology/life science 4.03 3.61 1.78 4.03 4.17 3.29 3.44

 Physical science 2.42 2.36 0.53 2.42 3.56 2.96 3.10

Social science 1.81 2.35 2.39 1.81 2.04 1.77 2.77

 History 2.70 2.64 1.79 2.70 2.96 2.51 2.70

ESL 8.80 9.64 1.33 8.80 6.16 7.34 7.82

Arts and music 1.63 1.82 0.68 1.63 1.49 0.70 0.99

Physical education/health education 1.82 1.82 1.10 1.82 1.38 1.08 1.39

English 1.84 1.80 0.69 1.84 1.59 1.26 1.41

Foreign language 6.91 6.30 2.69 6.91 6.52 3.33 4.04

Mathematics 2.05 1.82 0.79 2.05 1.87 1.72 1.43

Science 2.65 2.60 0.87 2.65 2.67 0.93 1.24

 Biology/life science 3.34 3.36 1.39 3.34 3.55 2.88 3.03

 Physical science 2.68 1.97 1.96 2.68 3.94 4.23 4.17

Social science 2.29 2.22 0.94 2.29 1.76 1.31 1.53

 History 3.40 3.35 0.84 3.40 3.34 1.94 1.99

ESL 3.51 3.00 2.05 3.51 7.73 7.60 7.59

Arts and music 1.25 2.29 2.31 1.25 1.10 0.75 2.40

Physical education/health education 1.61 2.01 1.54 1.61 1.43 0.91 1.78

English 1.49 1.46 0.53 1.49 1.35 1.05 1.16

Mathematics 2.12 2.00 0.75 2.12 1.71 1.36 1.47

Science 1.74 1.66 0.75 1.74 1.60 1.05 1.30

 Biology/life science 3.33 3.74 1.48 3.33 3.14 3.87 4.42

 Physical science 2.00 1.48 1.52 2.00 2.91 2.44 2.67

Social science 1.90 2.07 0.63 1.90 1.67 1.03 1.23

 History 2.83 2.85 0.74 2.83 2.93 1.82 1.86

ESL 8.27 8.42 1.05 8.27 5.92 6.28 6.24

Arts and music 1.17 1.50 0.82 1.17 1.13 0.37 0.92

Physical education/health education 1.06 1.44 0.62 1.06 1.05 0.73 1.02

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–9 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix C 

81 

Table C–8.—Standard errors for table B–7: percentage of public school courses taught by a high school grades (9–12) teacher with

Table C–8.—an undergraduate or graduate major and certification in the course subject area, by course subject area: 1987–88 to

Table C–8.—1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 0.69 0.87 0.68 0.69 0.68 0.50 0.80

Foreign language 1.60 1.55 0.72 1.60 1.31 1.05 1.05

Mathematics 0.84 0.86 0.58 0.84 0.70 0.56 0.82

Science 1.04 1.22 0.64 1.04 0.90 0.53 0.85

 Biology/life science 1.58 1.52 0.84 1.58 1.48 0.96 1.26

 Physical science 1.57 1.54 0.58 1.57 1.26 1.15 1.20

 Chemistry 2.10 2.13 0.70 2.10 2.02 1.70 1.83

 Geology/earth/space science 3.15 3.13 0.72 3.15 3.18 3.35 3.37

 Physics 2.64 2.89 1.78 2.64 2.63 2.11 2.77

Social science 0.77 0.95 0.59 0.77 0.71 0.53 0.79

 History 1.31 1.27 0.40 1.31 1.27 0.89 0.94

ESL 3.87 4.54 2.62 3.87 4.07 3.44 4.37

Arts and music 1.13 1.51 0.94 1.13 0.92 0.57 1.05

Physical education/health education 0.79 1.12 0.75 0.79 0.70 0.44 0.85

 Health education 2.53 2.66 1.32 2.53 2.53 1.81 2.26

 Physical education 1.16 1.58 1.29 1.16 1.04 0.60 1.27

English 0.69 0.81 0.32 0.69 0.59 0.42 0.58

Foreign language 1.60 1.68 0.60 1.60 1.47 0.80 0.99

Mathematics 0.86 1.00 0.40 0.86 0.63 0.68 0.85

Science 0.94 1.09 0.53 0.94 0.81 0.49 0.83

 Biology/life science 1.63 1.55 0.67 1.63 1.42 1.20 1.24

 Physical science 1.09 1.27 0.56 1.09 1.12 0.87 1.04

 Chemistry 2.45 2.45 0.43 2.45 2.17 1.46 1.49

 Geology/earth/space science 3.44 2.84 1.76 3.44 3.34 2.51 2.38

 Physics 3.02 3.09 1.05 3.02 3.27 1.69 1.90

Social science 0.80 0.94 0.56 0.80 0.69 0.58 0.85

 History 1.33 1.30 0.72 1.33 1.33 0.90 1.14

ESL 3.43 3.25 1.49 3.43 3.39 2.55 2.99

Arts and music 0.91 1.06 0.81 0.91 0.58 0.67 1.00

Physical education/health education 0.80 1.15 0.72 0.80 0.62 0.48 0.94

English 0.86 0.79 0.50 0.86 0.73 0.66 0.68

Foreign language 2.05 2.15 0.98 2.05 2.22 1.15 1.46

Mathematics 1.17 1.43 0.61 1.17 1.01 1.02 1.24

Science 1.20 1.26 0.56 1.20 1.18 0.58 0.77

 Biology/life science 1.85 1.98 0.94 1.85 1.78 1.21 1.48

 Physical science 1.63 1.62 0.87 1.63 1.77 1.52 1.56

 Chemistry 3.22 3.30 0.80 3.22 3.37 1.70 1.80

 Geology/earth/space science 4.63 4.44 1.47 4.63 3.60 3.80 3.69

 Physics 3.18 3.19 1.19 3.18 4.53 3.09 3.61

Social science 1.12 1.26 1.02 1.12 0.94 0.62 1.18

 History 1.84 1.78 0.90 1.84 1.64 1.11 1.42

ESL 2.54 2.59 1.02 2.54 4.22 4.52 4.56

Arts and music 1.21 1.63 1.18 1.21 0.77 0.74 1.34

Physical education/health education 1.10 1.36 0.99 1.10 0.81 0.74 1.17

English 1.03 1.06 0.54 1.03 0.78 0.64 0.73

Mathematics 1.18 1.31 0.55 1.18 0.91 0.81 0.88

Science 1.16 1.19 0.47 1.16 1.06 0.69 0.85

 Biology/life science 2.93 2.62 1.17 2.93 2.56 1.22 1.45

 Physical science 1.81 1.58 0.78 1.81 1.62 1.71 1.53

 Chemistry 2.64 2.94 1.06 2.64 2.89 2.22 1.95

 Geology/earth/space science 3.08 3.01 1.17 3.08 3.42 4.12 4.21

 Physics 2.57 1.88 1.79 2.57 3.06 2.86 3.13

Social science 1.04 1.00 0.48 1.04 0.91 0.68 0.77

 History 1.68 1.52 0.42 1.68 1.60 0.86 0.93

ESL 2.66 3.01 0.85 2.66 5.92 6.68 6.93

Arts and music 0.84 1.22 1.14 0.84 0.70 0.42 1.10

Physical education/health education 1.21 1.22 0.94 1.21 1.08 0.59 1.00

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix C 

82 

Table C–9.—Standard errors for table B–8: percentage of public school students that were taught by a middle level teacher with

