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iii

Acknowledgments

Development of the design and content, and the management, of the National Center for Education

Statistics (NCES) Schools and Staffing Survey (SASS) for 1999–2000 was directed by Daniel Kasprzyk

and carried out by a team of NCES staff including: Stephen P. Broughman, Kerry J. Gruber, Charles

Hammer, Steven Kaufman, Mary Rollefson, and Susan D. Wiley. In October 2001, Kathryn Chandler

became director of SASS. The Library Media Center component was managed by Jeffrey Williams.

Planning, processing, and reporting of SASS was supported by the Education Statistics Services Institute

(ESSI) staff under the direction of Daniel J. McGrath.

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

Census staff under the supervision of Dennis J. Schwanz and Randall J. Parmer, Demographic Statistical

Methods Division; Steven C. Tourkin, Demographic Surveys Division; and Sharon E. Fondelier and

Howard R. McGowan, Education Surveys Programming Branch.

Computer programs for the tables in this report were developed and produced by the U.S. Bureau of the

Census. Estimates and standard errors for the tables were confirmed by Pinkerton Computer Consultants (PCCI) staff. Carol L. Rohr of PCCI formatted and prepared the publication for printing. Marilyn

McMillen Seastrom, Chief Statistician for NCES, was the statistical standards reviewer for this report.

The draft manuscript of this report was reviewed within the NCES by Patrick Gonzales and Shelley

Burns. External reviewers included: Dorothy Gilford, consultant; Joe McTighe, Council for American

Private Education; Lisa Towne, National Research Council; and Gaye King, Bureau of Indian Affairs

(Office of Indian Education).
iv
v

Contents

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

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

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

Selected Findings .............................................................................................................................. 2

School Safety .............................................................................................................................. 2

Class Size .................................................................................................................................... 2

Programs in Elementary Schools ................................................................................................. 3

Programs in Secondary and Combined Schools .......................................................................... 3

Teacher Salary Schedules ............................................................................................................ 4

Prior Teaching Experience of Principals ...................................................................................... 4

Professional Development ........................................................................................................... 5

School Library Media Specialists ................................................................................................ 5

Organization of This Report............................................................................................................. 5

Section I: Public Schools in the United States .................................................................................... 7

Section II: Private Schools in the United States ............................................................................... 45

Section III: Public Charter Schools in the United States .................................................................. 69

Section IV: Bureau of Indian Affairs (BIA) Schools in the United States .......................................... 85

Appendix A: Standard Error Tables ................................................................................................ 99

Standard Error Tables for Public School Districts, Schools, Principals, Teachers, and

School Library Media Centers ................................................................................................ 101

Standard Error Tables for Private Schools, Principals, Teachers, and School Library Media

Centers ................................................................................................................................... 139

Standard Error Tables for Public Charter Schools, Principals, Teachers, and School Library

Media Centers ........................................................................................................................ 163

Standard Error Tables for Bureau of Indian Affairs (BIA) Schools, Principals, Teachers,

and School Library Media Centers ......................................................................................... 179

Appendix B: SASS 1999–2000: E.D. Tabs Technical Notes .......................................................... 193

I. Overview of SASS ................................................................................................................ 195

II. Survey Content: 1999–2000 ............................................................................................... 195

III. Target Populations, Sampling Frames, and Comparisons of Estimates .............................. 198

IV. Sample Selection Procedures and Sample Sizes .................................................................. 201

V. Pre-testing Activities ........................................................................................................... 206

VI. Data Collection Procedures............................................................................................... 206

VII. SASS Reinterview Program .............................................................................................. 207

VIII. Use of Improved Technology .......................................................................................... 207

IX. Response Rates ................................................................................................................. 208

X. Imputation Procedures ....................................................................................................... 215

XI. Weighting ......................................................................................................................... 215

XII. Reliability ........................................................................................................................ 216

XIII. Statistical Tests ............................................................................................................... 217

XIV. Data Files ....................................................................................................................... 217

XV. Cautions Concerning Change Estimates .......................................................................... 218

XVI. References ...................................................................................................................... 219

Appendix C: Bureau of Indian Affairs Weighted Estimates ........................................................... 221
vi

Appendix D: Glossary .................................................................................................................. 225

Appendix E: Table Crosswalk, by Sector ...................................................................................... 235

Appendix F: Schools and Staffing Survey 1999–2000 Content Framework .................................. 239

Appendix G: Additional Resources on the Schools and Staffing Survey (SASS) ............................ 243
vii

List of List of List of Tables

Tables

Public School Districts, Schools, Principals, Teachers, and School Library Media Centers

1.01 Total number of public school districts, schools, principals, teachers, and students, by

state: 1999–2000 .................................................................................................................. 9

1.02 Percentage of public school districts with a salary schedule and average teacher salary

schedules for various levels of earned degrees and experience for public school districts

with a salary schedule, by state: 1999–2000 ....................................................................... 10

1.03 Percentage of public school districts with various types of school choice policies and

the number of students enrolled in districts from outside their home districts, by state:

1999–2000.......................................................................................................................... 11

1.04 Percentage of public school districts that required various teacher qualifications when

considering teacher applicants, by state: 1999–2000 .......................................................... 13

1.05 Percentage of public elementary schools that offered a particular program or service, by

state: 1999–2000 ................................................................................................................ 15

1.06 Percentage of public secondary and combined schools that offered a particular program or

service, by state and school level: 1999–2000 ..................................................................... 17

1.07 Number of public schools with Title I students, schools with students eligible for free or

reduced-price lunches, schools that participated in the National School Lunch Program,

and number of public school prekindergarten through twelfth grade students eligible and

approved for free or reduced-price lunches, by state and selected characteristics:

1999–2000.......................................................................................................................... 19

1.08 Percentage of public schools with various security measures, by state and selected

characteristics: 1999–2000 ................................................................................................. 21

1.09 Total number of public school library media centers, percentage of library media centers

with state certified library media specialists, average number of full-time or part-time state

certified library media specialists, average number of students per full-time or part-time

certified library media specialist, and average number of paid other library staff, by state

and selected characteristics: 1999–2000 ............................................................................. 23

1.10 Percentage of public school library media centers with selected equipment and services,

by state and selected characteristics: 1999–2000 ................................................................ 25

1.11 Percentage of public school principals with experience in teaching, administration, or

other selected positions before becoming principals, by state and selected characteristics:

1999–2000.......................................................................................................................... 27

1.12 Percentage of public school principals who reported that the parent association had a

great deal of influence over various school activities and percentage of principals and

teachers who reported that lack of parent involvement was a serious problem at their

school, by state: 1999–2000 ............................................................................................... 29

1.13 Percentage distribution of public school teachers by age and average and median age of

public school teachers, by state: 1999–2000 ....................................................................... 31

1.14 Percentage of full-time public school teachers who reported participating in various

professional development activities in the past 12 months, by state: 1999–2000 ................ 33
viii

1.15 Average hours per week that full-time public school teachers were required to be at

school and average hours worked outside regular school hours, by state and selected

characteristics: 1999–2000 ................................................................................................. 35

1.16 Average class size and student/teacher ratios in public elementary schools, secondary

schools, and schools with combined grades, by state: 1999–2000 ...................................... 37

1.17 Percentage of public school teachers who stated that crime was a serious problem or who

reported being threatened or physically attacked at school, by state and selected

characteristics: 1999–2000 ................................................................................................. 39

1.18 Percentage of public school teachers who agreed or strongly agreed with various

statements regarding the working conditions in their school or classroom, by state:

1999–2000.......................................................................................................................... 41

1.19 Percentage of public school teachers who taught students on Individual Education Plans

(IEP) or Limited-English Proficient (LEP) students and percentage of these teachers with

8 or more hours of training on how to teach IEP or LEP students, by state: 1999–2000 .... 43

Private Schools, Principals, Teachers, and School Library Media Centers

2.01 Total number of private schools, principals, teachers, and students, by affiliation and

NCES typology: 1999–2000 ............................................................................................... 47

2.02 Percentage of private schools with a salary schedule and average teacher salary schedules

for various levels of earned degrees and experience for private schools with a salary

schedule, by affiliation and NCES typology: 1999–2000 .................................................... 48

2.03 Percentage of private schools that required various teacher qualifications when considering

teacher applicants, by affiliation and NCES typology: 1999–2000 ..................................... 49

2.04 Percentage of private elementary schools that offered a particular program or service, by

affiliation and NCES typology: 1999–2000 ........................................................................ 50

2.05 Percentage of private secondary and combined schools that offered a particular program

or service, by affiliation and NCES typology: 1999–2000 .................................................. 51

2.06 Number of private schools with Title I students, schools with students eligible for free or

reduced-price lunches, schools that participated in the National School Lunch Program,

and number of private school prekindergarten through twelfth grade students eligible

and approved for free or reduced-price lunches, by NCES typology and selected

characteristics: 1999–2000 ................................................................................................. 52

2.07 Percentage of private schools with various security measures, by affiliation, NCES

typology, and selected characteristics: 1999–2000 .............................................................. 53

2.08 Total number of private school library media centers, percentage of library media centers

with state certified library media specialists, average number of full-time or part-time state

certified library media specialists, average number of students per full-time or part-time

certified library media specialist, and average number of paid other library staff, by

affiliation, NCES typology, and selected characteristics: 1999–2000 .................................. 55

2.09 Percentage of private school library media centers with selected equipment and services,

by affiliation, NCES typology, and selected characteristics: 1999–2000 ............................. 57

2.10 Percentage of private school principals with experience in teaching, administration, or

other selected positions before becoming principals, by affiliation, NCES typology, and

selected characteristics: 1999–2000 .................................................................................... 59
ix

2.11 Percentage distribution of private school teachers by age and average and median age of

private school teachers, by affiliation and NCES typology: 1999–2000 .............................. 61

2.12 Percentage of full-time private school teachers who reported participating in various

professional development activities in the past 12 months, by affiliation and NCES

typology: 1999–2000 .......................................................................................................... 62

2.13 Average hours per week that full-time private school teachers were required to be at

school and average hours worked outside regular school hours, by affiliation, NCES

typology, and selected characteristics: 1999–2000 .............................................................. 63

2.14 Average class size and student/teacher ratios in private elementary schools,

secondary schools, and schools with combined grades, by affiliation and NCES typology:

1999–2000.......................................................................................................................... 65

2.15 Percentage of private school teachers who stated that crime was a serious problem or

who reported being threatened or physically attacked at school, by affiliation, NCES

typology, and selected characteristics: 1999–2000 .............................................................. 66

Public Charter Schools, Principals, Teachers, and School Library Media Centers

3.01 Total number of public charter schools, principals, teachers, and students, by selected

characteristics: 1999–2000 ................................................................................................. 71

3.02 Percentage of public charter schools with a salary schedule and average teacher salary

schedules for various levels of earned degrees and experience for public charter schools

with a salary schedule, by selected characteristics: 1999–2000 ........................................... 72

3.03 Percentage of public charter schools that required various teacher qualifications when

considering teacher applicants, by selected characteristics: 1999–2000 .............................. 73

3.04 Percentage of public charter elementary schools that offered a particular program or

service, by selected characteristics: 1999–2000 ................................................................... 74

3.05 Percentage of public charter secondary and combined schools that offered a particular

program or service, by selected characteristics: 1999–2000 ................................................ 75

3.06 Number of public charter schools with Title I students, schools with students eligible for

free or reduced-price lunches, schools that participated in the National School Lunch

Program, and number of public charter school prekindergarten through twelfth grade

students eligible and approved for free or reduced-price lunches, by selected

characteristics: 1999–2000 ................................................................................................. 76

3.07 Percentage of public charter schools with various security measures, by selected

characteristics: 1999–2000 ................................................................................................. 77

3.08 Total number of public charter school library media centers, percentage of library media

centers with state certified library media specialists, average number of full-time or parttime state certified library media specialists, average number of students per full-time or

part-time certified library media specialist, and average number of paid other library staff,

by selected characteristics: 1999–2000 ............................................................................... 78

3.09 Percentage of public charter school principals with experience in teaching, administration,

or other selected positions before becoming principals, by selected characteristics:

1999–2000.......................................................................................................................... 79

3.10 Percentage distribution of public charter school teachers by age and average and median

age of public charter school teachers, by selected characteristics: 1999–2000..................... 80
x

3.11 Percentage of full-time public charter school teachers who reported participating in

various professional development activities in the past 12 months, by selected

characteristics: 1999–2000 ................................................................................................. 81

3.12 Average hours per week that full-time public charter school teachers were required to

be at school and average hours worked outside regular school hours, by selected

characteristics: 1999–2000 ................................................................................................. 82

3.13 Average class size and student/teacher ratios in public charter elementary schools,

secondary schools, and schools with combined grades, by selected characteristics:

1999–2000.......................................................................................................................... 83

3.14 Percentage of public charter school teachers who stated that crime was a serious problem

or who reported being threatened or physically attacked at school, by selected

characteristics: 1999–2000 ................................................................................................. 84

Bureau of Indian Affairs (BIA) Schools, Principals, Teachers, and School Library Media Centers

4.01 Total number of Bureau of Indian Affairs (BIA) schools, principals, teachers, and students,

by selected characteristics: 1999–2000 ............................................................................... 87

4.02 Percentage of Bureau of Indian Affairs (BIA) elementary schools that offered a particular

program or service, by selected characteristics: 1999–2000 ................................................ 88

4.03 Percentage of Bureau of Indian Affairs (BIA) secondary and combined schools that

offered a particular program or service, by selected characteristics: 1999–2000 ................. 89

4.04 Number of Bureau of Indian Affairs (BIA) schools with Title I students, schools with

students eligible for free or reduced-price lunches, schools that participated in the

National School Lunch Program, and number of BIA school prekindergarten through

twelfth grade students eligible and approved for free or reduced-price lunches, by selected

characteristics: 1999–2000 ................................................................................................. 90

4.05 Percentage of Bureau of Indian Affairs (BIA) schools with various security measures, by

selected characteristics: 1999–2000 .................................................................................... 91

4.06 Total number of Bureau of Indian Affairs (BIA) school library media centers, percentage

of library media centers with state certified library media specialists, average number of

full-time or part-time state certified library media specialists, average number of students

per full-time or part-time certified library media specialist, and average number of paid

other library staff, by selected characteristics: 1999–2000 .................................................. 92

4.07 Percentage of Bureau of Indian Affairs (BIA) school principals with experience in teaching,

administration, or other selected positions before becoming principals, by selected

characteristics: 1999–2000 ................................................................................................. 93

4.08 Percentage distribution of Bureau of Indian Affairs (BIA) school teachers by age and

average and median age of BIA school teachers, by selected characteristics: 1999–2000 .... 94

4.09 Percentage of full-time Bureau of Indian Affairs (BIA) school teachers who reported

participating in various professional development activities in the past 12 months, by

selected characteristics: 1999–2000 .................................................................................... 95

4.10 Average hours per week that full-time Bureau of Indian Affairs (BIA) school teachers were

required to be at school and average hours worked outside regular school hours, by

selected characteristics: 1999–2000 .................................................................................... 96
xi

4.11 Average class size and student/teacher ratios in Bureau of Indian Affairs (BIA) elementary

schools, secondary schools, and schools with combined grades, by selected characteristics:

1999–2000.......................................................................................................................... 97

4.12 Percentage of Bureau of Indian Affairs (BIA) school teachers who stated that crime was a

serious problem or who reported being threatened or physically attacked at school, by

selected characteristics: 1999–2000 .................................................................................... 98

Appendix A. Standard Error Tables

Standard Error Tables for Public School Districts, Schools, Principals, Teachers, and School Library

Media Centers

A1.01 Standard errors for total number of public school districts, schools, principals, teachers,

and students, by state: 1999–2000 (table 1.01)................................................................. 103

A1.02 Standard errors for percentage of public school districts with a salary schedule and

average teacher salary schedules for various levels of earned degrees and experience for

public school districts with a salary schedule, by state: 1999–2000 (table 1.02) ............... 104

A1.03 Standard errors for percentage of public school districts with various types of school

choice policies and the number of students enrolled in districts from outside their home

districts, by state: 1999–2000 (table 1.03) ........................................................................ 105

A1.04 Standard errors for percentage of public school districts that required various teacher

qualifications when considering teacher applicants, by state: 1999–2000 (table 1.04) ...... 107

A1.05 Standard errors for percentage of public elementary schools that offered a particular

program or service, by state: 1999–2000 (table 1.05) ....................................................... 109

A1.06 Standard errors for percentage of public secondary and combined schools that offered a

particular program or service, by state and school level: 1999–2000 (table 1.06) ............. 111

A1.07 Standard errors for number of public schools with Title I students, schools with students

eligible for free or reduced-price lunches, schools that participated in the National School

Lunch Program, and number of public school prekindergarten through twelfth grade

students eligible and approved for free or reduced-price lunches, by state and selected

characteristics: 1999–2000 (table 1.07) ............................................................................ 113

A1.08 Standard errors for percentage of public schools with various security measures, by state

and selected characteristics: 1999–2000 (table 1.08) ........................................................ 115