Table C–9.—an undergraduate or graduate major and certification in the course subject area, by course subject area: 1987–88 to

Table C–9.—1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 1.96 1.96 0.61 1.96 2.00 1.43 1.50

Foreign language 4.90 4.69 2.96 4.90 5.57 3.53 4.53

Mathematics 2.42 2.43 0.79 2.42 2.75 2.34 2.42

Science 2.69 2.56 1.30 2.69 2.37 1.87 2.06

 Biology/life science 5.63 5.21 2.28 5.63 4.06 4.78 4.64

 Physical science 1.46 1.40 0.41 1.46 3.81 3.57 3.63

Social science 2.77 3.03 1.73 2.77 2.81 1.78 2.49

 History 4.03 4.06 0.82 4.03 4.85 3.52 3.58

ESL/bilingual education 7.24 5.78 5.49 7.24 4.78 7.44 6.75

Arts and music 1.61 1.61 0.83 1.61 1.19 1.35 1.38

Physical education/health education 2.42 2.51 1.41 2.42 2.36 0.58 1.42

 Health education 7.29 7.30 0.13 7.29 8.02 4.20 4.25

 Physical education 2.79 3.01 1.58 2.79 2.66 0.56 1.59

English 1.85 1.91 0.97 1.85 1.96 1.02 1.37

Foreign language 4.97 5.47 4.24 4.97 2.78 4.17 5.17

Mathematics 2.01 1.91 1.09 2.01 2.04 1.68 1.86

Science 2.23 2.43 1.26 2.23 1.92 1.17 1.78

 Biology/life science 4.25 3.88 1.89 4.25 4.37 3.32 3.51

 Physical science 2.50 2.44 0.53 2.50 3.65 3.08 3.21

Social science 1.87 2.41 2.53 1.87 2.10 1.68 2.78

 History 2.89 2.83 1.80 2.89 3.08 2.37 2.69

ESL/bilingual education 7.86 7.90 0.59 7.86 5.55 8.26 8.14

Arts and music 1.65 1.74 0.57 1.65 1.40 0.89 1.00

Physical education/health education 1.79 1.83 1.35 1.79 1.24 1.12 1.60

English 1.95 1.96 0.78 1.95 1.80 1.39 1.61

Foreign language 7.58 6.99 2.69 7.58 7.40 3.33 4.14

Mathematics 2.06 1.84 0.78 2.06 1.97 1.64 1.40

Science 2.78 2.75 0.86 2.78 2.84 1.12 1.38

 Biology/life science 3.35 3.39 1.26 3.35 3.63 3.29 3.40

 Physical science 2.69 2.07 1.82 2.69 4.06 4.30 4.28

Social science 2.43 2.35 1.33 2.43 1.83 1.46 1.80

 History 3.75 3.64 0.94 3.75 3.60 2.14 2.12

ESL/bilingual education 4.17 2.66 3.38 4.17 8.39 8.16 8.36

Arts and music 1.24 2.29 2.32 1.24 1.01 0.81 2.39

Physical education/health education 1.55 2.05 1.69 1.55 1.38 0.83 1.85

English 1.49 1.51 0.57 1.49 1.45 1.03 1.22

Mathematics 2.09 1.90 0.81 2.09 1.78 1.44 1.57

Science 1.99 2.00 0.81 1.99 1.98 1.44 1.77

 Biology/life science 3.27 3.74 1.53 3.27 3.47 3.96 4.58

 Physical science 1.98 1.53 1.33 1.98 2.98 2.72 2.90

Social science 1.95 2.09 0.76 1.95 1.64 1.08 1.36

 History 2.89 2.89 0.96 2.89 2.91 1.97 2.06

ESL/bilingual education 6.96 7.07 1.02 6.96 5.99 7.43 7.43

Arts and music 1.40 1.68 0.68 1.40 1.28 0.53 0.91

Physical education/health education 1.14 1.57 0.78 1.14 1.22 0.75 1.19

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–9 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix C 

83 

Table C–10.—Standard errors for table B–9: percentage of public school students that were taught by a high school grades (9–12)

Table C–10.—teacher with an undergraduate or graduate major and certification in the the course subject area, by course subject 

Table C–10.—area: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 0.76 0.94 0.70 0.76 0.79 0.43 0.83