A1.09 Standard errors for total number of public school library media centers, percentage of

library media centers with state certified library media specialists, average number of fulltime or part-time state certified library media specialists, average number of students per

full-time or part-time certified library media specialist, and average number of paid other

library staff, by state and selected characteristics: 1999–2000 (table 1.09) ....................... 117

A1.10 Standard errors for percentage of public school library media centers with selected

equipment and services, by state and selected characteristics: 1999–2000 (table 1.10) ..... 119

A1.11 Standard errors for percentage of public school principals with experience in teaching,

administration, or other selected positions before becoming principals, by state and

selected characteristics: 1999–2000 (table 1.11) ............................................................... 121

A1.12 Standard errors for percentage of public school principals who reported that the parent

association had a great deal of influence over various school activities and percentage of

principals and teachers who reported that lack of parent involvement was a serious

problem at their school, by state: 1999–2000 (table 1.12) ................................................ 123
xii

A1.13 Standard errors for percentage distribution of public school teachers by age and average

and median age of public school teachers, by state: 1999–2000 (table 1.13) .................... 125

A1.14 Standard errors for percentage of full-time public school teachers who reported

participating in various professional development activities in the past 12 months, by

state: 1999–2000 (table 1.14) ........................................................................................... 127

A1.15 Standard errors for average hours per week that full-time public school teachers were

required to be at school and average hours worked outside regular school hours, by

state and selected characteristics: 1999–2000 (table 1.15) ................................................ 129

A1.16 Standard errors for average class size and student/teacher ratios in public elementary

schools, secondary schools, and schools with combined grades, by state: 1999–2000

(table 1.16) ....................................................................................................................... 131

A1.17 Standard errors for percentage of public school teachers who stated that crime was a

serious problem or who reported being threatened or physically attacked at school, by

state and selected characteristics: 1999–2000 (table 1.17) ................................................ 133

A1.18 Standard errors for percentage of public school teachers who agreed or strongly agreed

with various statements regarding the working conditions in their school or classroom,

by state: 1999–2000 (table 1.18) ...................................................................................... 135

A1.19 Standard errors for percentage of public school teachers who taught students on

Individual Education Plans (IEP) or Limited-English Proficient (LEP) students and

percentage of these teachers with 8 or more hours of training on how to teach IEP or

LEP students, by state: 1999–2000 (table 1.19) ................................................................ 137

Standard Error Tables for Private Schools, Principals, Teachers, and School Library Media Centers

A2.01 Standard errors for total number of private schools, principals, teachers, and students,

by affiliation and NCES typology: 1999–2000 (table 2.01) .............................................. 141

A2.02 Standard errors for percentage of private schools with a salary schedule and average

teacher salary schedules for various levels of earned degrees and experience for private

schools with a salary schedule, by affiliation and NCES typology: 1999–2000 (table

2.02) ................................................................................................................................. 142

A2.03 Standard errors for percentage of private schools that required various teacher

qualifications when considering teacher applicants, by affiliation and NCES

typology: 1999–2000 (table 2.03) ..................................................................................... 143

A2.04 Standard errors for percentage of private elementary schools that offered a particular

program or service, by affiliation and NCES typology: 1999–2000 (table 2.04) ............... 144

A2.05 Standard errors for percentage of private secondary and combined schools that offered

a particular program or service, by affiliation and NCES typology: 1999–2000

(table 2.05) ....................................................................................................................... 145

A2.06 Standard errors for number of private schools with Title I students, schools with students

eligible for free or reduced-price lunches, schools that participated in the National School

Lunch Program, and number of private school prekindergarten through twelfth grade

students eligible and approved for free or reduced-price lunches, by NCES typology and

selected characteristics: 1999–2000 (table 2.06) ............................................................... 146

A2.07 Standard errors for percentage of private schools with various security measures, by

affiliation, NCES typology, and selected characteristics: 1999–2000 (table 2.07) ............. 147
xiii

A2.08 Standard errors for total number of private school library media centers, percentage of

library media centers with state certified library media specialists, average number of fulltime or part-time state certified library media specialists, average number of students per

full-time or part-time certified library media specialist, and average number of paid other

library staff, by affiliation, NCES typology, and selected characteristics: 1999–2000

(table 2.08) ....................................................................................................................... 149

A2.09 Standard errors for percentage of private school library media centers with selected

equipment and services, by affiliation, NCES typology, and selected characteristics:

1999–2000 (table 2.09) .................................................................................................... 151

A2.10 Standard errors for percentage of private school principals with experience in teaching,

administration, or other selected positions before becoming principals, by affiliation,

NCES typology, and selected characteristics: 1999–2000 (table 2.10) .............................. 153

A2.11 Standard errors for percentage distribution of private school teachers by age and

average and median age of private school teachers, by affiliation and NCES typology:

1999–2000 (table 2.11) .................................................................................................... 155

A2.12 Standard errors for percentage of full-time private school teachers who reported

participating in various professional development activities in the past 12 months, by

affiliation and NCES typology: 1999–2000 (table 2.12) ................................................... 156

A2.13 Standard errors for average hours per week that full-time private school teachers were

required to be at school and average hours worked outside regular school hours, by

affiliation, NCES typology, and selected characteristics: 1999–2000 (table 2.13) ............. 157

A2.14 Standard errors for average class size and student/teacher ratios in private elementary

schools, secondary schools, and schools with combined grades, by affiliation and NCES

typology: 1999–2000 (table 2.14) ..................................................................................... 159

A2.15 Standard errors for percentage of private school teachers who stated that crime was a

serious problem or who reported being threatened or physically attacked at school, by

affiliation, NCES typology, and selected characteristics: 1999–2000 (table 2.15) ............. 160

Standard Error Tables for Public Charter Schools, Principals, Teachers, and School Library Media

Centers

A3.01 Standard errors for total number of public charter schools, principals, teachers, and

students, by selected characteristics: 1999–2000 (table 3.01) ........................................... 165

A3.02 Standard errors for percentage of public charter schools with a salary schedule and

average teacher salary schedules for various levels of earned degrees and experience for

public charter schools with a salary schedule, by selected characteristics: 1999–2000

(table 3.02) ....................................................................................................................... 166

A3.03 Standard errors for percentage of public charter schools that required various teacher

qualifications when considering teacher applicants, by selected characteristics:

1999–2000 (table 3.03) .................................................................................................... 167

A3.04 Standard errors for percentage of public charter elementary schools that offered a

particular program or service, by selected characteristics: 1999–2000 (table 3.04) ........... 168

A3.05 Standard errors for percentage of public charter secondary and combined schools

that offered a particular program or service, by selected characteristics: 1999–2000

(table 3.05) ....................................................................................................................... 169
xiv

A3.06 Standard errors for number of public charter schools with Title I students, schools with

students eligible for free or reduced-price lunches, schools that participated in the

National School Lunch Program, and number of public charter prekindergarten through

twelfth grade students eligible and approved for free or reduced-price lunches, by

selected characteristics: 1999–2000 (table 3.06) ............................................................... 170

A3.07 Standard errors for percentage of public charter schools with various security measures,

by selected characteristics: 1999–2000 (table 3.07) .......................................................... 171

A3.08 Standard errors for total number of public charter school library media centers,

percentage of library media centers with state certified library media specialists, average

number of full-time or part-time state certified library media specialists, average number

of students per full-time or part-time certified library media specialist, and average

number of paid other library staff, by selected characteristics: 1999–2000 (table 3.08).... 172

A3.09 Standard errors for percentage of public charter school principals with experience in

teaching, administration, or other selected positions before becoming principals, by

selected characteristics: 1999–2000 (table 3.09) ............................................................... 173

A3.10 Standard errors for percentage distribution of public charter school teachers by age and

average and median age of public charter school teachers, by selected characteristics:

1999–2000 (table 3.10) .................................................................................................... 174

A3.11 Standard errors for percentage of full-time public charter school teachers who reported

participating in various professional development activities in the past 12 months, by

selected characteristics: 1999–2000 (table 3.11) ............................................................... 175

A3.12 Standard errors for average hours per week that full-time public charter school teachers

were required to be at school and average hours worked outside regular school hours,

by selected characteristics: 1999–2000 (table 3.12) .......................................................... 176

A3.13 Standard errors for average class size and student/teacher ratios in public charter

elementary schools, secondary schools, and schools with combined grades, by selected

characteristics: 1999–2000 (table 3.13) ............................................................................ 177

A3.14 Standard errors for percentage of public charter school teachers who stated that crime was

a serious problem or who reported being threatened or physically attacked at school, by

selected characteristics: 1999–2000 (table 3.14) ............................................................... 178

Standard Error Tables for Bureau of Indian Affairs (BIA) Schools, Principals, Teachers, and School

Library Media Centers

A4.01 Standard errors for total number of Bureau of Indian Affairs (BIA) schools, principals,

teachers, and students, by selected characteristics: 1999–2000 (table 4.01) ...................... 181

A4.02 Standard errors for percentage of Bureau of Indian Affairs (BIA) elementary schools

that offered a particular program or service, by selected characteristics: 1999–2000

(table 4.02) ....................................................................................................................... 182

A4.03 Standard errors for percentage of Bureau of Indian Affairs (BIA) secondary and

combined schools that offered a particular program or service, by selected

characteristics: 1999–2000 (table 4.03) ............................................................................ 183

A4.04 Standard errors for number of Bureau of Indian Affairs (BIA) schools with Title I students,

schools with students eligible for free or reduced-price lunches, schools that participated

in the National School Lunch Program, and number of BIA school prekindergarten

through twelfth grade students eligible and approved for free or reduced-price lunches,

by selected characteristics: 1999–2000 (table 4.04) .......................................................... 184
xv

A4.05 Standard errors for percentage of Bureau of Indian Affairs (BIA) schools with various

security measures, by selected characteristics: 1999–2000 (table 4.05) ............................. 185

A4.06 Standard errors for total number of Bureau of Indian Affairs (BIA) school library media

centers, percentage of library media centers with state certified library media specialists,

average number of full-time or part-time state certified library media specialists, average

number of students per full-time or part-time certified library media specialist, and

average number of paid other library staff, by selected characteristics: 1999–2000

(table 4.06) ....................................................................................................................... 186

A4.07 Standard errors for percentage of Bureau of Indian Affairs (BIA) school principals with

experience in teaching, administration, or other selected positions before becoming

principals, by selected characteristics: 1999–2000 (table 4.07) ......................................... 187

A4.08 Standard errors for percentage distribution of Bureau of Indian Affairs (BIA) school

teachers by age and average and median age of BIA school teachers, by selected

characteristics: 1999–2000 (table 4.08) ............................................................................ 188

A4.09 Standard errors for percentage of full-time Bureau of Indian Affairs (BIA) school teachers

who reported participating in various professional development activities in the past 12

months, by selected characteristics: 1999–2000 (table 4.09) ............................................. 189

A4.10 Standard errors for average hours per week that full-time Bureau of Indian Affairs (BIA)

school teachers were required to be at school and average hours worked outside regular

school hours, by selected characteristics: 1999–2000 (table 4.10) .................................... 190

A4.11 Standard errors for average class size and student/teacher ratios in Bureau of Indian

Affairs (BIA) elementary schools, secondary schools, and schools with combined grades,

by selected characteristics: 1999–2000 (table 4.11) .......................................................... 191

A4.12 Standard errors for percentage of Bureau of Indian Affairs (BIA) school teachers who

stated that crime was a serious problem or who reported being threatened or physically

attacked at school, by selected characteristics: 1999–2000 (table 4.12) ............................ 192

Appendix B. Technical Note Tables

B-1 Assignment of Bureau of Indian Affairs directory schools, by sector: 1999–2000............. 201

B-2 Number of districts, schools, principals, teachers, and school library media centers, by

sector and interview status: 1999–2000 ............................................................................ 203

B-3 Number of in-scope cases in sample and number of interviews for public school districts,

schools, principals, teachers, and school library media centers, by state: 1999–2000 ....... 204

B-4 Number of in-scope cases in sample and number of interviews for private schools,

principals, teachers, and school library media centers, by NCES typology: 1999–2000 .... 205

B-5 Number of in-scope cases in sample and number of interviews for public charter schools,

principals, and teachers: 1999–2000 ................................................................................. 205

B-6 Number of in-scope cases in sample and number of interviews for Bureau of Indian

Affairs (BIA) schools, principals, teachers, and school library media centers:

1999–2000........................................................................................................................ 205

B-7 Data collection time schedule: 1999–2000........................................................................ 207

B-8 Weighted and unweighted questionnaire response rates and weighted overall response

rates, by survey: 1999–2000 ............................................................................................. 209
xvi

B-9 Final weighted response rates for public school districts, schools, principals, teachers,

and school library media centers, by state: 1999–2000 ..................................................... 210

B-10 Final weighted response rates for private schools, principals, teachers, and school library

media centers, by NCES typology: 1999–2000 ................................................................. 211

B-11 Final weighted response rates for public charter schools, principals, and teachers:

1999–2000........................................................................................................................ 211

B-12 Final weighted response rates for BIA schools, principals, teachers, and school library

media centers: 1999–2000 ................................................................................................ 211

B-13 Summary of unweighted item response rates, by survey: 1999–2000................................ 213

B-14 Items with unweighted response rates of less than 75 percent, by survey: 1999–2000 ...... 214

Appendix C. Bureau of Indian Affairs Weighted Estimates

C-1 Number of Bureau of Indian Affairs (BIA) schools, principals, teachers, and students in

schools reported solely in the BIA Education Directory, by selected characteristics:

1999–2000........................................................................................................................ 223

C-2 Standard errors for number of Bureau of Indian Affairs (BIA) schools, principals,

teachers, and students in schools reported solely in the BIA Education Directory, by

selected characteristics: 1999–2000 .................................................................................. 223
1

Introduction

The Schools and Staffing Survey (SASS) is the nation’s most extensive survey of elementary and secondary schools and the teachers and administrators who staff them. Sponsored by the National Center for

Education Statistics (NCES), SASS has been conducted four times: in school years 1987–88, 1990–91,

1993–94, and 1999–2000. This report introduces the data from the 1999–2000 SASS.

The 1999–2000 SASS covered four school sectors: traditional public, private, public charter, and Bureau

of Indian Affairs (BIA). Traditional public schools are the subset of all public schools in the United

States except public charter schools. Traditional public schools are defined as institutions that provide

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

teachers to give instruction, are located in one or more buildings, receive public funds as primary support, and are operated by an education agency. They include regular, special education, vocational/

technical, and alternative schools. They also include schools in juvenile detention centers, schools located on military bases and operated by the Department of Defense, and Bureau of Indian Affairsfunded schools operated by local public school districts. Traditional public schools do not include public charter schools. Private schools are schools not in the public system that provide instruction for any

of grades 1–12 (or comparable ungraded levels). The instruction must be given in a building that is not

used primarily as a private home. Public charter schools are public schools that, in accordance with an

enabling state statute, have been granted a charter exempting them from selected state or local rules and

regulations. BIA schools are schools funded by the Bureau of Indian Affairs, but may be operated by a

local tribe, a local school district, or as a public charter school.

The traditional public school data come from a sample of schools on the 1997–98 Common Core of

Data (CCD) that was selected to be representative at the national and state levels. The private school

data come from a sample based on the 1997–98 Private School Survey (PSS), updated with more current

information from 1998–99 private school association lists (Broughman and Colaciello 1999), that was

selected to be representative at the national and affiliation1 levels. Data on public charter schools include the universe of public charter schools that were open during the 1998–99 school year and were

based upon a list provided by 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 BIA school population frame was the 1997–98 Office of Indian Education Programs: Education Directory (Bureau of

Indian Affairs 1998) list of schools that were operating in school year 1997–98. The data were collected

in school year 1999–2000, using the most current frames available for sampling. In all cases, schools

had to be open in 1999–2000 to be included in the 1999–2000 SASS.

Once schools were selected, the public school districts associated with the selected traditional public

schools were included in the sample, as were the school principals. School library media centers were

included for the traditional public, private, and BIA sectors. Each selected school was asked to provide

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

The SASS design features parallel questionnaires for districts, schools, principals, teachers, and school

library media centers, facilitating collection of complementary data sets that provide policymakers,

researchers, educators, and the general public with a broad range of information on the condition of

schools and staffing in the United States. In 1999–2000, interviews were obtained from approximately

4,700 school districts, 12,000 schools, 12,300 principals, 52,400 teachers, and 9,900 school library

media centers.

1

 SASS uses 20 affiliation categories, into which all private schools are divided based on religious orientation and association

membership. See appendix B, page 199, for a list of the affiliation categories.
2

Selected Findings indings

This report is intended to give the reader an overview of the SASS data for school year 1999–2000

through tables of estimates for traditional public, private, public charter, and BIA schools and their

staff. Altogether, these 60 tables present a synopsis of the types of information that can be produced

with the data. Comparisons across different types of schools, such as community type, region, school

level, and school enrollment, are also possible within each sector. Selected findings, with comparisons

tested and found significant at the .05 level, are described below. Details of the statistical tests used are

presented in appendix B on page 217.

School Safety

Teachers’ perceptions of school safety across all school levels tended to differ by sector. Private school

teachers were less likely than teachers in other sectors to report being threatened with injury in the past

12 months. Among private school teachers, 3.9 percent reported injury threats, compared with 9.6

percent of traditional public school teachers (tables 2.15 and 1.17, respectively). Teachers in public

charter schools (10.8 percent) and BIA schools (12.6 percent) were most likely to report being threatened with injury (tables 3.14 and 4.12, respectively).

Private school teachers were also less likely than teachers in other sectors to report physical conflicts

among students as a serious problem in their school. Just 1.0 percent of private school teachers reported

that physical conflicts among students were a serious problem in their school, compared with 4.8 percent of both traditional public school and public charter school teachers. BIA school teachers were more

likely than teachers in other sectors to report physical conflicts among students as a serious problem:

11.7 percent of BIA school teachers reported such conflicts as a serious problem.

Among traditional public school teachers, reports of being threatened with injury varied by community

type.2 Teachers in central city schools were more likely to report threats of injury in the past 12 months

than teachers in urban fringe/large town schools and teachers in rural/small town schools. In central city

traditional public schools, 13.5 percent of teachers reported injury threats. In urban fringe/large town

schools, 7.9 percent of teachers reported injury threats. In rural/small town schools, 8.6 percent of

teachers reported injury threats.

Central city traditional public school teachers were also more likely than other traditional public school

teachers to report physical conflicts among students as a serious problem. In central city traditional

public schools, 9.4 percent of teachers reported conflicts as a serious problem, compared with 3.3

percent of teachers in urban fringe/large town traditional public schools and 2.7 percent of teachers in

rural/small town traditional public schools.

Schools’ use of various security measures varied by sector. BIA schools were the most likely to use video

surveillance of students, at 22.0 percent, followed by 14.9 percent of traditional public schools, 11.9

percent of public charter schools, and 8.1 percent of private schools (tables 4.05, 1.08, 3.07, and 2.07,

respectively).

Class Size

As reported by teachers, average class size for self-contained3 classes tended to be somewhat larger in

traditional public and public charter elementary schools than in private and BIA elementary schools.

2

 Community type is a three-level categorization based on the eight-level U.S. Census Bureau definition of locale. A central city

school is a school located in a large or midsize central city. An urban fringe/large town school is a school located in the urban

fringe of a large or midsize city, in a large town, or in a rural area within an urbanized metropolitan area. A rural/small town

school is a school located in a small town or rural setting.

3 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.
3

Teachers in self-contained classes in traditional public elementary schools and public charter elementary

schools averaged 21.2 students and 21.4 students per class, respectively (tables 1.16 and 3.13, respectively). In private elementary schools, teachers in self-contained classes averaged 20.3 students (table

2.14). In BIA elementary schools, self-contained classes were even smaller, with an average of 18.0

students (table 4.11).

Class size for departmentalized4 instruction in secondary schools also differed by sector. In traditional

public and public charter secondary school classes with departmentalized instruction, teachers averaged

23.4 students and 23.7 students per class, respectively. In private secondary school classes with departmentalized instruction, teachers averaged 20.3 students. BIA secondary school classes with departmentalized instruction were even smaller. These teachers had classes that averaged 16.5 students.

Within the private sector, there were differences in class size across the three major types5 of private

schools—Catholic, other religious, and nonsectarian—at all school levels. Teachers in Catholic schools

tended to have larger classes than did teachers in other religious and nonsectarian private schools.

Teachers in self-contained classes in Catholic elementary schools averaged 23.8 students, compared

with 17.3 students for teachers in other religious private schools and 17.2 students for teachers in

nonsectarian private schools. At the secondary level, Catholic school teachers in departmentalized instruction classes averaged 23.3 students, compared with 17.0 students in other religious schools and

11.4 students in nonsectarian schools.

Programs in E ams in Eams in Elementary Schools

At least 40 percent of elementary schools in all sectors reported offering students extended day, beforeschool, or after-school daycare programs. Private and public charter elementary schools were the most

likely to offer such programs. An estimated 65.1 percent of private schools and 62.9 percent of public

charter schools offered such programs, compared with 46.5 percent of traditional public elementary

schools, and 40.3 percent of BIA elementary schools (tables 2.04, 3.04, 1.05, and 4.02, respectively).

Public charter elementary schools were more likely than elementary schools in other sectors to provide

programs with special instructional approaches, such as Montessori, self-paced instruction, and ungraded classrooms. Programs with special instructional approaches were offered in 51.9 percent of

public charter elementary schools, compared with 32.8 percent of BIA elementary schools, 17.3 percent

of traditional public elementary schools, and 20.0 percent of private elementary schools.

Talented/gifted programs were more prevalent in traditional public and BIA elementary schools than in

public charter and private elementary schools. Among BIA elementary schools, 84.0 percent provided

talented/gifted programs, compared with 71.8 percent of traditional public elementary schools, 32.8

percent of public charter elementary schools, and 15.9 percent of private elementary schools.

Programs in S ams in Sams in Secondary and C y and Combined Scho ombined Schoombined Schools

Traditional public secondary and combined6 schools were more likely to offer Advanced Placement (AP)

courses than were private, public charter, and BIA secondary and combined schools. Among secondary

and combined schools, an estimated 51.2 percent of traditional public schools offered these courses,

compared with 35.7 percent of private schools, 30.5 percent of public charter schools, and 25.9 percent

of BIA schools (tables 1.06, 2.05, 3.05, and 4.03, respectively).

4 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.

5 NCES typology is a nine-level categorization into which schools are divided based on religious orientation, association membership, and program emphasis. See appendix D, page 233, for details.

6 A combined school (or school with combined grades) has one or more of grades K–6 (elementary) and one or more of grades

9–12 (secondary); for example, schools with grades K–12, 6–12, 6–9, or 1–12 are classified as having combined grades.

Schools in which all students are ungraded (i.e., not classified by standard grade levels) are also classified as combined.
4

Among private secondary and combined schools, availability of AP courses varied by type, with Catholic schools much more likely than other types of private schools to provide such courses. Compared with

29.3 percent of other religious secondary and combined schools and 28.4 percent of nonsectarian private secondary and combined schools, 77.8 percent of Catholic secondary and combined schools offered AP courses.

The presence of programs for talented/gifted students in secondary and combined schools varied by

sector, with BIA secondary and combined schools the most likely to offer such programs. An estimated

94.4 percent of BIA secondary and combined schools offered such programs, compared with 60.3 percent of traditional public secondary and combined schools, 31.3 percent of public charter secondary and

combined schools, and 21.4 percent of private secondary and combined schools.

Teacher Salary Schedules y Schedules

Public school districts were most likely to use a salary schedule to determine base salaries for teachers,

compared to private and public charter schools. An estimated 96.3 percent of public school districts

used a salary schedule (table 1.02). This contrasts with 65.9 percent of private schools and 62.2 percent

of public charter schools (tables 2.02 and 3.02, respectively). (Data on salary schedules are not available

for BIA-funded schools that completed the Public School Questionnaire.)

Of those schools or districts using a salary schedule, public charter schools offered the highest base

salary for teachers with a bachelor’s degree and no experience. The average starting salary for teachers

with no experience in public charter schools that used a salary schedule was $26,977, compared with

$25,888 for public school districts. Private schools offered the lowest base salary, with teachers with a

bachelor’s degree and no experience earning $20,302 annually.

Among public school districts with a salary schedule, Alaska, District of Columbia, New Jersey, and

New York offered the highest starting salaries for teachers with a bachelor’s degree and no experience,

with a starting salary of $31,016 or above. Idaho, Montana, Nebraska, North Dakota, and South

Dakota offered the lowest salaries for these teachers, with a starting salary of $21,396 or below.

For public charter schools with a salary schedule, there were differences among schools based on school

origin—that is, by whether the schools originated from pre-existing public schools, originated from preexisting private schools, or were newly created as public charter schools. The average base salary for

teachers with a bachelor’s degree and no experience was $28,754 in pre-existing traditional public

schools, compared with $26,662 in newly created public charter schools and $24,804 in public charter

schools originating from pre-existing private schools.

Of those schools or districts using a salary schedule, public school districts offered the highest base

salary for teachers at the highest step on the salary schedule. Teachers at the highest step of the salary

schedule in public school districts earned an average base salary of $48,728 annually. Teachers at the

highest step of the salary schedule in public charter schools earned an average base salary of $46,314.

Private schools offered the lowest average base salary for teachers at the highest step, $34,348.

Among public school districts with a salary schedule, Alaska, Connecticut, District of Columbia, New

Jersey, New York, and Pennsylvania offered the highest starting salaries for teachers with at the highest

step, with a base salary of $59,948 or above. North Dakota and South Dakota offered the lowest

salaries for these teachers, with a base salary of less than $34,000.

Prior Teaching Experience of Principals incipals

The vast majority of principals at all school levels had served as teachers prior to becoming principals.

Principals in traditional public and BIA schools were more likely than their counterparts in private and

public charter schools to have had teaching experience. In traditional public schools, 99.3 percent of

principals had been teachers, and in BIA schools, 98.7 percent of principals had been teachers (tables
5

1.11 and 4.07, respectively). In private and public charter schools, 87.4 percent and 89.3 percent, respectively, of principals had been teachers (tables 2.10 and 3.09, respectively).

Among private school principals, there were differences across types of private schools. In Catholic

schools, 98.6 percent of principals had been teachers, compared with 79.4 percent of principals in other

religious schools and 89.5 percent of principals in nonsectarian schools.

Among principals of public charter schools, there was variation by school origin. Public charter schools

that were previously traditional public schools were the most likely to have a principal with teaching

experience, with 96.8 percent of principals of pre-existing traditional public schools reporting experience as a teacher. This compares with 88.9 percent of public charter school principals of pre-existing

private schools and 87.7 percent of principals of newly created public charter schools.

Professional Development

Across all sectors, more than 40 percent of full-time teachers reported participating in professional

development activities that focused on in-depth study of content in their main teaching field in the last

12 months. Among full-time traditional public school teachers, 59.3 percent participated in such professional development activities, compared with 55.2 percent of full-time public charter school teachers

and 43.1 percent of full-time private school teachers (tables 1.14, 3.11, and 2. 12, respectively). An

estimated 55.8 percent of full-time BIA school teachers participated in such professional development

activities in the last 12 months (table 4.09).

Full-time traditional public school teachers were more likely than full-time teachers in other sectors to

participate in professional development activities on the uses of computers for instruction. An estimated

70.7 percent of full-time teachers in traditional public schools participated in such professional development activities. This contrasts with 62.2 percent of full-time teachers in BIA schools, 56.9 percent of

full-time teachers in public charter schools, and 52.1 percent of full-time teachers in private schools.

School Libr ol Library Media Specialists ecialists

Library media centers in traditional public schools were most likely to report having at least one paid

state-certified library media specialist. Among library media centers in traditional public schools, 75.2

percent reported having a paid state-certified library media specialist, compared with 57.9 percent of

library media centers in BIA schools, 23.5 percent of library media centers in public charter schools, and

20.2 percent of library media centers in private schools. (tables 1.09, 4.06, 3.08, and 2.08, respectively).

Within the traditional public and the private school sectors, reports of having a paid state-certified

library media specialist differed by school enrollment. In traditional public schools with less than 100

students, 61.5 percent of library media centers reported having a paid state-certified library media

specialist, compared with 89.5 percent in traditional public schools with 1,000 students or more. In

private schools with less than 100 students, 4.8 percent reported having a paid state-certified media

specialist, compared with 80.4 percent in private schools with 1,000 students or more.

Organization of tion of tion of This Report

The body of this report is composed of tables providing an initial overview of data from the 1999–2000

SASS. The tables are organized by the four school sectors that were surveyed: traditional public schools,

private schools, public charter schools, and BIA schools.

The first section presents descriptive data on public school districts and traditional public schools, the

principals and teachers who work in them, and traditional public school library media centers. Traditional public school data are presented by state and, in some cases, by Census geographic region, com-
6

munity type (central city, urban fringe/large town, rural/small town), school level (elementary, secondary, combined), and student enrollment.

The second section presents data on private schools, principals, teachers, and school library media

centers. Private school data are presented by private school affiliation, by NCES typology, and sometimes by Census geographic region, community type, school level, and student enrollment.

The third section presents data for public charter schools. Public charter school data are reported by

geographic region, community type, school level, student enrollment, and school origin (newly created

or pre-existing as a traditional public or private school).

The fourth section reports data for all schools funded by the BIA. (See appendix B, page 200, for a

description of the BIA school population.) BIA school data are reported by geographic region, community type, school level, and student enrollment.

Finally, seven appendixes provide supporting information. Standard error tables for every table included

in this report are located in appendix A. Although the data on public charter and BIA schools are from

the universes of these schools, the estimates still have standard errors due to nonresponse weighting

adjustments. Technical notes are located in appendix B. The technical notes include overviews of the

survey content, target populations and estimates, sample design and implementation, data collection

procedures, response rates, imputation procedures, and weighting. Appendix C includes a table of estimates and a table of standard errors for respondents to the SASS Indian questionnaires. The results

parallel those of table 4.01 in the BIA section, but exclude respondents who, although listed in the BIA

Education Directory (Bureau of Indian Affairs 1998), completed traditional public or public charter

questionnaires. The glossary, which is located in appendix D, defines the terminology used in this report. Appendix E provides a crosswalk of table numbers to facilitate comparisons of topics across

sectors. The content framework for the 1999–2000 SASS is located in appendix F. Lastly, information

on how to find additional resources about SASS is located in appendix G.
7

Section I: tion I: tion I: Public Schools in the United States

This section presents data on traditional public schools, traditional public school teachers, traditional

public school principals, public school districts, and traditional public school library media centers from

the 1999–2000 Schools and Staffing Survey (SASS). The SASS sample data have been weighted to represent the 83,725 traditional public schools, 14,505 public school districts, 82,802 traditional public

school principals, 2,984,781 traditional public school teachers (table 1.01), and 76,807 traditional

public school library media centers in the United States (table 1.09).

Traditional public schools are the subset of all public schools in the United States except public charter

schools. These public schools are defined as an institution that: (1) provided educational services for at

least one of grades 1–12 (or comparable ungraded levels), (2) had one or more teachers to give instruction, (3) was located in one or more buildings, (4) received public funds as primary support, and (5) was

operated by an education agency. They include regular, special education, vocational/technical, and

alternative schools. Schools in juvenile detention centers, schools located on military bases and operated

by the Department of Defense, and Bureau of Indian Affairs (BIA)-funded schools operated by local

public school districts were included. Public charter schools were not included in the public school

frame for sampling because the entire population of public charter schools that were open during the

1998–99 school year and still open for the 1999–2000 school year was surveyed. Public charter schools

are reported separately in section III. A small number of BIA schools that are in the public school frame

are included in both the traditional public school tables in this section and again in the BIA school tables

in section IV. A public school district was defined as a government agency that employed elementary or

secondary level teachers and was administratively responsible for providing public elementary and/or

secondary instruction and educational support services. The traditional public school sampling frame

was based on the 1997–98 Common Core of Data (CCD). See the technical notes in appendix B for a

more detailed description of the population frame and response rates.
8
9

* The number of teachers is a headcount.NOTE: These estimates are for traditional public schools. Traditional public schools include all public schools in the United Statesexcept public charter schools. The estimated number of principals may be different than the estimated number of schools due toweighting. Detail may not add to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “SchoolDistrict Survey,” “Public School Survey,” “Public School Principal Survey,” and “Public School Teacher Survey.”

Delaware 19 161 158 7,422 115,081District of Columbia 1 158 157 5,512 71,908Florida 72 2,599 2,553 127,879 2,213,528Georgia 183 1,737 1,737 86,879 1,256,535Hawaii 1 247 247 12,032 193,994Idaho 111 622 582 14,447 234,042Illinois 927 3,963 3,924 136,938 1,976,017Indiana 281 1,806 1,799 61,184 938,901Iowa 377 1,486 1,485 38,116 491,785Kansas 304 1,394 1,397 33,968 436,413Kentucky 179 1,320 1,310 42,879 635,205Louisiana 68 1,428 1,415 50,642 751,071Maine 234 709 708 17,536 213,691Maryland 24 1,262 1,263 54,583 841,594Massachusetts 327 1,716 1,713 77,281 939,366Michigan 576 3,413 3,306 98,082 1,668,849Minnesota 385 1,661 1,581 57,534 828,889Mississippi 156 933 919 33,060 504,465Missouri 527 1,997 1,968 64,094 845,628Montana 422 880 745 11,937 149,179Nebraska 580 1,193 1,168 23,119 277,013Nevada 17 442 439 17,245 298,423New Hampshire 165 453 443 14,985 201,959New Jersey 582 2,236 2,250 97,878 1,205,332New Mexico 89 710 699 21,167 317,193New York 732 4,090 4,066 208,313 2,835,022North Carolina 122 2,014 2,009 85,235 1,221,956North Dakota 239 556 551 9,252 110,808Ohio 637 3,697 3,629 123,129 1,855,056Oklahoma 533 1,819 1,815 45,830 609,855Oregon 200 1,154 1,160 28,584 508,694Pennsylvania 584 3,111 3,100 126,471 1,855,114Rhode Island 37 293 286 11,564 149,446South Carolina 92 1,068 1,054 43,721 645,642South Dakota 195 778 745 11,708 139,652Tennessee 138 1,534 1,524 58,296 916,366Texas 1,042 6,649 6,566 265,247 3,745,518Utah 40 742 722 23,346 479,699Vermont 247 332 323 9,186 103,942Virginia 149 1,726 1,725 80,987 1,110,037Washington 298 1,996 1,953 54,816 1,033,653West Virginia 56 805 803 22,571 300,957Wisconsin 426 1,947 1,931 67,015 863,584Wyoming 49 397 396 7,848 91,688
10

NOTE: Teacher salary schedules are listings of the teacher salary levels offered by a district that are used to determine teacher salaries.Schedules are based on years of experience and degrees earned. Bachelor’s degree and no experience was the lowest step offered asa response option on the questionnaire.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “SchoolDistrict Survey.”