Foreign language 1.81 1.79 0.83 1.81 1.43 1.21 1.26

Mathematics 0.90 0.91 0.57 0.90 0.76 0.56 0.82

Science 1.15 1.33 0.73 1.15 1.07 0.50 0.85

 Biology/life science 1.75 1.73 0.97 1.75 1.57 1.06 1.36

 Physical science 1.69 1.68 0.59 1.69 1.38 1.09 1.17

 Chemistry 2.20 2.20 0.76 2.20 2.13 1.58 1.71

 Geology 3.43 3.42 0.78 3.43 3.70 3.29 3.42

 Physics 2.81 3.29 1.85 2.81 2.98 1.90 2.82

Social science 0.87 1.05 0.65 0.87 0.82 0.50 0.80

 History 1.39 1.35 0.43 1.39 1.40 0.87 0.92

ESL/bilingual education 4.57 5.28 3.17 4.57 4.26 3.59 4.78

Arts and music 1.02 1.43 0.96 1.02 0.80 0.60 1.08

Physical education/health education 0.84 1.18 0.77 0.84 0.76 0.43 0.87

 Health education 2.80 2.97 1.08 2.80 2.69 1.95 2.29

 Physical education 1.10 1.73 1.43 1.10 0.93 0.64 1.44

English 0.75 0.88 0.36 0.75 0.66 0.39 0.60

Foreign language 1.80 1.85 0.65 1.80 1.64 1.16 1.29

Mathematics 0.95 1.07 0.49 0.95 0.73 0.71 0.87

Science 1.02 1.14 0.59 1.02 0.92 0.41 0.80

 Biology/life science 1.68 1.59 0.75 1.68 1.46 0.95 1.10

 Physical science 1.14 1.35 0.60 1.14 1.17 0.85 1.06

 Chemistry 2.56 2.58 0.44 2.56 2.21 1.40 1.41

 Geology 3.75 3.28 1.81 3.75 3.54 2.51 2.43

 Physics 3.56 3.54 1.25 3.56 3.52 1.90 2.07

Social science 0.78 0.98 0.56 0.78 0.66 0.62 0.89

 History 1.41 1.38 0.75 1.41 1.37 0.87 1.15

ESL/bilingual education 4.11 3.94 1.91 4.11 4.11 3.09 3.63

Arts and music 0.96 1.11 0.93 0.96 0.72 0.49 1.01

Physical education/health education 0.95 1.34 0.89 0.95 0.70 0.74 1.24

English 0.86 0.87 0.44 0.86 0.80 0.55 0.63

Foreign language 1.99 2.06 1.03 1.99 2.28 1.22 1.42

Mathematics 1.32 1.64 0.66 1.32 1.24 1.07 1.41

Science 1.28 1.40 0.60 1.28 1.25 0.48 0.73

 Biology/life science 2.11 2.07 1.40 2.11 1.94 1.15 1.66

 Physical science 2.38 2.44 0.90 2.38 2.07 1.71 1.76

 Chemistry 5.11 5.16 0.89 5.11 4.60 1.86 1.96

 Geology 4.90 4.77 1.45 4.90 4.15 4.27 4.19

 Physics 3.21 3.33 1.41 3.21 4.61 3.30 3.97

Social science 1.18 1.43 1.03 1.18 0.95 0.65 1.22

 History 1.97 1.87 0.92 1.97 1.78 1.18 1.48

ESL/bilingual education 2.65 2.75 1.01 2.65 4.63 4.98 5.03

Arts and music 0.99 1.55 1.25 0.99 0.75 0.58 1.35

Physical education/health education 1.07 1.28 0.95 1.07 0.85 0.67 1.11

English 1.09 1.06 0.46 1.09 0.91 0.60 0.63

Mathematics 1.38 1.58 0.59 1.38 1.24 0.65 0.80

Science 1.27 1.21 0.67 1.27 1.17 0.70 0.90

 Biology/life science 2.97 2.66 1.68 2.97 2.67 1.25 1.84

 Physical science 2.02 1.74 0.98 2.02 1.74 1.70 1.61

 Chemistry 3.30 3.60 1.03 3.30 3.06 2.35 2.21

 Geology 3.31 3.15 1.34 3.31 3.82 4.65 4.72

 Physics 2.83 2.36 1.92 2.83 3.28 3.43 3.77

Social science 1.18 1.12 0.52 1.18 0.89 0.72 0.79

 History 1.66 1.50 0.46 1.66 1.67 1.09 1.12

ESL/bilingual education 2.79 2.91 0.99 2.79 6.79 7.40 7.57

Arts and music 0.87 1.54 1.50 0.87 0.79 0.29 1.48

Physical education/health education 1.41 1.48 1.38 1.41 1.25 0.56 1.24

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major in field No major in field

1999–2000

1993–94
Appendix C 

84 

Table C–11.—Standard errors for table B–10: percentage of public school teachers who taught elementary level grades with an 

Table C–11.—undergraduate or graduate major or minor and certification in their main assignment field, by main assignment field: 

Table C–11.—1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 3.35 3.32 1.99 3.35 3.06 2.49 2.88

Foreign language # # # # # ##

Mathematics 5.16 # # 5.16 10.29 8.53 9.23

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 0.68 0.67 0.28 0.68 0.66 0.26 0.41

ESL/bilingual education 4.80 4.63 2.46 4.80 4.40 2.28 2.85

Arts and music 2.17 2.72 1.99 2.17 1.51 1.87 2.50

Special education 1.64 1.90 0.96 1.64 1.29 0.98 1.30

Physical education/health education 4.92 5.14 3.13 4.92 5.09 2.44 4.08

 Health education # # # # # ##

 Physical education 5.22 4.93 2.18 5.22 4.43 3.35 4.00

English 5.23 5.12 1.47 5.23 5.49 3.19 3.43

Foreign language # # # # # ##

Mathematics 4.99 # # 4.99 11.89 12.58 11.94

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 0.62 0.71 0.28 0.62 0.56 0.35 0.46

ESL/bilingual education 4.48 4.49 1.72 4.48 5.59 4.07 5.01

Arts and music 3.67 # # 3.67 0.48 3.63 3.67

Special education 1.44 1.69 1.02 1.44 1.12 1.07 1.41

Physical education/health education 3.20 2.92 1.76 3.20 # # 1.76

English 5.86 5.31 2.35 5.86 5.63 3.12 4.17

Foreign language # # # # # ##

Mathematics # # # # # ##

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 0.61 0.63 0.25 0.61 0.53 0.27 0.37

ESL/bilingual education 2.77 2.85 2.12 2.77 4.21 5.02 5.13

Arts and music 5.38 6.37 4.39 5.38 5.26 2.20 4.83

Special education 1.70 2.07 1.21 1.70 1.42 1.18 1.74

Physical education/health education 2.47 4.58 4.00 2.47 # # 4.57

English 4.87 4.88 0.67 4.87 5.64 1.80 1.94

Mathematics # # # # # ##

Science # # # # # ##

Social science (including history) # # # # # ##

Elementary education 0.56 0.50 0.35 0.56 0.53 0.14 0.38

ESL/bilingual education 4.57 4.89 1.88 4.57 4.38 3.26 3.47

Arts and music 3.65 5.11 2.66 3.65 3.18 2.00 3.32

Special education 1.23 1.49 0.90 1.23 1.28 0.64 1.12

Physical education/health education 4.40 # # 4.40 # # 3.60

# Too few sample cases for a reliable estimate

NOTE: Elementary level teachers include teachers who taught only grades K–4, as well as other teachers who taught grades 5–9 but identified 

themselves as elementary or special education teachers. Not all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix C 

85 

Table C–12.—Standard errors for table B–11: percentage of public school teachers who taught middle level grades with an 

Table C–12.—undergraduate or graduate major or minor and certification in their main assignment field, by main assignment field: 

Table C–12.—1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 2.00 2.18 0.58 2.00 1.69 1.16 1.40