Colorado 100.0 24,037 26,660 28,279 38,876 46,188Connecticut 100.0 30,092 32,149 34,211 55,771 61,918Delaware 100.0 26,761 30,490 33,247 49,927 57,519District of Columbia 100.0 31,050 33,120 34,155 53,965 60,888Florida 100.0 24,743 27,100 27,582 40,399 46,027Georgia 97.0 27,511 31,571 32,641 46,161 57,704Hawaii 100.0 29,204 31,403 31,403 42,799 58,167Idaho 100.0 21,396 24,165 26,353 37,304 42,329Illinois 99.7 25,032 27,411 28,949 43,497 49,417Indiana 99.4 26,774 28,554 29,619 48,455 50,413Iowa 100.0 22,001 23,791 25,855 36,696 39,378Kansas 97.1 25,102 27,307 28,828 36,186 41,194Kentucky 99.4 24,691 27,914 31,036 38,718 43,492Louisiana 100.0 24,149 24,627 24,735 33,800 37,818Maine 99.2 22,162 24,158 25,031 40,996 43,210Maryland 100.0 28,648 30,816 31,484 48,511 56,233Massachusetts 100.0 28,839 31,314 33,626 51,946 57,175Michigan 98.7 28,999 31,744 33,899 53,485 57,288Minnesota 100.0 25,437 28,585 30,155 43,643 46,877Mississippi 100.0 23,961 25,153 25,838 35,927 44,552Missouri 100.0 22,330 24,681 26,204 33,064 37,022Montana 79.2 19,435 21,940 22,890 35,538 37,707Nebraska 56.9 20,545 24,483 26,336 34,435 36,838Nevada 100.0 27,082 31,522 33,957 48,969 52,696New Hampshire 97.9 24,405 26,864 29,398 44,126 46,449New Jersey 99.5 32,057 34,844 36,756 59,550 66,469New Mexico 100.0 25,484 27,209 28,660 38,457 44,069New York 93.2 31,016 33,829 35,946 57,094 67,204North Carolina 100.0 24,236 25,769 26,402 40,267 48,728North Dakota 89.3 18,637 20,934 21,827 29,952 32,220Ohio 100.0 24,277 27,014 28,507 46,649 50,363Oklahoma 99.3 24,042 25,214 25,778 32,757 35,624Oregon 100.0 25,617 28,319 29,498 43,787 46,989Pennsylvania 100.0 30,007 32,026 33,539 55,763 59,948Rhode Island 100.0 28,050 30,130 30,915 55,054 57,423South Carolina 100.0 24,943 28,678 31,026 42,779 52,223South Dakota 78.0 20,696 22,710 23,917 31,178 33,338Tennessee 100.0 25,470 27,627 29,324 35,844 41,025Texas 97.7 25,806 26,316 26,813 41,914 43,127Utah 100.0 23,191 25,713 27,492 41,679 44,516Vermont 94.0 23,487 26,643 28,749 41,429 45,789Virginia 100.0 27,095 29,048 29,552 39,270 46,582Washington 100.0 25,599 30,783 31,023 46,082 51,338West Virginia 100.0 24,085 26,859 28,526 36,617 41,658Wisconsin 100.0 26,131 29,501 31,828 46,130 49,526Wyoming 100.0 22,052 25,079 26,758 38,748 43,377
11

Table 1.03.—Percentage of public school districts with various types of school choice policies and the number of students enrolled in districts from outside their home districts, by state: 1999–

2000

See footnotes at end of table.

Total Students from this Students can Students from other Total number of

number of district can enroll in enroll in another districts can enroll students enrolled in

public school another school within school in another in this district districts from outside

State districts this district district at no cost at no cost their home districts*

50 States and DC 14,505 24.7 42.4 45.8 487,948

Alabama 131 26.1 10.9 25.6 9,321

Alaska 53 33.4 23.4 27.1 1,443

Arizona 213 37.1 75.5 82.8 18,553

Arkansas 311 27.9 59.9 59.4 6,327

California 1,025 52.5 61.0 76.9 130,610

Colorado 178 42.6 67.7 89.2 17,313

Connecticut 172 7.7 36.9 39.5 1,897

Delaware 19 74.2 87.9 100.0 8,718

District of Columbia 1 † † † †

Florida 72 74.3 41.2 50.5 4,060

Georgia 183 28.6 6.3 13.1 3,302

Hawaii 1 † † † †

Idaho 111 32.0 71.5 80.6 2,524

Illinois 927 7.2 0.0 0.8 3,413

Indiana 281 25.4 # # #

Iowa 377 15.0 92.8 91.9 14,859

Kansas 304 20.1 37.7 61.1 8,533

Kentucky 179 23.0 36.4 36.6 6,458

Louisiana 68 18.0 9.5 13.1 437

Maine 234 16.8 26.2 8.9 339

Maryland 24 28.3 0.0 # #

Massachusetts 327 30.2 51.9 33.5 9,190

Michigan 576 56.8 75.4 72.2 24,969

Minnesota 385 33.4 91.1 93.4 29,080

Mississippi 156 12.4 3.5 6.9 687

Missouri 527 9.1 6.0 7.3 8,355

Montana 422 6.5 35.9 47.9 2,725

Nebraska 580 33.6 90.5 90.2 11,503

Nevada 17 20.6 22.1 35.3 84

New Hampshire 165 8.5 # # #

New Jersey 582 5.2 4.6 8.7 5,476

New Mexico 89 42.5 71.6 83.3 2,570

New York 732 5.6 2.4 13.8 3,934

North Carolina 122 44.8 17.4 20.5 1,474

North Dakota 239 11.7 76.8 79.8 #

Percentage of districts with this district policy
12

† Not applicable.

# Too few sample cases.

* Public school districts reported the number of students from outside their district that were enrolled in schools in their district at no tuition cost to themselves or their families.

NOTE: Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “School District Survey.”

Table 1.03.—Percentage of public school districts with various types of school choice policies and the number of students enrolled in districts from outside their home districts, by state: 1999–

2000—Continued

Total Students from this Students can Students from other Total number of

number of district can enroll in enroll in another districts can enroll students enrolled in

public school another school within school in another in this district districts from outside

State districts this district district at no cost at no cost their home districts*

Ohio 637 44.4 70.4 57.8 24,308

Oklahoma 533 14.3 64.3 68.0 24,289

Oregon 200 30.9 56.6 59.5 3,836

Pennsylvania 584 5.5 1.6 # #

Rhode Island 37 # # 0.0 0

South Carolina 92 21.7 # 3.8 202

South Dakota 195 35.9 90.9 91.7 3,050

Tennessee 138 45.1 27.9 25.2 4,096

Texas 1,042 11.7 24.3 36.5 24,243

Utah 40 75.3 72.3 83.2 7,750

Vermont 247 10.7 20.9 16.3 1,468

Virginia 149 22.4 16.0 13.5 1,473

Washington 298 52.1 92.8 93.4 34,738

West Virginia 56 62.4 60.3 68.3 1,026

Wisconsin 426 35.3 96.0 95.9 6,696

Wyoming 49 34.4 45.2 59.4 775

Percentage of districts with this district policy
13

Table 1.04.—Percentage of public school districts that required* various teacher qualifications when considering teacher applicants, by state: 1999–2000

Passing score on

Graduation from Passing score on either Praxis

Full standard a state approved Passing score local DISTRICT Core Battery

Total number state certification teacher A major or Passing score on STATE test of basic OR Praxis II:

of public in field preparation minor in field on STATE test test of subject skills or subject Subject

State school districts to be taught program to be taught of basic skills knowledge knowledge Assessment

50 States and DC 14,505 81.5 70.2 63.1 63.9 54.2 3.4 24.9

Alabama 131 82.5 86.9 82.7 4.8 4.8 # #

Alaska 53 53.3 73.9 39.6 70.5 29.4 # 72.4

Arizona 213 66.5 51.5 56.0 78.8 70.8 6.9 2.1

Arkansas 311 72.2 74.9 53.9 71.5 70.4 # 66.2

California 1,025 46.4 59.9 29.9 94.8 43.8 11.2 21.1

Colorado 178 66.4 56.9 69.3 73.2 67.1 # 2.9

Connecticut 172 98.3 46.3 51.3 94.4 92.1 0.0 91.3

Delaware 19 53.7 59.5 71.6 93.2 33.7 0.0 100.0

District of Columbia 1 100.0 100.0 0.0 100.0 100.0 100.0 100.0

Florida 72 41.4 11.0 19.0 70.6 64.7 4.4 6.1

Georgia 183 70.5 71.5 65.8 74.9 80.7 2.6 92.2

Hawaii 1 100.0 100.0 100.0 0.0 0.0 0.0 100.0

Idaho 111 87.1 84.4 74.0 13.6 11.6 # #

Illinois 927 93.4 84.9 70.1 88.4 88.2 # 4.3

Indiana 281 91.7 80.8 85.0 92.9 89.6 5.2 33.9

Iowa 377 76.9 83.1 58.8 4.1 # 0.0 0.0

Kansas 304 92.6 77.5 67.7 76.6 45.7 # 8.8

Kentucky 179 82.1 86.9 86.8 63.2 59.1 0.0 62.4

Louisiana 68 54.4 51.3 44.0 45.2 42.0 # 72.1

Maine 234 82.6 46.3 42.0 69.8 37.2 4.4 25.8

Maryland 24 52.4 40.6 46.5 57.4 45.9 0.0 63.4

Massachusetts 327 86.6 33.3 40.8 86.5 77.5 # 0.0

Michigan 576 96.3 84.3 88.8 68.7 65.8 3.3 3.6

Minnesota 385 94.1 87.4 90.2 68.5 29.8 2.1 17.2

Mississippi 156 90.3 77.7 75.9 68.1 68.8 4.6 90.5

Missouri 527 64.9 70.8 56.3 48.2 46.9 2.9 26.4

Montana 422 89.3 78.2 82.3 54.0 31.9 4.9 11.7

Nebraska 580 80.3 87.3 64.2 44.3 11.7 4.1 5.3

Nevada 17 92.7 77.9 79.4 72.1 66.2 # 57.4

New Hampshire 165 87.6 53.6 63.2 67.4 57.9 # 70.1

New Jersey 582 88.2 35.8 41.7 53.6 55.5 1.7 64.5

New Mexico 89 85.2 78.9 77.0 87.1 73.8 4.2 50.8

New York 732 97.6 68.4 69.1 87.1 82.4 2.3 11.4

North Carolina 122 48.1 46.1 61.4 50.5 50.9 # 70.6

North Dakota 239 97.8 87.9 93.0 5.4 # 0.0 0.0

See footnotes at end of table.
14

Table 1.04.—Percentage of public school districts that required* various teacher qualifications when considering teacher applicants, by state: 1999–2000—Continued

# Too few sample cases.

* The three response categories were: required; used but not required; not used.

NOTE: Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “School District Survey.”

Passing score on

Graduation from Passing score on either Praxis

Full standard a state approved Passing score local DISTRICT Core Battery

Total number state certification teacher A major or Passing score on STATE test of basic OR Praxis II:

of public in field preparation minor in field on STATE test test of subject skills or subject Subject

State school districts to be taught program to be taught of basic skills knowledge knowledge Assessment

Ohio 637 95.3 83.3 72.3 60.0 56.6 2.4 51.7

Oklahoma 533 86.8 72.7 70.8 90.9 94.3 3.2 4.8

Oregon 200 64.9 57.7 44.4 69.0 45.4 3.1 26.6

Pennsylvania 584 85.3 56.3 72.0 74.3 77.3 11.4 63.5

Rhode Island 37 96.3 49.2 60.4 27.1 19.6 0.0 28.4

South Carolina 92 92.0 87.2 77.1 67.2 57.1 0.0 100.0

South Dakota 195 72.7 82.1 55.4 3.4 2.7 0.0 0.0

Tennessee 138 90.1 86.8 72.7 63.8 67.0 5.6 85.8

Texas 1,042 69.2 72.1 55.2 81.5 82.4 2.5 4.9

Utah 40 87.0 91.4 75.3 # # 0.0 0.0

Vermont 247 97.5 42.1 42.2 0.0 0.0 0.0 0.0

Virginia 149 62.4 40.8 52.7 63.6 56.3 # 80.3

Washington 298 94.8 83.4 62.8 8.2 5.7 2.9 0.0

West Virginia 56 91.8 81.6 81.6 90.2 85.6 # 83.6

Wisconsin 426 87.6 82.3 74.9 14.5 10.2 3.4 3.6

Wyoming 49 88.3 65.9 53.2 # # 0.0 0.0
15

Table 1.05.—Percentage of public elementary schools that offered a particular program or service, by state: 1999–2000

See footnotes at end of table.

A program Extended

Total number Programs Immersion for students day or beforeof public with special Talented/ in a foreign with discipline Medical school or afterelementary instructional gifted language or adjustment health care school daycare

State schools approaches* program program problems services programs

50 States and DC 59,900 17.3 71.8 11.1 43.7 38.4 46.5

Alabama 900 14.4 67.6 4.3 43.3 40.5 55.1

Alaska 185 37.9 86.5 7.2 43.8 41.0 41.3

Arizona 884 29.5 78.6 15.7 42.4 51.2 61.2

Arkansas 695 14.4 92.3 6.1 56.6 59.0 36.0

California 5,827 21.5 79.1 19.1 26.5 22.4 53.1

Colorado 1,027 22.5 80.2 11.1 50.6 49.1 55.5

Connecticut 788 12.8 55.2 9.4 38.0 50.5 39.7

Delaware 104 24.1 78.7 # 63.0 47.4 58.0

District of Columbia 124 41.7 19.1 17.0 47.9 29.3 75.7

Florida 1,977 18.8 68.2 3.4 49.1 36.6 81.9

Georgia 1,384 14.7 81.2 11.0 54.3 29.6 57.4

Hawaii 189 21.3 90.6 16.8 49.9 30.2 86.4

Idaho 399 17.6 76.5 3.4 57.3 40.2 21.7

Illinois 2,971 17.0 70.8 8.5 48.6 40.9 37.0

Indiana 1,347 17.3 63.9 5.9 43.9 51.3 46.8

Iowa 1,008 11.4 98.1 7.2 64.4 54.1 42.4

Kansas 970 19.1 82.5 4.6 60.1 38.3 32.1

Kentucky 949 52.9 85.9 6.9 55.9 44.7 61.5

Louisiana 981 16.7 70.1 18.4 46.4 49.7 32.6

Maine 542 28.1 50.3 5.6 44.4 31.0 17.3

Maryland 1,029 14.6 69.6 5.0 37.3 44.7 65.2

Massachusetts 1,352 24.1 24.0 7.1 44.8 48.8 45.4

Michigan 2,361 14.9 45.5 7.9 43.0 29.6 61.2

Minnesota 1,024 28.2 76.0 4.8 71.6 47.2 61.5

Mississippi 548 20.9 90.9 6.4 46.6 39.8 26.7

Missouri 1,312 11.0 69.7 9.0 68.5 46.1 45.5

Montana 513 13.3 68.3 16.9 41.3 29.2 18.8

Nebraska 845 12.5 65.4 6.9 46.0 33.4 19.9

Nevada 336 10.9 57.5 16.9 29.5 44.7 54.8

New Hampshire 349 15.3 32.9 4.0 46.1 51.3 41.4

New Jersey 1,753 16.4 77.9 28.3 33.7 40.2 71.4

New Mexico 531 15.8 74.6 36.6 45.9 33.3 33.6

New York 2,963 21.5 42.3 15.8 25.6 38.2 52.5

North Carolina 1,599 15.2 91.6 6.7 53.9 43.4 49.5

North Dakota 335 8.8 25.1 8.0 47.0 25.0 20.2
16

Table 1.05.—Percentage of public elementary schools that offered a particular program or service, by state: 1999–2000—Continued

# Too few sample cases.

* Examples of special instructional approaches include Montessori, self-paced instruction, open education, and ungraded classrooms.

NOTE: These estimates are for traditional public schools. Traditional public schools include all public schools in the United States except public charter schools. Detail may not add to totals

because of rounding.

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

A program Extended

Total number Programs Immersion for students day or beforeof public with special Talented/ in a foreign with discipline Medical school or afterelementary instructional gifted language or adjustment health care school daycare

State schools approaches* program program problems services programs

Ohio 2,671 9.4 71.6 5.8 33.3 25.2 23.3

Oklahoma 1,198 17.1 94.0 20.2 46.5 37.5 39.3

Oregon 871 21.9 90.4 11.2 55.3 24.7 50.6

Pennsylvania 2,302 11.1 93.7 4.9 40.0 49.4 44.3

Rhode Island 236 16.9 44.2 5.0 33.3 20.2 37.0

South Carolina 764 8.4 87.1 13.3 30.3 36.9 48.3

South Dakota 465 22.8 56.2 7.1 37.2 32.5 26.1

Tennessee 1,159 12.9 68.8 7.2 43.5 49.5 52.5

Texas 4,473 13.1 90.9 19.3 44.4 37.6 44.7

Utah 482 16.7 37.8 10.0 61.9 30.4 27.3

Vermont 242 25.3 24.9 7.3 52.1 40.8 30.4

Virginia 1,304 17.5 86.0 11.0 31.1 47.1 42.1

Washington 1,323 17.2 44.2 3.1 52.8 36.6 39.5

West Virginia 616 11.5 73.7 2.1 55.3 46.1 36.9

Wisconsin 1,417 7.1 70.5 3.9 52.7 36.7 26.8

Wyoming 276 30.4 35.9 8.3 46.2 49.2 28.0
17

Table 1.06.—Percentage of public secondary and combined schools that offered a particular program or service, by state and school level: 1999–2000

See footnotes at end of table.

Total number Extended

of public Programs A program day or beforesecondary with Immersion for students school or

State and and special Talented/ in a foreign with discipline Medical after-school Advanced International Specialized Specialized

selected combined instructional gifted language or adjustment health care daycare Placement Baccalaureate career tech-prep

characteristics schools approaches* program program problems services programs (AP) courses (IB) academy program(s)

50 States and DC 23,825 24.9 60.3 16.8 60.7 41.3 13.8 51.2 2.1 20.4 41.4

Alabama 429 16.8 71.6 27.9 59.7 48.1 15.5 54.1 1.8 33.5 56.0

Alaska 282 29.6 55.8 13.5 34.9 27.2 12.0 24.5 # 4.3 18.6

Arizona 286 34.0 62.1 22.3 75.5 64.0 27.6 41.7 # 25.4 37.5

Arkansas 402 19.7 93.9 29.2 66.7 60.4 8.7 42.4 # 23.7 38.6

California 2,185 36.8 55.0 13.1 56.4 28.2 17.2 48.7 3.7 20.0 23.5

Colorado 384 21.0 51.5 19.0 54.9 41.3 9.9 49.2 # 19.9 41.4

Connecticut 221 34.0 40.4 12.1 69.0 56.8 9.4 58.2 3.5 23.0 49.5

Delaware # # # # # # # # # # #

District of Columbia # # # # # # # # # # #

Florida 623 42.7 34.9 8.7 57.8 41.8 15.9 45.6 2.9 35.0 44.2

Georgia 353 8.3 80.5 22.6 66.2 28.2 20.4 76.3 5.3 27.5 62.5

Hawaii # # # # # # # # # # #

Idaho 223 22.9 62.1 11.8 63.7 42.9 21.8 44.1 0.0 24.4 46.5

Illinois 993 30.0 59.3 23.5 63.7 39.6 9.5 36.0 1.1 22.1 57.0

Indiana 459 11.8 56.7 13.1 66.1 55.0 11.2 60.7 0.0 20.9 45.2

Iowa 477 23.6 91.7 22.1 71.8 62.6 19.8 42.5 # 11.7 39.4

Kansas 425 30.2 89.6 20.2 75.2 34.4 7.6 33.9 # 13.0 26.0

Kentucky 370 31.0 68.9 12.2 67.7 48.5 37.8 53.7 0.0 32.7 45.7

Louisiana 447 23.4 73.3 19.6 44.2 40.2 9.3 25.0 # 38.5 41.5

Maine 166 20.4 46.6 11.6 70.4 45.3 8.2 53.3 0.0 11.6 51.4

Maryland 233 22.8 58.9 9.8 52.5 49.8 13.6 66.8 # 29.2 50.4

Massachusetts 364 15.8 21.2 11.9 58.7 56.4 16.1 69.7 0.0 15.5 38.4

Michigan 1,051 25.4 38.6 17.6 49.0 24.6 10.6 56.8 # 21.8 42.7

Minnesota 636 35.1 42.1 8.9 70.7 44.2 25.6 41.9 3.0 16.8 29.2

Mississippi 385 25.6 42.0 19.5 63.8 42.3 12.4 37.4 0.0 21.1 61.0

Missouri 685 19.0 57.6 16.1 66.8 57.0 16.0 39.6 # 15.7 49.6

Montana 368 14.3 72.6 23.4 41.9 28.4 5.4 20.9 # 6.0 27.2

Nebraska 348 16.0 71.7 22.7 64.5 41.4 5.2 43.0 # 12.9 39.7

Nevada 106 34.4 41.6 17.3 63.1 39.2 21.7 37.8 # 17.0 27.1

New Hampshire 103 8.6 27.0 11.4 58.5 67.0 # 56.3 0.0 8.7 42.0

New Jersey 483 24.1 62.4 19.4 62.2 50.7 6.8 71.2 0.0 17.4 25.2

New Mexico 179 28.0 76.2 37.2 79.5 61.6 22.8 57.6 4.4 17.9 37.8

New York 1,127 19.9 47.4 17.2 52.3 39.0 24.1 70.4 # 19.1 27.5

North Carolina 414 18.4 68.3 14.9 63.5 58.3 18.1 72.5 3.6 20.0 61.5

North Dakota 220 11.6 9.2 10.9 46.1 23.1 6.6 26.1 0.0 12.8 24.0
18

Table 1.06.—Percentage of public secondary and combined schools that offered a particular program or service, by state and school level: 1999–2000—Continued

# Too few sample cases.

* Examples of special instructional approaches include Montessori, self-paced instruction, open education, and ungraded classrooms.

NOTE: These estimates are for traditional public schools. Traditional public schools include all public schools in the United States except public charter schools. Detail may not add to totals

because of rounding.

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

Total number Extended

of public Programs A program day or beforesecondary with Immersion for students school or

State and and special Talented/ in a foreign with discipline Medical after-school Advanced International Specialized Specialized

selected combined instructional gifted language or adjustment health care daycare Placement Baccalaureate career tech-prep

characteristics schools approaches* program program problems services programs (AP) courses (IB) academy program(s)

Ohio 1,026 5.9 63.2 10.8 50.4 29.2 5.9 43.2 0.0 20.4 47.9

Oklahoma 620 21.0 93.5 30.6 70.9 35.9 10.2 52.6 2.5 17.4 46.7

Oregon 283 33.0 79.0 14.6 59.8 49.5 18.9 51.1 4.1 17.5 39.4

Pennsylvania 809 17.8 74.8 14.3 66.4 47.8 6.6 59.6 2.2 14.9 52.5

Rhode Island # # # # # # # # # # #

South Carolina 304 8.5 61.7 15.2 42.9 47.3 10.6 77.0 2.7 28.6 70.5

South Dakota 313 15.5 39.6 7.1 34.7 40.2 12.9 32.9 0.0 5.7 20.3

Tennessee 375 11.8 49.3 13.7 46.0 53.2 23.7 51.7 # 26.8 53.9

Texas 2,176 30.2 74.6 17.6 70.3 40.1 12.1 55.9 2.9 21.4 41.9

Utah 260 31.0 41.9 23.8 74.3 40.9 15.9 47.1 2.9 22.4 35.2

Vermont # # # # # # # # # # #

Virginia 422 29.7 67.6 13.0 56.7 29.1 8.1 64.2 8.4 18.1 64.5

Washington 673 46.2 44.7 11.9 62.1 38.5 7.5 54.1 4.6 15.9 32.6

West Virginia 189 12.9 49.3 19.2 71.4 49.2 12.2 53.1 # 34.3 70.8

Wisconsin 530 22.6 84.7 21.3 65.0 35.9 13.0 68.8 # 22.8 50.9

Wyoming 121 20.2 36.2 10.3 53.4 58.6 8.3 38.6 0.0 13.3 36.3

School level

Secondary 20,651 22.4 63.7 18.0 60.5 41.4 13.4 55.5 2.4 21.8 44.2

Combined 3,174 41.0 38.2 9.3 62.3 41.0 16.8 23.6 0.2 11.7 23.6
19

Table 1.07.—Number of public schools with Title I students, schools with students eligible for free or reduced-price lunches, schools that participated in the National School Lunch Program,

and number of public school prekindergarten through twelfth grade students eligible and approved for free or reduced-price lunches, by state and selected characteristics: 1999–

2000

See footnotes at end of table.

Schools with Schools that Students

Total students participate Students approved

State and number Schools eligible for free in National eligible for free for free or

selected of public with Title I or reduced- School Lunch or reduced- reduced-price

characteristics schools students price lunches Program price lunches lunches

50 States and DC 83,725 44,311 81,365 78,148 17,755,457 16,432,928

Alabama 1,329 752 1,329 1,284 329,622 320,902

Alaska 467 276 435 378 46,507 37,137

Arizona 1,170 650 1,145 1,079 372,670 341,308

Arkansas 1,096 748 1,086 1,062 205,898 195,126

California 8,011 4,399 7,731 7,358 2,708,473 2,545,219

Colorado 1,411 510 1,356 1,296 176,370 160,973

Connecticut 1,009 314 968 928 125,904 120,667

Delaware 161 # 161 161 38,984 35,820

District of Columbia 158 111 158 153 54,985 53,000

Florida 2,599 1,144 2,541 2,459 1,027,596 956,195

Georgia 1,737 981 1,693 1,668 574,047 536,668

Hawaii 247 128 247 247 83,403 75,573

Idaho 622 396 579 567 84,228 79,371

Illinois 3,963 2

1,781 3,931 3,662 737,456 689,081

Indiana 1,806 849 1,776 1,766 256,363 248,303

Iowa 1,486 837 1,474 1,467 144,472 136,343

Kansas 1,394 603 1,371 1,339 147,201 141,154

Kentucky 1,320 889 1,306 1,300 292,246 285,615

Louisiana 1,428 834 1,414 1,378 473,315 443,555

Maine 709 451 676 659 66,747 59,675

Maryland 1,262 # 1,241 1,171 280,710 240,471

Massachusetts 1,716 819 1,689 1,610 248,268 224,028

Michigan 3,413 1,783 3,343 3,187 491,536 434,531

Minnesota 1,661 712 1,582 1,544 209,955 198,063

Mississippi 933 652 901 865 320,521 303,195

Missouri 1,997 1,273 1,967 1,917 317,325 287,424

Montana 880 484 736 688 55,457 49,456

Nebraska 1,193 576 996 923 89,301 83,446

Nevada 442 116 393 368 95,430 89,979

New Hampshire 453 247 440 430 32,342 29,734

New Jersey 2,236 1,085 2,135 1,868 291,958 247,875

New Mexico 710 500 695 671 192,876 185,967

New York 4,090 2,452 3,992 3,657 1,299,493 1,086,572

North Carolina 2,014 1,000 2,007 1,939 508,462 481,108

North Dakota 556 397 501 496 34,001 31,780

Number of students1 Number of schools
20

# Too few sample cases.

1

 Unlike most tables in this report, the number of students eligible and approved for free or reduced-price lunches includes prekindergarten students. 2

 The reported count is smaller than the count officially recorded by the Title I program office.

NOTE: These estimates are for traditional public schools. Traditional public schools include all public schools in the United States except public charter schools. Detail may not add to totals

because of rounding.

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

Table 1.07.—Number of public schools with Title I students, schools with students eligible for free or reduced-price lunches, schools that participated in the National School Lunch Program,

and number of public school prekindergarten through twelfth grade students eligible and approved for free or reduced-price lunches, by state and selected characteristics: 1999–

2000—Continued

Schools with Schools that Students

Total students participate Students approved

State and number Schools eligible for free in National eligible for free for free or

selected of public with Title I or reduced- School Lunch or reduced- reduced-price

characteristics schools students price lunches Program price lunches lunches

Ohio 3,697 2,096 3,600 3,465 516,892 472,121

Oklahoma 1,819 1,148 1,787 1,766 297,790 288,074

Oregon 1,154 588 1,148 1,103 170,267 160,656

Pennsylvania 3,111 1,824 3,005 2,857 554,201 483,079

Rhode Island 293 121 293 276 47,247 41,156

South Carolina 1,068 494 1,048 1,030 263,979 254,150

South Dakota 778 408 719 705 55,107 51,184

Tennessee 1,534 756 1,512 1,466 402,635 371,936

Texas 6,649 3,840 6,524 6,399 1,775,312 1,692,519

Utah 742 246 703 673 139,894 125,664

Vermont 332 215 324 315 27,941 25,121

Virginia 1,726 610 1,670 1,630 346,983 341,147

Washington 1,996 1,119 1,980 1,939 357,825 333,268

West Virginia 805 439 777 760 144,604 134,851

Wisconsin 1,947 2

1,060 1,917 1,861 213,428 196,536

Wyoming 397 160 364 360 27,229 26,150

Region

Northeast 13,948 7,529 13,521 12,600 2,694,101 2,317,907

Midwest 23,890 12,377 23,176 22,331 3,213,036 2,969,965

South 27,637 14,832 27,154 26,491 7,337,688 6,934,332

West 18,250 9,573 17,514 16,726 4,510,630 4,210,723

Community type

Central city 19,858 11,137 19,506 18,868 7,181,756 6,659,255

Urban fringe/large town 37,462 16,824 36,368 34,318 6,640,454 6,054,421

Rural/small town 26,405 16,350 25,491 24,962 3,933,246 3,719,252

School level

Elementary 59,900 37,009 58,715 56,905 13,057,186 12,224,082

Secondary 20,651 5,888 19,703 18,500 4,315,070 3,858,294

Combined 3,174 1,415 2,947 2,743 383,200 350,551

Student enrollment

Less than 100 6,737 2,834 5,800 5,305 163,470 145,115

100–199 7,917 4,824 7,664 7,359 515,209 477,788

200–499 31,842 19,298 31,175 30,123 4,849,607 4,561,230

500–749 20,739 11,243 20,424 19,774 5,232,230 4,900,621

750–999 7,931 3,540 7,867 7,541 2,767,634 2,498,447

1,000 or more 8,559 2,572 8,435 8,045 4,227,306 3,849,725

Number of students1 Number of schools
21

Table 1.08.—Percentage of public schools with various security measures, by state and selected characteristics: 1999–2000

See footnotes at end of table.

A requirement

that all or Metal detectors

Total most students through Random Daily presence

State and number A requirement stay on which all metal detector of police

selected of public that visitors sign school grounds students must checks on or security Video

characteristics schools in or check in during lunch pass each day students Drug sweeps personnel surveillance

50 States and DC 83,725 96.6 89.7 1.7 7.8 21.0 23.5 14.9

Alabama 1,329 100.0 100.0 3.3 26.2 38.6 21.4 13.9

Alaska 467 84.0 62.1 # 1.8 8.3 6.3 10.4

Arizona 1,170 99.8 86.6 0.0 2.1 11.5 36.1 5.3

Arkansas 1,096 100.0 94.1 # 13.1 40.8 23.1 16.1

California 8,011 97.3 92.2 0.8 5.2 10.8 24.1 2.7

Colorado 1,411 99.8 80.7 0.0 0.8 19.1 16.1 8.3

Connecticut 1,009 99.4 98.8 # 1.9 5.2 27.4 12.9

Delaware 161 100.0 100.0 0.0 0.0 5.5 22.5 25.6

District of Columbia 158 100.0 94.6 31.0 20.5 13.4 90.2 23.6

Florida 2,599 99.7 97.3 1.5 15.2 19.0 54.4 15.7

Georgia 1,737 98.6 99.7 2.3 19.9 32.8 31.3 36.4

Hawaii 247 100.0 100.0 0.0 0.0 0.0 30.2 #

Idaho 622 93.3 70.8 0.0 1.8 33.1 24.3 12.8

Illinois 3,963 95.0 84.1 4.6 14.4 25.1 25.9 24.5

Indiana 1,806 99.1 92.4 # 8.1 24.2 16.7 16.7

Iowa 1,486 86.3 85.7 0.0 # 13.5 7.1 5.3

Kansas 1,394 95.2 85.8 0.0 2.3 17.0 10.3 11.9

Kentucky 1,320 100.0 97.6 2.4 15.5 30.0 19.2 30.6

Louisiana 1,428 98.3 99.5 8.0 44.1 36.1 19.3 9.3

Maine 709 92.8 95.4 0.0 0.0 5.7 6.9 2.0

Maryland 1,262 100.0 96.1 0.0 1.1 14.2 13.4 5.2

Massachusetts 1,716 95.0 99.4 0.0 1.1 7.2 15.3 8.1

Michigan 3,413 92.4 79.2 2.3 1.3 14.8 17.4 9.3

Minnesota 1,661 93.7 86.5 0.0 # 16.4 21.1 12.0

Mississippi 933 98.7 98.1 5.5 39.9 43.1 31.5 27.6

Missouri 1,997 97.2 94.4 4.9 6.0 30.9 26.4 16.2

Montana 880 79.3 69.4 0.0 # 26.8 5.1 7.4

Nebraska 1,193 76.0 75.4 0.0 0.8 9.2 8.2 4.8

Nevada 442 92.1 85.9 # # 15.4 17.3 14.2

New Hampshire 453 95.4 95.2 0.0 # 6.9 8.9 10.8

New Jersey 2,236 99.1 86.3 1.4 3.0 3.5 26.3 22.7

New Mexico 710 99.8 88.9 # 4.1 29.4 22.6 5.2

New York 4,090 99.9 88.8 2.7 3.6 8.6 40.8 16.1

North Carolina 2,014 99.7 98.2 1.2 17.2 30.0 37.6 17.3

North Dakota 556 80.8 76.2 0.0 # 7.8 3.5 2.7
22

Table 1.08.—Percentage of public schools with various security measures, by state and selected characteristics: 1999–2000—Continued

# Too few sample cases.

NOTE: These estimates are for traditional public schools. Traditional public schools include all public schools in the United States except public charter schools. Detail may not add to totals

because of rounding.