Foreign language 3.83 3.88 3.02 3.89 3.66 1.03 3.07

Mathematics 2.32 2.35 0.60 2.32 2.11 1.61 1.70

Science 2.18 1.93 1.29 2.18 2.07 1.51 1.75

 Biology/life science 4.47 4.42 1.24 4.47 4.89 3.31 3.32

 Physical science 3.84 3.83 0.86 3.84 4.81 3.97 4.12

Social science (including history) 2.27 2.47 1.56 2.27 2.62 1.55 2.20

ESL/bilingual education 4.12 3.91 2.24 4.12 3.93 2.72 3.24

Arts and music 1.07 1.27 0.96 1.07 0.79 0.74 1.19

Physical education/health education 1.82 1.89 0.86 1.82 1.67 0.68 0.94

 Health education 7.58 7.58 # 7.58 7.16 3.43 3.43

 Physical education 1.96 2.05 0.97 1.96 1.84 0.70 1.05

English 1.52 1.56 0.95 1.52 1.56 0.74 1.08

Foreign language 4.85 5.35 3.73 4.85 3.65 3.41 4.98

Mathematics 1.88 1.82 1.15 1.88 2.08 1.35 1.62

Science 2.67 2.75 1.05 2.67 2.35 1.48 1.71

 Biology/life science 4.44 4.36 1.37 4.44 4.57 1.84 2.37

 Physical science 2.59 2.60 0.21 2.59 3.12 2.02 2.01

Social science (including history) 1.66 1.88 1.20 1.66 1.59 0.99 1.56

ESL/bilingual education 3.39 3.24 0.76 3.39 5.52 4.99 4.93

Arts and music 0.71 1.41 1.16 0.71 0.57 0.49 1.21

Physical education/health education 1.17 1.44 0.83 1.17 1.11 0.65 1.06

English 1.63 1.80 0.70 1.63 1.42 0.76 1.04

Foreign language 4.40 6.02 5.49 4.40 4.57 1.95 6.31

Mathematics 2.13 1.98 0.88 2.13 2.15 1.17 1.26

Science 2.65 2.65 1.01 2.65 2.57 0.91 1.28

 Biology/life science 3.99 3.83 0.67 3.99 4.05 2.54 2.57

 Physical science 3.71 3.12 2.11 3.71 5.08 3.96 4.33

Social science (including history) 2.11 2.18 0.95 2.11 2.12 0.85 1.25

ESL/bilingual education 3.53 3.22 1.58 3.53 3.90 2.52 2.87

Arts and music 0.60 1.18 1.22 0.60 0.56 0.18 1.21

Physical education/health education 1.25 1.44 0.97 1.25 0.74 0.80 1.21

English 1.54 1.59 0.53 1.54 1.59 0.68 0.84

Mathematics 1.98 2.04 0.62 1.98 1.88 1.28 1.35

Science 2.15 2.01 0.82 2.15 1.96 0.91 1.13

 Biology/life science 4.81 4.91 1.44 4.81 4.58 2.36 3.02

 Physical science 3.56 3.27 1.04 3.56 3.49 2.31 2.46

Social science (including history) 1.55 1.76 0.67 1.55 1.44 0.48 0.73

ESL/bilingual education 3.15 2.51 1.30 3.15 3.12 2.15 2.29

Arts and music 0.83 1.05 0.67 0.83 0.79 0.19 0.72

Physical education/health education 0.93 1.33 0.81 0.93 0.86 0.35 0.85

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–9 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix C 

86 

Table C–13.—Standard errors for table B–12: percentage of public school teachers who taught high school grades (9–12) with an 

Table C–13.—undergraduate or graduate major or minor and certification in their main assignment field, by main assignment field:

Table C–13.—1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 0.57 0.76 0.56 0.57 0.54 0.27 0.63

Foreign language 1.45 1.42 0.68 1.55 1.37 0.56 0.67

Mathematics 0.78 0.81 0.51 0.78 0.69 0.42 0.67

Science 0.79 1.05 0.66 0.79 0.73 0.36 0.78

 Biology/life science 1.45 1.57 0.81 1.45 1.28 0.78 1.14

 Physical science 1.59 1.65 0.83 1.59 1.50 0.88 1.13

 Chemistry 2.64 2.95 1.26 2.64 2.41 1.17 1.82

 Geology/earth/space science 3.77 4.07 1.79 3.77 3.70 2.99 3.58

 Physics 3.51 4.09 2.13 3.51 3.68 1.66 2.77

Social science (including history) 0.71 0.88 0.56 0.71 0.62 0.25 0.62

ESL/bilingual education 3.18 3.42 1.94 3.18 3.22 2.46 3.16

Arts and music 0.55 1.03 0.75 0.55 0.47 0.34 0.83

Physical education/health education 0.85 0.98 0.56 0.85 0.76 0.29 0.64

 Health education 2.88 2.99 1.53 2.88 2.57 1.26 2.03

 Physical education 1.04 1.07 0.54 1.04 0.98 0.23 0.59

English 0.56 0.67 0.36 0.56 0.50 0.25 0.43

Foreign language 1.21 1.34 0.63 1.21 1.09 0.40 0.69

Mathematics 0.72 0.94 0.54 0.72 0.61 0.35 0.60

Science 0.57 0.83 0.64 0.57 0.58 0.23 0.68

 Biology/life science 1.29 1.42 0.61 1.29 1.24 0.40 0.76

 Physical science 1.54 1.57 0.49 1.54 1.51 0.82 0.87

 Chemistry 2.59 2.55 0.79 2.59 2.53 0.94 1.22

 Geology/earth/space science 3.88 3.34 1.47 3.88 4.14 1.69 1.99

 Physics 3.40 3.51 1.76 3.40 3.47 1.02 2.07

Social science (including history) 0.60 0.76 0.47 0.60 0.55 0.24 0.57

ESL/bilingual education 3.72 3.19 1.47 3.72 4.83 5.01 5.24

Arts and music 0.56 0.92 0.78 0.56 0.41 0.31 0.85

Physical education/health education 0.68 0.97 0.63 0.68 0.54 0.56 0.89

English 0.66 0.84 0.46 0.66 0.62 0.30 0.56

Foreign language 2.24 2.32 1.12 2.24 2.14 0.54 1.20

Mathematics 1.52 1.60 0.67 1.52 1.40 0.43 0.96

Science 0.68 0.80 0.65 0.68 0.65 0.17 0.64

 Biology/life science 1.69 1.89 0.83 1.69 1.64 0.19 0.83

 Physical science 2.03 1.93 0.68 2.03 2.11 0.87 1.05

 Chemistry 2.82 2.90 0.85 2.82 2.77 0.72 1.12

 Geology/earth/space science 5.49 # # 5.49 4.38 3.82 3.94

 Physics 5.30 4.81 1.74 5.30 5.19 2.38 2.92

Social science (including history) 0.58 0.94 0.69 0.58 0.56 0.16 0.72

ESL/bilingual education 3.67 3.76 1.33 3.67 4.27 3.33 3.50

Arts and music 0.65 1.35 1.15 0.65 0.54 0.33 1.21

Physical education/health education 0.66 1.03 0.70 0.66 0.66 0.20 0.72

English 0.79 0.88 0.44 0.79 0.77 0.21 0.46

Mathematics 0.92 0.89 0.66 0.92 0.79 0.45 0.68

Science 0.74 0.88 0.63 0.74 0.63 0.24 0.62

 Biology/life science 1.65 1.74 0.77 1.65 1.68 0.27 0.77

 Physical science 2.04 2.12 0.70 2.04 2.05 1.15 1.22

 Chemistry 3.66 3.69 0.72 3.66 3.26 1.09 1.03

 Geology/earth/space science 4.96 4.51 1.60 4.96 5.01 3.47 3.93

 Physics 4.15 4.27 2.15 4.15 4.79 1.70 2.47

Social science (including history) 0.70 0.79 0.51 0.70 0.70 0.21 0.53

ESL/bilingual education 3.54 3.47 1.56 3.54 4.40 3.63 4.11

Arts and music 0.94 0.85 0.75 0.94 0.92 0.14 0.72

Physical education/health education 0.83 0.96 0.69 0.83 0.81 0.19 0.72

# Too few sample cases for a reliable estimate.

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix C 

87 

Table C–14.—Standard errors for table B–13: percentage of public school middle level teachers with an undergraduate or graduate

Table C–14.—major or minor and certification in any course taught, by course subject area: 1987–88 to 1999–2000 

Total

Total Certified Not certified Total Certified Not certified Certified

English 1.67 1.66 0.89 1.67 1.59 1.40 1.64

Foreign language 4.06 3.81 3.11 4.06 2.91 3.07 3.87

Mathematics 2.06 1.98 0.65 2.06 1.68 1.71 1.66

Science 2.10 2.01 1.25 2.10 2.08 1.91 2.07

 Biology/life science 4.09 3.41 2.48 4.09 3.02 4.18 3.95

 Physical science 2.38 2.16 0.96 2.38 3.07 3.12 2.94

Social science 2.08 2.06 1.50 2.08 1.97 1.94 2.23

 History 2.84 2.59 1.47 2.84 3.15 2.69 3.07

ESL 4.61 4.39 2.44 4.61 3.72 4.01 4.34

Arts and music 1.49 1.85 1.07 1.49 0.61 1.32 1.76

Physical education/health education 1.92 1.97 0.98 1.92 1.52 1.23 1.43

 Health education 4.66 4.58 1.51 4.66 4.65 4.35 4.30

 Physical education 2.14 2.40 1.10 2.14 1.67 1.07 1.50

English 1.39 1.39 0.96 1.39 1.33 1.27 1.52

Foreign language 4.51 4.97 3.49 4.51 2.06 4.29 4.65

Mathematics 1.56 1.48 0.97 1.56 1.33 1.54 1.56

Science 2.24 2.35 0.82 2.24 2.07 1.23 1.40

 Biology/life science 4.11 3.33 2.44 4.11 4.00 3.00 3.15

 Physical science 2.74 2.63 0.72 2.74 3.20 2.83 2.87

Social science 2.08 2.00 1.68 2.08 1.69 1.97 2.37

 History 3.06 2.73 1.56 3.06 3.13 2.96 2.72

ESL 4.97 5.88 2.24 4.97 5.73 5.65 5.90

Arts and music 2.04 2.20 1.11 2.04 1.19 1.74 1.90

Physical education/health education 2.14 2.24 1.43 2.14 1.48 1.82 1.91

English 1.77 1.81 1.01 1.77 1.23 1.49 1.80

Foreign language 5.72 4.91 3.88 5.72 3.77 4.17 4.20

Mathematics 1.94 1.74 0.82 1.94 1.55 2.13 1.87

Science 2.09 2.24 1.08 2.09 2.12 1.20 1.61

 Biology/life science 3.22 2.79 2.05 3.22 3.01 3.17 3.29

 Physical science 2.63 1.75 2.23 2.63 2.64 3.58 3.04

Social science 2.20 2.19 1.32 2.20 1.40 1.60 1.81

 History 3.00 2.96 1.36 3.00 2.85 2.34 2.45

ESL 3.31 2.60 1.80 3.31 5.70 6.81 6.37

Arts and music 1.76 2.42 1.88 1.76 0.87 1.41 2.41

Physical education/health education 1.84 2.31 1.81 1.84 1.01 1.73 2.42

English 1.28 1.22 0.74 1.28 1.06 1.17 1.18

Mathematics 2.00 1.76 0.74 2.00 1.44 1.56 1.44

Science 2.02 1.79 1.03 2.02 1.42 1.40 1.46

 Biology/life science 2.97 3.36 2.01 2.97 2.03 3.45 3.80

 Physical science 2.49 1.69 2.08 2.49 2.39 2.25 2.14

Social science 1.75 1.87 1.16 1.75 1.03 1.66 1.66

 History 2.27 2.19 1.19 2.27 2.32 2.23 2.36

ESL 5.88 5.72 2.97 5.88 4.30 6.09 5.68

Arts and music 0.89 1.39 0.81 0.89 0.68 0.81 1.18

Physical education/health education 1.20 1.50 0.98 1.20 0.79 1.19 1.36

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–9 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix C 

88 

Table C–15.—Standard errors for table B–14: percentage of public high school grades (9–12) teachers with an undergraduate or 

Table C–15.—graduate major or minor and certification in any course taught, by course subject area: 1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 0.69 0.78 0.61 0.69 0.46 0.55 0.73