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

A requirement

that all or Metal detectors

Total most students through Random Daily presence

State and number A requirement stay on which all metal detector of police

selected of public that visitors sign school grounds students must checks on or security Video

characteristics schools in or check in during lunch pass each day students Drug sweeps personnel surveillance

Ohio 3,697 98.0 93.8 # 7.0 22.8 16.4 27.7

Oklahoma 1,819 96.3 83.3 2.3 6.8 43.1 15.2 13.6

Oregon 1,154 99.1 87.2 0.0 # 11.5 16.1 8.0

Pennsylvania 3,111 99.4 97.4 # 8.0 18.2 20.8 26.2

Rhode Island 293 100.0 98.7 0.0 0.0 # 14.1 15.3

South Carolina 1,068 98.2 96.2 # 16.9 39.5 36.8 16.4

South Dakota 778 77.3 66.4 0.0 0.0 33.6 8.3 4.5

Tennessee 1,534 100.0 97.9 1.2 15.4 27.7 26.5 40.3

Texas 6,649 98.1 89.0 3.7 7.2 34.0 25.7 15.3

Utah 742 93.3 81.1 # # 13.3 20.0 7.5

Vermont 332 94.6 93.3 0.0 0.0 # 4.8 #

Virginia 1,726 99.4 96.2 # 12.1 29.0 33.6 21.6

Washington 1,996 100.0 82.9 # 2.5 10.3 24.5 11.2

West Virginia 805 99.6 94.1 # 7.7 31.0 10.0 18.1

Wisconsin 1,947 95.6 80.1 # 4.1 23.2 20.3 14.0

Wyoming 397 88.7 62.2 0.0 # 24.3 11.4 5.5

Region

Northeast 13,948 98.4 93.2 1.2 3.6 9.0 25.8 16.9

Midwest 23,890 93.1 85.2 1.8 5.4 20.8 17.7 15.8

South 27,637 98.9 94.5 2.6 14.9 31.8 28.5 19.0

West 18,250 96.4 85.7 0.5 3.1 14.0 21.8 6.0

Community type

Central city 19,858 98.5 93.0 5.0 14.4 15.2 37.9 15.5

Urban fringe/large town 37,462 98.3 91.4 0.6 4.9 16.8 22.7 15.1

Rural/small town 26,405 92.9 84.9 0.7 6.7 31.4 13.9 14.2

School level

Elementary 59,900 96.8 94.4 0.8 5.0 10.1 14.7 10.9

Secondary 20,651 96.4 77.5 3.1 13.9 49.6 48.2 25.6

Combined 3,174 93.6 82.0 8.9 19.7 40.9 29.3 20.1

Student enrollment

Less than 100 6,737 80.9 77.0 3.6 4.9 22.9 14.6 8.1

100–199 7,917 94.4 81.5 1.6 4.9 23.9 10.6 9.2

200–499 31,842 97.7 90.4 1.1 5.2 16.7 12.7 12.5

500–749 20,739 99.0 95.4 1.3 7.1 17.9 21.9 14.0

750–999 7,931 99.4 94.3 1.4 12.2 24.6 36.1 19.7

1,000 or more 8,559 98.7 87.0 3.8 19.7 36.7 75.0 32.2
23

See footnotes at end of table.

Table 1.09.—Total number of public school library media centers, percentage of library media centers with state certified library media specialists, average number of full-time or part-time state

certified library media specialists, average number of students per full-time or part-time certified library media specialist, and average number of paid other library staff, by state

and selected characteristics: 1999–2000

Percentage of Average number Average number of

Total number library media centers of paid full-time students per paid Average

State and Total number of public with paid state or part-time state full-time or part-time number of

selected of public school library certified library certified library certified library paid other

characteristics schools media centers media specialists media specialists1 media specialist1 library staff2

50 States and DC 83,725 76,807 75.2 0.8 551.4 0.3

Alabama 1,329 1,299 96.4 1.0 546.3 0.1

Alaska 467 366 50.0 0.5 404.1 0.4

Arizona 1,170 991 77.8 0.8 769.3 0.3

Arkansas 1,096 1,089 93.2 1.0 384.6 0.1

California 8,011 6,340 23.7 0.3 1,298.0 0.5

Colorado 1,411 1,355 59.1 0.6 558.7 0.5

Connecticut 1,009 934 83.9 0.9 541.5 0.2

Delaware 161 136 86.9 0.9 747.6 0.2

District of Columbia 158 138 95.4 1.0 445.0 0.0

Florida 2,599 2,436 87.9 1.0 825.5 0.4

Georgia 1,737 1,710 100.0 1.2 631.8 0.1

Hawaii 247 247 91.3 1.1 671.8 0.1

Idaho 622 545 54.9 0.6 494.6 0.3

Illinois 3,963 3,638 61.1 0.7 543.0 0.6

Indiana 1,806 1,737 76.8 0.8 524.0 0.2

Iowa 1,486 1,463 82.2 0.8 331.2 0.4

Kansas 1,394 1,374 91.0 0.9 321.2 0.1

Kentucky 1,320 1,222 94.0 1.0 469.2 0.1

Louisiana 1,428 1,269 79.7 0.9 511.0 0.0

Maine 709 621 59.2 0.6 348.8 0.3

Maryland 1,262 1,226 87.0 0.9 667.6 0.1

Massachusetts 1,716 1,609 61.5 0.7 625.5 0.4

Michigan 3,413 2,942 59.9 0.6 582.4 0.4

Minnesota 1,661 1,483 88.8 1.0 509.9 0.4

Mississippi 933 859 90.2 1.0 548.5 0.1

Missouri 1,997 1,906 83.1 0.9 407.6 0.1

Montana 880 745 87.3 1.0 184.5 0.1

Nebraska 1,193 1,014 83.4 0.9 296.6 0.2

Nevada 442 420 70.5 0.7 894.6 0.2

New Hampshire 453 432 65.2 0.7 517.2 0.2

New Jersey 2,236 2,086 90.0 1.0 508.1 0.1

New Mexico 710 684 52.5 0.5 563.7 0.3

New York 4,090 3,738 74.2 0.9 606.5 0.4

North Carolina 2,014 1,877 91.5 1.1 560.8 0.2

North Dakota 556 461 91.9 1.0 206.6 0.1

For schools with library media centers
24

1

 Based on total headcounts.

2

 Other paid library staff includes headcounts of paid professional staff who are not certified as library media specialists and library aides or clerical staff.

NOTE: These estimates are for school library media centers in traditional public schools. Traditional public schools include all public schools in the United States except public charter schools.

Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Public School Library Media Center Survey” and “Public School

Survey.”

Table 1.09.—Total number of public school library media centers, percentage of library media centers with state certified library media specialists, average number of full-time or part-time state

certified library media specialists, average number of students per full-time or part-time certified library media specialist, and average number of paid other library staff, by state

and selected characteristics: 1999–2000—Continued

Percentage of Average number Average number of

Total number library media centers of paid full-time students per paid Average

State and Total number of public with paid state or part-time state full-time or part-time number of

selected of public school library certified library certified library certified library paid other

characteristics schools media centers media specialists media specialists1 media specialist1 library staff2

Ohio 3,697 3,584 58.2 0.6 575.4 0.3

Oklahoma 1,819 1,782 90.6 0.9 340.0 0.3

Oregon 1,154 1,118 67.0 0.7 523.0 0.3

Pennsylvania 3,111 2,941 94.8 1.0 561.3 0.1

Rhode Island 293 277 94.6 1.1 458.9 0.1

South Carolina 1,068 1,035 94.0 1.1 544.1 0.1

South Dakota 778 571 67.2 0.7 241.0 0.2

Tennessee 1,534 1,488 93.8 1.1 562.7 0.1

Texas 6,649 6,246 85.9 0.9 576.2 0.2

Utah 742 693 58.0 0.6 798.6 0.3

Vermont 332 332 80.3 0.8 374.5 0.2

Virginia 1,726 1,602 95.4 1.1 572.0 0.0

Washington 1,996 1,841 78.3 0.8 527.2 0.3

West Virginia 805 610 66.5 0.7 467.1 0.0

Wisconsin 1,947 1,948 87.8 0.9 417.7 0.2

Wyoming 397 346 64.8 0.7 295.9 0.3

Region

Northeast 13,948 12,969 80.1 0.9 552.3 0.3

Midwest 23,890 22,123 72.9 0.8 458.7 0.3

South 27,637 26,025 89.8 1.0 566.7 0.2

West 18,250 15,690 50.3 0.5 694.4 0.4

Community type

Central city 19,858 18,038 70.2 0.8 649.3 0.3

Urban fringe/large town 37,462 34,754 76.6 0.8 624.7 0.3

Rural/small town 26,405 24,015 77.0 0.8 378.9 0.2

School level

Elementary 59,900 56,715 71.3 0.7 490.4 0.3

Secondary 20,651 17,963 89.4 1.1 711.1 0.3

Combined 3,174 2,129 61.3 0.7 477.7 0.3

Student enrollment

Less than 100 6,737 3,540 61.5 0.6 65.3 0.2

100–199 7,917 6,748 66.0 0.7 149.2 0.2

200–499 31,842 30,280 73.3 0.8 358.2 0.2

500–749 20,739 20,095 77.5 0.8 596.2 0.3

750–999 7,931 7,917 76.0 0.8 827.2 0.3

1,000 or more 8,559 8,227 89.5 1.3 1,201.2 0.4

For schools with library media centers
25

See footnotes at end of table.

California 6,340 86.2 76.7 71.3 10.3Colorado 1,355 94.2 86.3 96.8 25.4Connecticut 934 85.8 59.8 87.2 5.4Delaware 136 90.0 88.7 97.3 12.2District of Columbia 138 98.1 35.4 78.1 41.1Florida 2,436 97.8 96.8 95.1 36.0Georgia 1,710 97.6 99.7 96.3 37.9Hawaii 247 100.0 94.0 96.8 73.4Idaho 545 79.4 82.9 95.6 20.2Illinois 3,638 76.1 59.9 89.6 11.7Indiana 1,737 90.7 72.9 89.0 27.4Iowa 1,463 80.2 70.3 97.2 46.8Kansas 1,374 82.3 77.4 94.8 18.4Kentucky 1,222 77.9 77.3 97.9 21.6Louisiana 1,269 73.7 62.5 88.0 16.0Maine 621 72.7 52.8 99.3 14.1Maryland 1,226 90.0 81.5 94.5 7.6Massachusetts 1,609 75.3 49.8 96.8 28.8Michigan 2,942 93.6 68.1 84.1 22.3Minnesota 1,483 96.9 91.8 95.9 23.4Mississippi 859 68.6 76.2 89.8 20.0Missouri 1,906 76.6 70.7 89.2 33.9Montana 745 69.8 52.0 88.1 26.4Nebraska 1,014 71.6 69.1 95.5 35.2Nevada 420 94.8 91.6 78.0 32.6New Hampshire 432 77.6 60.5 89.0 11.4New Jersey 2,086 88.4 63.1 87.8 18.6New Mexico 684 73.0 62.4 78.5 24.1New York 3,738 85.1 54.8 86.6 13.1North Carolina 1,877 90.9 95.8 95.3 20.6North Dakota 461 62.8 49.5 94.1 40.1Ohio 3,584 74.8 53.1 89.9 19.3Oklahoma 1,782 80.1 68.4 82.8 29.6Oregon 1,118 92.8 80.2 90.0 18.1Pennsylvania 2,941 83.5 64.4 88.9 13.3Rhode Island 277 55.7 51.6 95.6 6.1South Carolina 1,035 97.9 93.6 98.2 56.8South Dakota 571 76.7 44.7 93.5 39.4Tennessee 1,488 79.4 75.6 95.3 8.8Texas 6,246 88.0 88.3 93.6 19.3Utah 693 82.0 88.7 96.2 26.5Vermont 332 87.1 60.3 93.7 17.1Virginia 1,602 92.4 98.0 98.1 36.0Washington 1,841 97.2 91.4 98.1 11.3West Virginia 610 50.6 47.5 93.4 21.3Wisconsin 1,948 95.4 86.0 97.9 19.6Wyoming 346 81.6 76.8 93.8 24.0
26

NOTE: These estimates are for school library media centers in traditional public schools. Traditional public schools include all publicschools in the United States except public charter schools. Detail may not add to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicSchool Library Media Center Survey.”

Community type

Central city 18,038 86.1 73.1 86.9 17.9Urban fringe/large town 34,754 88.6 80.1 90.8 17.1

Rural/small town 24,015 78.4 67.1 91.4 29.5

School level

Elementary 56,715 82.8 73.2 87.9 15.2Secondary 17,963 91.5 79.9 96.9 38.1Combined 2,129 81.9 59.5 88.7 38.3

Student enrollment

Less than 100 3,540 66.4 41.3 87.7 33.3100–199 6,748 67.0 45.8 84.5 27.9200–499 30,280 81.3 70.5 89.0 18.9500–749 20,095 90.7 83.9 91.6 17.4750–999 7,917 94.6 87.2 91.0 21.91,000 or more 8,227 96.3 90.8 94.7 27.2
27

Table 1.11.—Percentage of public school principals with experience in teaching, administration, or other selected positions before becoming principals, by state and selected characteristics:

1999–2000

State and Total number Curriculum Assistant Athletic

selected of public school Department specialist or principal or Guidance Library media coach/athletic

characteristics principals Teacher head coordinator program director counselor specialist/librarian director

50 States and DC 82,802 99.3 36.6 24.6 66.8 7.9 1.5 34.1

Alabama 1,329 100.0 41.2 20.7 75.7 5.7 # 36.5

Alaska 451 99.0 40.1 28.0 50.4 13.0 # 39.3

Arizona 1,165 100.0 40.4 31.8 79.9 6.6 2.8 34.3

Arkansas 1,090 99.5 27.7 9.5 46.0 9.3 # 28.7

California 8,044 99.0 35.2 44.9 81.7 10.3 2.2 23.9

Colorado 1,402 98.5 41.9 24.3 67.4 14.9 2.4 38.9

Connecticut 996 98.9 25.1 26.9 72.5 6.4 0.0 18.3

Delaware 158 100.0 59.5 16.1 85.7 6.7 0.0 42.0

District of Columbia 157 98.0 59.0 51.3 88.2 8.4 0.0 11.8

Florida 2,553 99.8 59.0 37.7 94.1 9.6 # 27.9

Georgia 1,737 98.3 43.8 23.5 86.8 6.5 # 22.8

Hawaii 247 97.5 86.3 46.6 97.8 16.4 # 21.5

Idaho 582 100.0 40.9 19.2 49.0 7.0 # 51.0

Illinois 3,924 99.0 18.7 28.4 58.6 9.1 # 33.4

Indiana 1,799 100.0 24.4 17.8 58.7 10.7 # 39.6

Iowa 1,485 99.6 37.8 22.0 28.6 7.5 # 55.2

Kansas 1,397 99.6 36.3 12.4 43.7 5.3 0.0 54.7

Kentucky 1,310 99.1 34.5 14.4 48.1 18.2 0.0 53.1

Louisiana 1,415 100.0 55.3 19.4 74.3 8.0 3.7 31.6

Maine 708 99.4 30.9 15.3 56.0 3.7 # 37.6

Maryland 1,263 97.2 32.5 25.6 91.8 8.2 # 18.2

Massachusetts 1,713 100.0 23.7 19.5 69.0 4.8 # 23.8

Michigan 3,306 99.4 27.4 20.4 57.0 8.1 # 33.9

Minnesota 1,581 99.7 53.8 30.2 57.9 3.2 2.4 42.1

Mississippi 919 99.2 48.1 12.7 69.4 9.0 # 26.1

Missouri 1,968 99.7 30.0 16.3 48.4 4.1 # 41.3

Montana 745 100.0 36.1 17.2 36.4 12.5 2.8 55.1

Nebraska 1,168 99.6 27.5 12.1 28.2 1.9 # 61.4

Nevada 439 100.0 43.8 26.6 71.4 6.1 # 35.4

New Hampshire 443 99.1 30.6 19.0 68.9 6.3 2.9 32.0

New Jersey 2,250 97.9 33.4 26.9 71.7 6.7 # 21.8

New Mexico 699 98.5 48.8 25.1 67.6 8.9 # 45.5

New York 4,066 99.4 25.4 32.5 75.6 4.7 1.9 21.5

North Carolina 2,009 100.0 53.6 21.8 90.7 5.7 1.9 37.0

North Dakota 551 98.0 24.4 14.8 18.2 6.5 3.7 55.5

See footnotes at end of table.
28

Table 1.11.—Percentage of public school principals with experience in teaching, administration, or other selected positions before becoming principals, by state and selected characteristics:

1999–2000—Continued

# Too few sample cases.

NOTE: These estimates are for principals in traditional public schools. Traditional public schools include all public schools in the United States except public charter schools. The estimated

number of principals may be different than the estimated number of schools due to weighting. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Public School Principal Survey.”