Foreign language 1.57 1.50 0.69 1.57 1.14 0.99 1.06

Mathematics 0.80 0.80 0.51 0.80 0.58 0.69 0.83

Science 0.98 1.11 0.67 0.98 0.70 0.71 0.94

 Biology/life science 1.35 1.39 0.96 1.35 1.05 1.07 1.35

 Physical science 1.31 1.45 0.76 1.31 1.16 1.03 1.22

 Chemistry 1.93 2.32 1.47 1.93 1.79 1.43 2.01

 Geology/earth/space science 2.00 1.89 1.18 2.00 2.14 2.51 2.56

 Physics 2.12 2.28 1.58 2.12 2.04 2.07 2.39

Social science 0.80 0.93 0.67 0.80 0.55 0.59 0.84

 History 1.13 1.09 0.51 1.13 1.17 0.88 1.06

ESL 2.71 2.65 1.77 2.71 2.84 3.01 3.18

Arts and Music 1.02 1.35 0.88 1.02 0.60 0.81 1.20

Physical education/health education 0.98 1.16 0.82 0.98 0.66 0.84 1.08

 Health education 2.02 2.19 1.10 2.02 1.61 1.90 2.28

 Physical education 1.10 1.33 1.10 1.10 0.77 0.86 1.22

English 0.66 0.82 0.41 0.66 0.44 0.52 0.69

Foreign language 1.44 1.40 0.63 1.44 1.03 1.16 1.21

Mathematics 0.87 1.01 0.41 0.87 0.50 0.72 0.87

Science 0.69 0.97 0.63 0.69 0.44 0.57 0.84

 Biology/life science 1.17 1.34 0.66 1.17 0.93 0.94 1.13

 Physical science 0.99 1.18 0.67 0.99 1.11 0.84 1.07

 Chemistry 1.97 2.03 0.93 1.97 1.89 1.30 1.63

 Geology/earth/space science 2.25 2.15 0.76 2.25 2.36 2.15 2.20

 Physics 1.94 1.64 1.16 1.94 2.17 1.79 1.92

Social science 0.70 0.85 0.60 0.70 0.46 0.50 0.80

 History 1.34 1.26 0.55 1.34 1.37 0.75 0.94

ESL 2.85 2.50 1.31 2.85 3.43 2.52 2.98

Arts and Music 1.03 1.21 0.77 1.03 0.59 0.85 1.14

Physical education/health education 0.84 1.04 0.75 0.84 0.61 0.80 1.03

English 1.03 0.99 0.56 1.03 0.45 1.04 0.99

Foreign language 1.83 1.86 1.43 1.83 1.80 1.09 1.71

Mathematics 1.09 1.27 0.77 1.09 0.61 1.10 1.28

Science 0.84 0.92 0.81 0.84 0.58 0.75 1.01

 Biology/life science 1.57 1.68 1.79 1.57 1.29 1.06 1.89

 Physical science 1.74 1.51 1.31 1.74 1.08 1.53 1.50

 Chemistry 2.15 2.38 1.51 2.15 1.97 1.88 2.32

 Geology/earth/space science 2.92 2.48 1.44 2.92 1.94 3.07 2.72

 Physics 2.87 2.44 2.00 2.87 2.69 3.24 3.32

Social science 0.85 1.33 1.21 0.85 0.43 0.72 1.23

 History 1.48 1.62 0.94 1.48 1.19 1.08 1.33

ESL 2.75 2.42 1.64 2.75 3.62 4.16 4.47

Arts and Music 1.29 1.44 1.14 1.29 0.48 1.16 1.34

Physical education/health education 1.72 1.76 1.42 1.72 0.51 1.63 1.71

English 0.88 1.02 0.76 0.88 0.51 0.78 0.86

Mathematics 1.05 1.12 0.57 1.05 0.59 0.91 1.00

Science 1.05 1.21 0.73 1.05 0.47 0.88 0.96

 Biology/life science 1.90 2.02 1.54 1.90 1.34 1.56 1.77

 Physical science 1.36 1.35 0.89 1.36 1.02 1.28 1.29

 Chemistry 2.57 2.28 1.36 2.57 2.01 1.93 1.83

 Geology/earth/space science 2.90 2.60 1.45 2.90 2.25 3.16 3.09

 Physics 2.15 1.72 2.25 2.15 1.54 2.34 2.06

Social science 0.92 1.00 0.79 0.92 0.55 0.91 1.05

 History 1.13 1.05 0.56 1.13 1.30 1.05 1.13

ESL 2.86 2.98 1.44 2.86 3.71 5.20 5.26

Arts and Music 1.11 1.31 1.00 1.11 0.69 0.91 1.18

Physical education/health education 1.22 1.08 1.10 1.22 0.66 0.92 1.10

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix C 

89 

Table C–16.—Standard errors for table B–15: percentage of public school courses taught by a middle level teacher with an 

Table C–16.—undergraduate or graduate major or minor and certification in the course subject area, by course subject area: 

Table C–16.—1987–88 to 1999–2000 

Total

Total Certified Not certified Total Certified Not certified Certified

English 2.03 1.88 0.76 2.03 1.91 1.42 1.60

Foreign language 4.74 4.68 3.47 4.74 4.68 2.36 4.30

Mathematics 2.44 2.48 0.71 2.44 2.15 2.33 2.33

Science 2.36 2.47 1.42 2.36 2.29 1.65 2.12

 Biology/life science 5.05 4.62 2.32 5.05 3.83 4.49 4.29

 Physical science 2.45 2.30 0.73 2.45 3.66 3.42 3.45

Social science 2.20 2.61 1.82 2.20 2.17 1.62 2.32

 History 4.22 4.11 2.25 4.22 4.54 2.51 3.47

ESL 9.30 6.03 9.53 9.30 6.13 6.89 7.91

Arts and music 1.10 1.64 1.32 1.10 0.42 1.02 1.59

Physical education/health education 1.90 2.00 1.04 1.90 1.84 0.56 1.12

 Health education 7.68 7.85 0.56 7.68 5.94 4.27 4.45

 Physical education 2.28 2.51 1.23 2.28 2.13 0.56 1.29

English 1.65 1.58 1.20 1.65 1.63 1.02 1.45

Foreign language 4.71 5.95 4.27 4.71 2.47 3.66 5.01

Mathematics 1.90 1.86 1.31 1.90 1.75 1.49 1.66

Science 2.62 2.81 1.23 2.62 2.19 1.27 1.73

 Biology/life science 4.60 3.74 3.46 4.60 4.31 2.08 3.44

 Physical science 3.14 3.10 0.65 3.14 3.48 2.95 3.10

Social science 1.87 2.70 2.41 1.87 1.56 1.66 2.77

 History 3.13 3.01 1.85 3.13 3.22 2.53 2.70

ESL 8.60 9.58 1.48 8.60 5.79 7.06 7.82

Arts and music 1.49 1.70 0.68 1.49 1.39 0.70 0.99

Physical education/health education 1.61 1.64 1.17 1.61 1.19 1.07 1.39

English 1.94 1.91 0.89 1.94 1.49 1.21 1.41

Foreign language 6.32 6.30 2.96 6.32 4.78 3.45 4.04

Mathematics 2.00 1.87 0.76 2.00 1.86 1.70 1.43

Science 2.33 2.44 0.97 2.33 2.32 0.79 1.24

 Biology/life science 3.59 3.34 2.04 3.59 3.53 2.72 3.03

 Physical science 3.29 2.24 2.45 3.29 3.82 4.51 4.17

Social science 2.12 2.15 1.07 2.12 1.77 1.17 1.53

 History 3.43 3.38 1.20 3.43 3.28 1.77 1.99

ESL 3.95 3.43 2.13 3.95 7.32 7.74 7.59

Arts and music 1.11 2.45 2.30 1.11 0.86 0.68 2.40

Physical education/health education 1.58 1.90 1.53 1.58 1.44 0.76 1.78

English 1.43 1.47 0.71 1.43 1.27 1.06 1.16

Mathematics 2.06 1.94 0.85 2.06 1.60 1.38 1.47

Science 2.12 1.92 0.95 2.12 1.86 1.13 1.30

 Biology/life science 4.00 4.70 2.38 4.00 2.66 3.79 4.42

 Physical science 2.93 2.17 2.41 2.93 3.09 2.33 2.67

Social science 1.54 1.84 0.85 1.54 1.26 0.99 1.23

 History 2.49 2.56 0.90 2.49 2.64 1.77 1.86

ESL 8.20 8.53 2.23 8.20 5.45 6.26 6.24

Arts and music 0.72 1.24 0.84 0.72 0.65 0.35 0.93

Physical education/health education 0.93 1.38 0.71 0.93 0.88 0.54 1.02

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–9 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix C 

90 

Table C–17.—Standard errors for table B–16: percentage of public school courses taught by a high school grades (9–12) teacher 

Table C–17.—with an undergraduate or graduate major or minor and certification in the course subject area, by course subject area: 

Table C–17.—1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 0.61 0.88 0.72 0.61 0.52 0.43 0.80

Foreign language 1.57 1.57 0.81 1.57 1.23 0.88 1.05

Mathematics 0.77 0.83 0.61 0.77 0.61 0.53 0.82

Science 0.98 1.18 0.64 0.98 0.78 0.55 0.85

 Biology/life science 1.50 1.54 0.88 1.50 1.29 0.95 1.26

 Physical science 1.48 1.58 0.68 1.48 1.18 0.98 1.20

 Chemistry 2.39 2.70 1.00 2.39 2.19 1.46 1.83

 Geology/earth/space science 3.10 3.19 1.01 3.10 3.03 3.33 3.37

 Physics 2.59 2.99 1.92 2.59 2.53 2.02 2.77

Social science 0.73 0.92 0.65 0.73 0.60 0.52 0.79

 History 1.35 1.30 0.53 1.35 1.34 0.78 0.94

ESL 3.79 4.45 2.62 3.79 3.84 3.44 4.37

Arts and music 0.78 1.27 0.92 0.78 0.55 0.54 1.05

Physical education/health education 0.76 1.06 0.75 0.76 0.64 0.44 0.85

 Health education 2.23 2.54 1.53 2.23 2.02 1.64 2.26

 Physical education 1.15 1.54 1.29 1.15 1.04 0.61 1.27

English 0.58 0.76 0.38 0.58 0.48 0.37 0.58

Foreign language 1.40 1.43 0.70 1.40 1.19 0.84 0.99

Mathematics 0.83 1.01 0.47 0.83 0.51 0.70 0.85

Science 0.64 1.00 0.74 0.64 0.57 0.32 0.83

 Biology/life science 1.22 1.50 0.84 1.22 1.20 0.66 1.24

 Physical science 1.23 1.46 0.67 1.23 1.34 0.81 1.04

 Chemistry 2.52 2.52 0.56 2.52 2.14 1.34 1.49

 Geology/earth/space science 3.51 2.91 1.72 3.51 3.34 2.46 2.38

 Physics 2.95 2.87 1.15 2.95 3.29 1.62 1.90

Social science 0.68 0.93 0.64 0.68 0.58 0.43 0.85

 History 1.41 1.38 0.75 1.41 1.35 0.86 1.14

ESL 3.60 3.32 1.57 3.60 3.57 2.49 2.99

Arts and music 0.94 1.09 0.82 0.94 0.61 0.67 1.00

Physical education/health education 0.69 1.12 0.74 0.69 0.55 0.46 0.94

English 0.73 0.78 0.54 0.73 0.52 0.65 0.68

Foreign language 1.96 1.96 1.15 1.96 1.96 0.98 1.46

Mathematics 0.94 1.27 0.76 0.94 0.63 0.89 1.24

Science 0.77 0.78 0.71 0.77 0.65 0.51 0.77

 Biology/life science 1.78 1.92 1.27 1.78 1.69 0.74 1.48

 Physical science 1.76 1.70 1.10 1.76 1.31 1.43 1.56

 Chemistry 2.40 2.55 1.31 2.40 2.37 1.37 1.80

 Geology/earth/space science 4.13 3.99 1.48 4.13 2.98 3.76 3.69

 Physics 3.46 3.22 2.02 3.46 3.72 2.99 3.61

Social science 0.66 1.25 1.03 0.66 0.50 0.45 1.18

 History 1.74 1.84 0.95 1.74 1.46 1.03 1.42

ESL 2.68 2.60 1.39 2.68 4.03 4.34 4.56

Arts and music 0.83 1.44 1.23 0.83 0.47 0.60 1.34

Physical education/health education 0.81 1.25 1.08 0.81 0.60 0.59 1.17

English 0.82 0.94 0.55 0.82 0.55 0.61 0.73

Mathematics 1.00 1.06 0.63 1.00 0.69 0.73 0.88

Science 0.79 1.07 0.63 0.79 0.53 0.58 0.85

 Biology/life science 2.01 2.04 1.24 2.01 1.73 1.13 1.45

 Physical science 1.71 1.77 0.76 1.71 1.18 1.38 1.53

 Chemistry 2.90 2.87 1.05 2.90 2.41 1.73 1.95

 Geology/earth/space science 4.17 4.11 1.30 4.17 2.72 3.97 4.21

 Physics 3.05 2.62 2.53 3.05 2.68 2.84 3.13

Social science 0.72 0.90 0.58 0.72 0.66 0.57 0.77

 History 1.51 1.46 0.49 1.51 1.58 0.87 0.93

ESL 4.12 4.40 0.95 4.12 5.40 6.59 6.93

Arts and music 0.77 1.19 1.12 0.77 0.66 0.41 1.10

Physical education/health education 1.06 1.13 0.93 1.06 0.83 0.52 1.00

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix C 

91 

Table C–18.—Standard errors for table B–17: percentage of public school students that were taught by a middle level teacher with 

Table C–18.—an undergraduate or graduate major or minor and certification in the course subject area, by course subject area: 