State and Total number Curriculum Assistant Athletic

selected of public school Department specialist or principal or Guidance Library media coach/athletic

characteristics principals Teacher head coordinator program director counselor specialist/librarian director

Ohio 3,629 97.8 29.7 10.7 62.8 5.1 0.0 46.0

Oklahoma 1,815 99.6 39.7 21.8 46.0 15.4 0.6 42.7

Oregon 1,160 98.2 44.5 32.7 73.6 8.8 4.2 42.4

Pennsylvania 3,100 99.9 31.4 17.9 66.2 7.2 # 32.8

Rhode Island 286 100.0 12.6 17.5 56.8 # # 21.5

South Carolina 1,054 100.0 48.6 30.2 81.3 10.2 1.6 28.5

South Dakota 745 99.4 33.1 14.3 27.0 12.5 2.5 49.2

Tennessee 1,524 99.4 32.9 20.0 62.8 5.4 2.4 35.2

Texas 6,566 99.9 46.2 22.0 78.6 8.2 1.3 30.8

Utah 722 97.6 50.9 36.1 67.3 7.8 # 22.0

Vermont 323 97.6 19.8 12.6 48.4 3.2 0.0 21.8

Virginia 1,725 99.4 47.8 20.8 84.6 6.3 3.1 21.3

Washington 1,953 100.0 42.9 32.0 63.4 9.9 7.3 45.9

West Virginia 803 100.0 25.7 7.1 55.2 5.3 1.9 36.4

Wisconsin 1,931 97.9 33.1 18.5 44.9 4.8 # 40.8

Wyoming 396 99.4 35.7 22.3 49.4 11.7 # 49.1

Region

Northeast 13,885 99.3 27.9 24.3 69.6 5.6 1.1 25.3

Midwest 23,484 99.0 29.8 19.1 50.7 6.7 0.9 42.8

South 27,428 99.5 44.7 22.2 75.5 8.6 1.3 31.5

West 18,006 99.1 39.9 35.8 72.4 10.2 2.8 33.5

Community type

Central city 19,576 99.1 33.8 31.4 78.0 8.3 1.8 20.0

Urban fringe/large town 37,355 99.2 37.2 26.2 72.1 7.2 1.1 32.1

Rural/small town 25,871 99.4 38.0 17.1 50.7 8.6 1.7 47.6

School level

Elementary 59,535 99.3 32.2 26.4 65.0 6.6 1.7 26.4

Secondary 20,231 99.2 48.0 19.7 73.5 11.9 0.8 56.1

Combined 3,036 97.9 46.9 21.9 58.3 8.3 1.4 39.2

Student enrollment

Less than 100 6,064 98.8 39.9 25.7 43.6 7.8 2.1 41.8

100–199 7,654 98.8 38.5 17.8 43.3 10.2 1.5 44.2

200–499 31,615 99.3 31.8 23.0 59.5 6.5 1.3 32.5

500–749 21,287 99.3 37.9 29.4 76.5 7.5 1.9 27.9

750–999 7,721 100.0 37.9 23.2 85.1 7.7 1.2 29.4

1,000 or more 8,461 99.1 46.3 25.3 91.2 12.3 0.7 45.0
29

Table 1.12.—Percentage of public school principals who reported that the parent association had a great deal of influence over various school activities and percentage of principals and

teachers who reported that lack of parent involvement was a serious problem at their school, by state: 1999–2000

See footnotes at end of table.

Percentage

Percentage of of teachers

principals who who reported

Total Hiring new reported lack of Total lack of parent

number of Establishing full-time parent involvement number of involvement

public school curriculum teachers Setting discipline Any of three was a serious public school was a serious

State principals at school at school policy at school listed activities problem at school teachers problem at school

50 States and DC 82,802 3.2 1.8 6.1 9.0 12.7 2,984,781 23.8

Alabama 1,329 2.4 # 3.4 4.5 12.4 50,605 26.2

Alaska 451 5.6 4.6 10.5 15.6 21.6 8,248 28.0

Arizona 1,165 # # 5.1 6.1 17.5 46,023 27.1

Arkansas 1,090 3.1 0.0 2.5 4.8 15.1 30,410 26.2

California 8,044 3.5 2.5 9.8 13.5 14.5 276,677 27.4

Colorado 1,402 3.6 # 7.1 10.6 7.9 41,327 20.1

Connecticut 996 # 3.3 # 4.3 8.1 41,971 20.8

Delaware 158 # 7.3 11.7 15.3 7.0 7,422 28.4

District of Columbia 157 10.5 7.1 18.3 21.7 6.2 5,512 43.7

Florida 2,553 3.5 # 4.9 9.0 22.1 127,879 30.4

Georgia 1,737 3.0 # 6.0 7.4 15.8 86,879 31.1

Hawaii 247 7.2 0.0 13.1 17.8 16.1 12,032 30.1

Idaho 582 7.4 2.6 3.9 11.3 10.5 14,447 19.7

Illinois 3,924 4.0 1.9 6.4 10.4 13.1 136,938 21.0

Indiana 1,799 # 0.0 2.5 2.5 7.2 61,184 17.8

Iowa 1,485 # 0.0 3.3 3.3 5.5 38,116 13.4

Kansas 1,397 # 0.0 # 1.8 8.6 33,968 14.8

Kentucky 1,310 6.3 3.3 10.4 14.9 15.2 42,879 25.7

Louisiana 1,415 4.7 # 4.5 9.3 28.5 50,642 35.3

Maine 708 2.4 # 3.3 5.6 5.0 17,536 9.1

Maryland 1,263 # # 2.2 3.6 7.8 54,583 26.7

Massachusetts 1,713 # # 6.9 7.0 9.3 77,281 22.0

Michigan 3,306 3.0 1.9 6.0 9.5 10.8 98,082 18.6

Minnesota 1,581 # # 5.9 6.1 10.5 57,534 14.8

Mississippi 919 7.7 0.0 8.0 11.2 20.5 33,060 33.6

Missouri 1,968 2.9 1.5 5.0 9.0 9.0 64,094 22.3

Montana 745 2.3 2.4 2.2 4.2 9.1 11,937 17.1

Nebraska 1,168 4.6 # 4.0 7.9 6.0 23,119 14.8

Nevada 439 4.9 # 10.5 14.0 19.5 17,245 25.1

New Hampshire 443 2.4 # 5.1 6.3 9.5 14,985 15.1

New Jersey 2,250 6.2 # 6.1 13.5 8.0 97,878 18.6

New Mexico 699 1.8 4.8 11.9 13.9 16.3 21,167 33.1

New York 4,066 4.8 3.0 9.5 13.2 12.6 208,313 25.0

North Carolina 2,009 2.8 # 6.9 8.4 13.2 85,235 27.1

North Dakota 551 6.1 # 6.3 11.2 8.2 9,252 11.0

parent association had a great deal of influence over

Percentage of principals who reported that the
30

Table 1.12.—Percentage of public school principals who reported that the parent association had a great deal of influence over various school activities and percentage of principals and

teachers who reported that lack of parent involvement was a serious problem at their school, by state: 1999–2000—Continued

# Too few sample cases.

NOTE: Teachers include both full-time and part-time teachers. These estimates are for principals and teachers in traditional public schools. Traditional public schools include all public schools

in the United States except public charter schools. The estimated number of principals may be different than the estimated number of schools due to weighting. Detail may not add to totals

because of rounding.

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

Survey.”

Percentage

Percentage of of teachers

principals who who reported

Total Hiring new reported lack of Total lack of parent

number of Establishing full-time parent involvement number of involvement

public school curriculum teachers Setting discipline Any of three was a serious public school was a serious

State principals at school at school policy at school listed activities problem at school teachers problem at school

Ohio 3,629 1.1 3.4 1.5 5.0 18.3 123,129 25.9

Oklahoma 1,815 1.5 1.6 7.3 8.2 15.1 45,830 23.8

Oregon 1,160 2.0 # # 3.1 13.9 28,584 19.7

Pennsylvania 3,100 3.3 # 1.8 5.1 10.6 126,471 17.7

Rhode Island 286 # 4.4 11.1 13.0 6.5 11,564 25.0

South Carolina 1,054 2.4 # 8.6 10.7 23.7 43,721 32.5

South Dakota 745 0.6 # 3.2 3.7 9.5 11,708 17.0

Tennessee 1,524 2.9 0.0 6.6 7.6 10.2 58,296 25.6

Texas 6,566 4.7 3.4 10.8 13.1 13.4 265,247 25.7

Utah 722 4.1 4.2 9.5 16.4 8.4 23,346 16.8

Vermont 323 # # # 3.4 9.1 9,186 13.0

Virginia 1,725 3.3 0.0 4.0 6.4 11.3 80,987 25.0

Washington 1,953 2.4 3.3 5.8 10.1 10.5 54,816 22.1

West Virginia 803 3.1 0.0 4.7 5.7 8.7 22,571 19.1

Wisconsin 1,931 1.7 # 2.5 4.8 7.4 67,015 14.1

Wyoming 396 3.5 6.5 7.2 11.2 9.8 7,848 13.5

parent association had a great deal of influence over

Percentage of principals who reported that the
31

Table 1.13.—Percentage distribution of public school teachers by age and average and median age of public school teachers, by state: 1999–2000

Under 30 Between 30 Between 50 55 years Average Median

State years and 49 years and 54 years and over age age

50 States and DC 16.9 53.8 18.0 11.4 42.3 43.2

Alabama 18.2 63.1 14.4 4.3 40.6 41.8

Alaska 14.7 60.7 17.8 6.8 41.9 41.8

Arizona 13.9 55.2 21.3 9.6 42.6 43.5

Arkansas 15.5 58.6 14.9 11.0 42.3 43.3

California 15.7 53.3 15.7 15.3 42.7 43.4

Colorado 15.3 52.6 19.5 12.6 42.9 44.5

Connecticut 12.8 50.6 22.3 14.3 44.2 46.5

Delaware 21.0 41.9 19.1 18.0 42.3 42.2

District of Columbia 12.8 40.6 20.8 25.8 46.5 47.8

Florida 18.4 47.7 18.4 15.5 43.1 43.2

Georgia 20.0 55.8 13.9 10.3 40.9 40.6

Hawaii 17.3 48.5 21.3 12.8 42.2 43.2

Idaho 11.8 55.3 19.5 13.5 43.9 44.6

Illinois 15.6 55.8 18.2 10.5 42.8 44.6

Indiana 20.0 47.9 18.8 13.3 42.7 44.4

Iowa 15.3 54.5 19.0 11.2 42.6 43.4

Kansas 19.6 53.1 14.8 12.5 41.6 42.1

Kentucky 19.2 58.2 15.8 6.8 40.5 40.5

Louisiana 17.6 54.1 14.1 14.2 41.8 40.7

Maine 10.3 55.2 23.0 11.6 44.3 45.5

Maryland 19.5 54.3 15.3 11.0 41.6 43.2

Massachusetts 12.7 47.4 22.4 17.5 44.9 46.6

Michigan 18.9 48.0 19.5 13.7 42.8 44.1

Minnesota 20.9 48.2 17.9 13.0 41.2 41.7

Mississippi 14.6 58.5 17.2 9.7 42.2 42.6

Missouri 20.4 56.3 16.5 6.9 40.7 42.2

Montana 11.3 61.4 16.0 11.3 43.2 44.5

Nebraska 16.5 57.6 15.8 10.1 42.0 42.3

Nevada 20.3 50.5 15.3 13.9 41.4 41.9

New Hampshire 13.6 51.1 22.3 13.0 44.0 45.4

New Jersey 16.8 46.6 22.5 14.0 43.6 45.6

New Mexico 11.4 57.7 18.3 12.5 43.3 44.3

New York 16.7 49.2 23.0 11.1 42.8 44.2

North Carolina 21.4 56.2 13.1 9.4 40.7 42.0

North Dakota 12.5 58.1 17.9 11.6 42.9 43.9

See footnotes at end of table.
32

Table 1.13.—Percentage distribution of public school teachers by age and average and median age of public school teachers, by state: 1999–2000—Continued

NOTE: Teachers include both full-time and part-time teachers. These estimates are for teachers in traditional schools. Traditional public schools include all public schools in the United States

except public charter schools. Detail may not add to totals because of rounding.

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

Under 30 Between 30 Between 50 55 years Average Median

State years and 49 years and 54 years and over age age

Ohio 17.4 56.1 18.4 8.1 41.8 42.7

Oklahoma 16.2 59.4 14.4 10.1 41.6 41.6

Oregon 13.1 54.6 21.8 10.5 43.1 44.0

Pennsylvania 16.9 55.0 19.5 8.7 42.1 43.9

Rhode Island 14.2 58.2 21.2 6.4 42.8 44.5

South Carolina 18.4 58.0 14.6 9.1 41.1 42.1

South Dakota 14.3 59.3 17.8 8.6 41.8 42.0

Tennessee 20.4 52.8 17.4 9.4 41.0 41.5

Texas 18.0 56.3 16.2 9.6 41.5 42.0

Utah 16.6 54.5 16.9 12.0 42.2 43.1

Vermont 11.3 56.9 23.2 8.6 43.7 45.8

Virginia 16.4 58.7 15.6 9.2 41.3 42.0

Washington 12.6 56.8 18.8 11.9 43.7 44.8

West Virginia 5.8 59.7 25.3 9.2 45.0 46.1

Wisconsin 15.3 55.2 20.1 9.4 41.8 42.6

Wyoming 11.4 61.5 16.6 10.5 43.0 44.1
33

Table 1.14.—Percentage of full-time public school teachers who reported participating in various professional development activities in the past 12 months, by state: 1999–2000

See footnotes at end of table.

Total Content and

number In-depth study performance

of full-time of content standards in Uses of Student discipline Any

public school in main teaching main teaching Methods computers Student and management of listed

State teachers assignment field assignment field of teaching for instruction assessment* in the classroom activities

50 States and DC 2,727,066 59.3 73.4 73.3 70.7 64.1 41.2 97.4

Alabama 47,532 66.6 78.2 80.9 72.5 66.2 53.7 98.8

Alaska 7,571 55.2 74.2 66.0 70.1 65.6 35.8 97.3

Arizona 42,019 57.5 74.9 78.3 71.6 71.8 44.3 98.0

Arkansas 28,111 59.7 74.4 75.6 58.7 80.9 48.6 98.0

California 254,401 66.1 78.0 76.6 60.7 72.5 33.9 97.4

Colorado 37,106 63.7 82.5 71.5 66.8 74.4 29.2 97.4

Connecticut 37,467 66.2 72.9 76.9 75.7 72.8 34.2 99.5

Delaware 6,957 58.4 75.8 66.0 62.5 68.6 39.6 95.5

District of Columbia 5,285 73.8 90.3 81.2 62.8 68.9 41.1 99.5

Florida 121,925 66.2 77.2 78.1 67.6 66.8 46.3 97.2

Georgia 81,115 57.1 64.6 77.3 66.9 53.8 41.8 96.9

Hawaii 11,221 59.1 82.0 66.6 62.7 68.9 35.6 95.8

Idaho 12,750 56.6 59.8 68.0 82.7 52.7 40.3 98.4

Illinois 123,607 56.7 70.8 69.1 79.0 59.3 36.6 97.1

Indiana 54,846 47.7 61.5 74.5 72.4 51.9 41.6 96.5

Iowa 33,253 52.2 72.3 65.6 68.0 68.3 43.7 96.6

Kansas 29,516 56.1 74.0 77.4 77.0 69.4 44.2 98.8

Kentucky 38,754 69.7 82.7 71.9 73.6 74.4 54.2 99.5

Louisiana 47,383 59.0 79.0 79.5 69.6 71.0 47.9 96.6

Maine 15,020 60.7 81.8 66.0 59.8 81.1 32.9 98.1

Maryland 49,701 65.6 78.2 79.1 64.1 78.1 41.0 98.0

Massachusetts 68,227 66.7 78.4 73.0 68.6 63.1 35.3 98.0

Michigan 86,508 57.9 70.5 76.0 70.2 54.8 42.6 97.2

Minnesota 49,347 50.8 81.3 60.6 63.6 66.7 31.4 97.3

Mississippi 31,221 55.8 64.2 72.6 70.7 60.1 60.7 95.7

Missouri 57,646 58.9 78.0 78.6 64.6 81.7 45.1 98.6

Montana 10,470 51.6 60.2 65.5 74.2 49.7 48.0 96.8

Nebraska 20,092 48.9 67.0 64.9 67.0 60.1 45.8 96.6

Nevada 16,330 60.0 74.0 68.5 72.6 51.4 36.0 97.0

New Hampshire 13,256 67.1 78.9 74.3 81.6 67.2 42.3 99.6

New Jersey 88,034 51.5 66.1 69.9 75.1 53.0 38.8 96.7

New Mexico 20,087 48.8 65.5 65.7 65.6 53.6 35.4 92.4

New York 187,836 58.8 77.1 64.9 61.5 65.9 30.9 96.1

North Carolina 80,439 56.8 71.9 78.5 81.8 73.1 41.3 98.2

North Dakota 7,613 48.0 53.2 62.3 84.8 41.6 44.4 97.2
34

Table 1.14.—Percentage of full-time public school teachers who reported participating in various professional development activities in the past 12 months, by state: 1999–2000—Continued

* Student assessment includes methods of testing, evaluation, and performance assessment.