Table C–18.—1987–88 to 1999–2000

Total

Total Certified Not certified Total Certified Not certified Certified

English 2.15 2.03 0.64 2.15 1.99 1.39 1.50

Foreign language 4.60 4.76 3.49 4.60 4.19 2.97 4.53

Mathematics 2.46 2.65 0.84 2.46 2.31 2.28 2.42

Science 2.49 2.53 1.51 2.49 2.35 1.61 2.06

 Biology/life science 5.58 5.08 2.44 5.58 3.97 4.87 4.64

 Physical science 2.92 2.82 0.67 2.92 3.80 3.62 3.63

Social science 2.56 2.97 1.84 2.56 2.65 1.65 2.49

 History 4.50 4.36 2.26 4.50 4.96 2.56 3.58

ESL/bilingual education 7.29 5.85 5.49 7.29 4.73 7.44 6.75

Arts and music 0.73 1.44 1.27 0.73 0.41 0.57 1.38

Physical education/health education 2.36 2.49 1.39 2.36 2.32 0.57 1.42

 Health education 7.98 8.10 0.53 7.98 6.74 4.09 4.25

 Physical education 2.73 3.00 1.56 2.73 2.63 0.57 1.59

English 1.59 1.73 1.08 1.59 1.62 0.82 1.37

Foreign language 4.59 5.44 4.43 4.59 2.28 4.06 5.17

Mathematics 2.15 2.12 1.44 2.15 1.95 1.66 1.86

Science 2.66 2.90 1.38 2.66 2.18 1.10 1.78

 Biology/life science 4.88 4.01 3.34 4.88 4.53 2.35 3.51

 Physical science 3.13 3.10 0.68 3.13 3.40 3.07 3.21

Social science 1.85 2.73 2.48 1.85 1.61 1.57 2.78

 History 3.25 3.18 1.84 3.25 3.33 2.39 2.69

ESL/bilingual education 7.77 8.03 1.02 7.77 5.43 7.76 8.14

Arts and music 1.51 1.61 0.58 1.51 1.30 0.89 1.00

Physical education/health education 1.50 1.67 1.40 1.50 0.95 1.11 1.60

English 2.04 2.11 0.93 2.04 1.60 1.29 1.61

Foreign language 6.96 6.84 2.96 6.96 6.15 3.37 4.14

Mathematics 2.03 1.95 0.74 2.03 2.04 1.63 1.40

Science 2.51 2.62 0.96 2.51 2.45 0.97 1.38

 Biology/life science 3.80 3.47 2.31 3.80 3.68 3.05 3.40

 Physical science 3.40 2.30 2.50 3.40 3.97 4.63 4.28

Social science 2.21 2.21 1.47 2.21 1.83 1.25 1.80

 History 3.70 3.63 1.36 3.70 3.50 1.87 2.12

ESL/bilingual education 4.92 3.79 3.43 4.92 8.04 8.27 8.36

Arts and music 1.16 2.44 2.31 1.16 0.82 0.76 2.39

Physical education/health education 1.46 1.94 1.71 1.46 1.33 0.65 1.85

English 1.50 1.58 0.72 1.50 1.38 1.06 1.22

Mathematics 2.16 2.02 0.89 2.16 1.80 1.43 1.57

Science 2.47 2.26 1.26 2.47 2.14 1.32 1.77

 Biology/life science 4.18 4.94 2.56 4.18 2.82 3.91 4.58

 Physical science 2.89 2.16 2.42 2.89 3.19 2.53 2.90

Social science 1.53 1.97 1.02 1.53 1.23 0.93 1.36

 History 2.77 2.81 1.07 2.77 2.60 1.92 2.06

ESL/bilingual education 7.90 7.94 1.95 7.90 5.28 7.64 7.43

Arts and music 0.85 1.35 0.78 0.85 0.71 0.39 0.92

Physical education/health education 1.22 1.68 0.88 1.22 1.19 0.53 1.19

NOTE: Middle level teachers include teachers who taught students in grades 5–9 and did not teach any students in grades 10–12; some teachers 

who taught in grades 5–9 who identified themselves as elementary or special education teachers were classified as elementary level teachers. Not 

all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94
Appendix C 

92 

Table C–19.—Standard errors for table B–18: percentage of public school students that were taught by a high school grades (9–12)

Table C–19.—teacher with an undergraduate or graduate major or minor and certification in the course subject area, by course 

Table C–19.—subject area: 1987–88 to 1999–2000 

Total

Total Certified Not certified Total Certified Not certified Certified

English 0.57 0.89 0.72 0.57 0.54 0.37 0.83

Foreign language 1.63 1.74 0.94 1.63 1.29 0.96 1.26

Mathematics 0.84 0.88 0.65 0.84 0.68 0.51 0.82

Science 1.14 1.32 0.72 1.14 1.00 0.49 0.85

 Biology/life science 1.59 1.77 1.03 1.59 1.40 0.91 1.36

 Physical science 1.59 1.68 0.70 1.59 1.32 0.96 1.17

 Chemistry 2.43 2.72 1.04 2.43 2.35 1.29 1.71

 Geology 3.36 3.50 1.02 3.36 3.62 3.20 3.42

 Physics 2.73 3.37 1.98 2.73 2.86 1.86 2.82

Social science 0.83 1.04 0.69 0.83 0.75 0.49 0.80

 History 1.38 1.36 0.55 1.38 1.43 0.72 0.92

ESL/bilingual education 4.35 5.06 3.17 4.35 4.01 3.59 4.78

Arts and music 0.76 1.28 0.93 0.76 0.55 0.57 1.08

Physical education/health education 0.81 1.12 0.78 0.81 0.69 0.43 0.87

 Health education 2.34 2.64 1.32 2.34 2.12 1.79 2.29

 Physical education 1.03 1.63 1.43 1.03 0.87 0.63 1.44

English 0.60 0.82 0.42 0.60 0.52 0.32 0.60

Foreign language 1.62 1.59 0.76 1.62 1.23 1.21 1.29

Mathematics 0.87 1.05 0.55 0.87 0.55 0.72 0.87

Science 0.64 0.99 0.74 0.64 0.58 0.25 0.80

 Biology/life science 1.34 1.54 0.80 1.34 1.26 0.59 1.10

 Physical science 1.32 1.57 0.72 1.32 1.38 0.80 1.06

 Chemistry 2.59 2.58 0.57 2.59 2.12 1.31 1.41

 Geology 3.86 3.36 1.77 3.86 3.53 2.46 2.43

 Physics 3.49 3.31 1.32 3.49 3.52 1.86 2.07

Social science 0.62 0.97 0.68 0.62 0.57 0.41 0.89

 History 1.44 1.45 0.76 1.44 1.37 0.85 1.15

ESL/bilingual education 4.23 3.99 1.93 4.23 4.25 3.07 3.63

Arts and music 0.98 1.12 0.95 0.98 0.73 0.50 1.01

Physical education/health education 0.89 1.36 0.90 0.89 0.59 0.73 1.24

English 0.68 0.80 0.49 0.68 0.54 0.49 0.63

Foreign language 1.87 1.86 1.16 1.87 1.88 1.07 1.42

Mathematics 0.96 1.47 0.83 0.96 0.76 0.88 1.41

Science 0.76 0.81 0.72 0.76 0.67 0.38 0.73

 Biology/life science 1.86 1.93 1.57 1.86 1.75 0.62 1.66

 Physical science 2.16 2.21 1.07 2.16 1.54 1.62 1.76

 Chemistry 3.35 3.59 1.39 3.35 2.90 1.44 1.96

 Geology 4.58 4.48 1.45 4.58 3.59 4.24 4.19

 Physics 3.99 3.91 2.35 3.99 3.59 3.24 3.97

Social science 0.67 1.35 1.09 0.67 0.55 0.44 1.22

 History 1.96 2.00 0.94 1.96 1.64 1.11 1.48

ESL/bilingual education 2.75 2.64 1.56 2.75 4.56 4.73 5.03

Arts and music 0.73 1.44 1.29 0.73 0.52 0.46 1.35

Physical education/health education 0.71 1.18 1.01 0.71 0.57 0.51 1.11

English 0.78 0.82 0.49 0.78 0.58 0.58 0.63

Mathematics 0.97 1.06 0.66 0.97 0.79 0.58 0.80

Science 0.89 1.09 0.84 0.89 0.63 0.65 0.90

 Biology/life science 2.08 2.20 1.85 2.08 1.81 1.13 1.84

 Physical science 1.96 1.88 1.08 1.96 1.30 1.52 1.61

 Chemistry 3.38 3.33 1.01 3.38 2.63 1.93 2.21

 Geology 4.31 4.25 1.37 4.31 3.09 4.49 4.72

 Physics 3.48 2.83 3.40 3.48 2.72 3.62 3.77

Social science 0.83 1.06 0.63 0.83 0.66 0.61 0.79

 History 1.45 1.34 0.53 1.45 1.59 1.10 1.12

ESL/bilingual education 6.34 6.77 1.14 6.34 6.52 7.12 7.57

Arts and music 0.77 1.49 1.48 0.77 0.72 0.29 1.48

Physical education/health education 1.12 1.22 1.38 1.12 0.85 0.55 1.24

NOTE: High school teachers include all teachers who taught any of grades 10–12, as well as teachers who taught grade 9 and no other grades. 

Not all assignment areas were measured in each SASS administration. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1987–88 "Public Teacher Survey," 1990–91 

"Public Teacher Survey," 1993–94 "Public Teacher Survey," 1999–2000 "Public Teacher Survey," and 1999–2000 "Public Charter Teacher Survey." 

1990–91

1987–88

Major/minor in field No major/minor in field

1999–2000

1993–94