NOTE: These estimates are for teachers in traditional public schools. Traditional public schools include all public schools in the United States except public charter schools. Detail may not add

to totals because of rounding.

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

Total Content and

number In-depth study performance

of full-time of content standards in Uses of Student discipline Any

public school in main teaching main teaching Methods computers Student and management of listed

State teachers assignment field assignment field of teaching for instruction assessment* in the classroom activities

Ohio 112,722 51.6 67.3 71.9 70.3 56.1 35.4 96.7

Oklahoma 42,166 59.7 65.1 81.3 75.3 45.9 65.9 98.4

Oregon 23,452 60.9 83.2 66.0 64.7 81.0 29.6 97.6

Pennsylvania 115,724 49.4 63.6 65.3 73.6 58.8 43.2 95.9

Rhode Island 10,461 53.8 73.5 59.4 52.4 58.0 17.2 92.3

South Carolina 40,729 56.6 70.1 71.5 69.7 56.9 38.0 97.0

South Dakota 10,308 49.5 66.8 59.9 84.1 52.8 38.4 96.8

Tennessee 55,721 54.5 69.4 71.4 71.1 58.6 54.1 97.2

Texas 257,509 68.6 75.2 82.5 79.8 60.8 54.9 99.0

Utah 20,182 66.8 69.8 81.4 73.2 54.8 47.4 98.1

Vermont 7,480 61.5 80.6 68.0 59.3 69.5 35.3 98.2

Virginia 75,452 56.0 76.2 72.4 85.2 61.3 37.3 98.6

Washington 47,071 59.5 78.9 71.0 62.7 76.2 28.7 97.7

West Virginia 20,732 51.3 66.6 72.2 77.4 66.2 42.9 97.8

Wisconsin 57,783 49.4 75.2 60.3 75.5 58.6 29.1 97.9

Wyoming 6,928 55.6 82.8 68.9 72.4 74.3 40.9 98.1
35

See footnotes at end of table.

Colorado 39.2 3.5 9.4Connecticut 35.6 3.1 10.2Delaware 38.2 2.3 8.9District of Columbia 35.3 4.3 7.4Florida 38.4 3.0 8.9Georgia 40.2 3.1 7.6Hawaii 36.2 3.1 10.7Idaho 39.0 3.6 9.4Illinois 36.6 3.8 9.2Indiana 37.6 3.1 9.2Iowa 39.7 3.6 8.2Kansas 39.3 4.1 8.5Kentucky 37.8 3.0 7.7Louisiana 37.4 2.9 7.0Maine 36.7 2.5 9.9Maryland 37.4 2.6 10.6

Massachusetts 34.9 2.9 9.9Michigan 36.1 3.3 9.3Minnesota 39.3 3.4 9.0Mississippi 39.9 3.2 5.5Missouri 38.2 4.3 7.7Montana 39.3 4.3 8.0Nebraska 40.2 4.1 8.9Nevada 37.0 2.8 8.9New Hampshire 36.9 2.7 11.1New Jersey 35.2 3.0 8.2New Mexico 37.2 3.2 9.0New York 35.2 3.0 8.7North Carolina 39.3 3.2 8.5North Dakota 39.4 4.0 8.2Ohio 37.1 3.1 9.4Oklahoma 38.0 4.1 7.7Oregon 39.5 3.1 9.2Pennsylvania 37.1 2.4 8.5Rhode Island 33.5 2.7 9.0South Carolina 39.3 3.1 8.6South Dakota 39.7 4.1 9.0Tennessee 38.5 2.8 7.0Texas 40.2 3.6 7.4Utah 38.8 3.2 8.2Vermont 38.2 2.8 10.0Virginia 37.8 2.9 9.0Washington 38.2 3.4 9.5West Virginia 38.4 2.3 7.2Wisconsin 39.3 3.4 8.7Wyoming 39.1 4.8 7.8
36

* School-related activities not involving students include activities such as preparation, grading papers, parent conferences, andattending meetings.NOTE: These estimates are for teachers in traditional public schools. Traditional public schools include all public schools in the UnitedStates except public charter schools.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicSchool Teacher Survey.”

Community type

Central city 37.2 2.9 8.7Urban fringe/large town 37.7 3.1 9.1Rural/small town 38.7 3.7 7.8

School level

Elementary 37.6 2.1 8.9Secondary 38.1 5.2 8.4Combined 38.0 3.6 7.0

Student enrollment

Less than 100 38.7 3.4 7.6100–199 38.4 3.5 8.0200–499 37.7 2.5 8.6500–749 37.7 2.6 9.0750–999 37.6 3.1 8.61,000 or more 37.8 4.5 8.8
37

Table 1.16.—Average class size and student/teacher ratios in public elementary schools, secondary schools, and schools with combined grades, by state: 1999–2000

See footnotes at end of table.

Average class Average class Average class Average class

Average class size for Average class size for size for size for

size for teachers in size for teachers in teachers in teachers in

teachers in departmen- Student/ teachers in departmen- Student/ self- departmen- Student/

State and self-contained talized teacher self-contained talized teacher contained talized teacher

school level classes instruction ratio classes instruction ratio classes instruction ratio

50 States and DC 21.2 24.4 15.6 17.1 23.4 16.0 15.6 18.6 11.0

Alabama 18.7 25.7 14.7 19.5 22.1 15.1 17.4 22.7 14.6

Alaska 22.0 22.3 15.4 # 23.9 # 13.3 15.8 13.2

Arizona 24.5 27.5 18.0 16.6 25.6 17.8 # # #

Arkansas 19.8 24.3 15.0 # 20.6 13.0 † # #

California 22.7 29.6 19.5 19.9 28.1 19.4 21.1 23.5 16.4

Colorado 23.2 27.8 16.9 24.1 24.0 15.6 # # #

Connecticut 20.0 22.0 14.4 # 20.1 11.3 # # #

Delaware 20.6 # 16.1 # 23.2 # # † #

District of Columbia 21.7 # 13.5 # 20.8 # # † #

Florida 23.1 24.9 17.7 23.1 27.3 17.1 16.0 22.4 12.2

Georgia 19.7 24.0 14.6 # 23.7 15.6 # 21.2 #

Hawaii 23.1 21.6 16.3 # 24.1 # # # #

Idaho 22.1 22.4 17.2 # 22.8 14.8 # # #

Illinois 22.3 24.4 15.3 15.5 23.6 13.6 14.4 15.0 #

Indiana 21.4 25.4 16.2 # 23.0 15.6 # 19.4 #

Iowa 20.1 23.7 13.5 13.8 21.0 12.1 # 19.0 #

Kansas 18.4 21.4 13.7 # 20.8 11.0 # # #

Kentucky 20.8 25.3 15.3 # 23.0 15.3 # 19.3 #

Louisiana 18.9 22.9 15.2 14.9 22.9 15.1 15.6 18.4 11.2

Maine 18.0 19.0 13.1 16.5 18.5 13.5 # # #

Maryland 22.2 25.5 16.3 # 24.9 15.6 # # #

Massachusetts 21.0 22.2 13.8 # 21.0 13.1 † # #

Michigan 22.0 27.6 17.9 # 25.1 17.7 # 18.7 #

Minnesota 22.0 25.0 14.8 # 25.5 19.5 # 20.3 #

Mississippi 20.4 21.9 16.3 17.3 22.0 15.7 19.7 20.7 10.0

Missouri 20.9 21.3 13.3 17.9 21.1 14.1 10.9 15.9 #

Montana 18.2 21.7 13.4 15.5 19.5 10.5 † † †

Nebraska 17.5 22.8 10.9 14.6 21.2 11.1 # # #

Nevada 20.7 28.5 16.5 # 27.0 18.5 # # #

New Hampshire 20.0 23.7 14.3 # 21.4 12.3 # # #

New Jersey 20.5 23.8 13.8 # 21.2 11.5 # # #

New Mexico 19.9 22.4 15.0 # 23.4 14.4 # # #

New York 22.3 24.8 14.6 # 23.2 13.7 13.7 17.1 10.2

North Carolina 20.9 24.9 15.2 # 21.7 13.4 # 12.2 #

North Dakota 17.8 20.0 13.0 18.5 18.9 12.4 † # #

Elementary schools Secondary schools Combined grade schools
38

Table 1.16.—Average class size and student/teacher ratios in public elementary schools, secondary schools, and schools with combined grades, by state: 1999–2000—Continued

# Too few sample cases.

† Not applicable.

NOTE: Teachers include both full-time and part-time teachers. These estimates are for teachers in traditional public schools. Traditional public schools include all public schools in the United

States except public charter schools. Calculation of student/teacher ratios includes teachers with all types of assignments.

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

Average class Average class Average class Average class

Average class size for Average class size for size for size for

size for teachers in size for teachers in teachers in teachers in

teachers in departmen- Student/ teachers in departmen- Student/ self- departmen- Student/

State and self-contained talized teacher self-contained talized teacher contained talized teacher

school level classes instruction ratio classes instruction ratio classes instruction ratio

Ohio 22.7 25.2 15.5 16.0 23.0 15.0 # # #

Oklahoma 18.6 23.0 14.4 18.2 21.5 12.4 † # #

Oregon 23.9 28.1 18.9 # 25.4 17.7 # # #

Pennsylvania 22.2 24.2 15.5 15.8 22.4 16.8 # 22.5 #

Rhode Island 20.0 20.9 14.7 # 20.8 # # # #

South Carolina 17.9 23.8 14.8 # 22.2 16.8 # # #

South Dakota 18.8 21.4 14.1 19.9 19.4 10.3 # # #

Tennessee 19.7 24.8 15.0 19.7 23.5 # 16.9 20.4 #

Texas 18.5 23.9 14.5 15.5 22.2 13.0 15.8 16.7 8.7

Utah 23.7 # 21.7 23.9 27.1 20.1 # # #

Vermont 18.1 20.4 11.6 # 20.0 # # # #

Virginia 19.4 22.2 14.3 13.3 21.4 15.3 # # #

Washington 23.9 24.4 19.2 20.9 26.6 23.1 18.6 18.8 #

West Virginia 19.4 20.1 13.6 15.5 21.3 15.7 # # #

Wisconsin 20.8 25.0 14.2 # 23.2 13.4 # # #

Wyoming 18.1 19.0 11.0 # 20.5 10.9 # # #

Elementary schools Secondary schools Combined grade schools
39

Table 1.17.—Percentage of public school teachers who stated that crime was a serious problem or who reported being threatened or physically attacked at school, by state and selected

characteristics: 1999–2000

Stated that Stated that student Reported being Reported being

State and Total number Stated that physical conflicts possession of threatened physically

selected of public robbery or theft was among students were weapons was a with injury in the attacked in the

characteristics school teachers a serious problem a serious problem serious problem past 12 months past 12 months

50 States and DC 2,984,781 2.4 4.8 0.8 9.6 4.2

Alabama 50,605 3.1 5.1 1.2 8.8 3.8

Alaska 8,248 2.7 5.9 0.9 10.7 5.3

Arizona 46,023 3.0 4.3 1.1 9.6 4.6

Arkansas 30,410 2.2 4.3 0.5 10.1 2.5

California 276,677 3.5 3.2 0.9 5.8 2.5

Colorado 41,327 2.6 3.5 # 6.6 3.1

Connecticut 41,971 0.8 3.5 0.2 9.1 4.0

Delaware 7,422 3.7 5.8 # 11.4 5.3

District of Columbia 5,512 4.4 22.8 1.0 22.1 8.8

Florida 127,879 4.0 9.7 1.1 12.2 6.7

Georgia 86,879 2.6 6.0 0.6 9.5 3.5

Hawaii 12,032 4.9 6.8 1.1 9.5 3.3

Idaho 14,447 0.8 3.6 0.7 7.8 4.4

Illinois 136,938 1.4 4.9 1.0 8.2 2.7

Indiana 61,184 2.0 2.6 0.6 7.6 3.0

Iowa 38,116 1.3 2.5 0.4 10.7 3.9

Kansas 33,968 0.8 2.6 0.6 6.0 2.9

Kentucky 42,879 2.9 5.1 1.5 12.6 4.5

Louisiana 50,642 4.2 9.4 0.1 13.4 5.1

Maine 17,536 1.2 1.7 0.3 11.7 6.3

Maryland 54,583 2.7 8.4 1.1 10.7 4.6

Massachusetts 77,281 1.5 3.7 1.2 11.3 4.3

Michigan 98,082 2.3 4.1 0.3 7.9 3.8

Minnesota 57,534 0.6 2.4 0.4 9.4 4.4

Mississippi 33,060 3.9 6.8 1.0 11.2 3.7

Missouri 64,094 2.0 5.0 0.7 11.3 5.6

Montana 11,937 3.0 3.5 1.3 8.3 2.7

Nebraska 23,119 1.6 2.2 0.4 9.9 3.8

Nevada 17,245 4.8 2.0 1.1 11.6 8.1

New Hampshire 14,985 0.7 1.8 0.4 8.8 4.2

New Jersey 97,878 2.4 4.8 1.1 7.5 3.4

New Mexico 21,167 4.9 6.0 1.7 10.2 6.8

New York 208,313 2.6 8.4 1.6 11.5 5.3

North Carolina 85,235 2.1 2.6 0.4 12.8 5.5

North Dakota 9,252 0.5 1.5 # 5.7 2.1

See footnotes at end of table.
40

Table 1.17.—Percentage of public school teachers who stated that crime was a serious problem or who reported being threatened or physically attacked at school, by state and selected

characteristics: 1999–2000—Continued

# Too few sample cases.

NOTE: Teachers include both full-time and part-time teachers. These estimates are for teachers in traditional public schools. Traditional public schools include all public schools in the United

States except public charter schools. Detail may not add to totals because of rounding.

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

Stated that Stated that student Reported being Reported being

State and Total number Stated that physical conflicts possession of threatened physically

selected of public robbery or theft was among students were weapons was a with injury in the attacked in the

characteristics school teachers a serious problem a serious problem serious problem past 12 months past 12 months

Ohio 123,129 1.3 6.1 0.9 9.6 2.8

Oklahoma 45,830 2.2 3.6 0.4 8.5 4.5

Oregon 28,584 0.7 1.0 0.2 6.9 3.0

Pennsylvania 126,471 1.6 4.9 0.3 9.4 4.5

Rhode Island 11,564 # 2.9 # 10.2 4.9

South Carolina 43,721 3.1 4.2 0.8 11.5 5.3

South Dakota 11,708 1.8 3.4 0.6 7.7 3.9

Tennessee 58,296 2.4 5.7 0.5 13.3 2.6

Texas 265,247 2.9 4.5 0.9 8.9 4.8

Utah 23,346 3.6 3.6 1.4 8.0 2.6

Vermont 9,186 # 2.3 # 9.9 5.3

Virginia 80,987 1.1 4.1 0.3 12.2 4.9

Washington 54,816 2.4 3.8 0.3 10.0 5.0

West Virginia 22,571 0.5 2.5 0.7 10.0 3.5

Wisconsin 67,015 0.8 1.9 0.4 10.1 4.5

Wyoming 7,848 1.1 1.5 0.0 6.7 2.6

Region

Northeast 605,186 1.9 5.6 1.0 10.1 4.6

Midwest 724,139 1.5 4.0 0.6 8.9 3.6

South 1,091,759 2.8 5.7 0.8 10.9 4.7

West 563,698 3.2 3.4 0.8 7.3 3.4

Community type

Central city 803,013 3.9 9.4 1.6 13.5 6.2

Urban fringe/large town 1,503,554 1.9 3.3 0.5 7.9 3.5

Rural/small town 678,214 1.6 2.7 0.5 8.6 3.1

School level

Elementary 1,931,550 1.9 5.2 0.4 8.6 5.1

Secondary 983,837 3.3 3.8 1.5 10.8 2.1

Combined 69,394 2.9 6.4 1.7 17.2 7.7

Student enrollment

Less than 100 48,540 1.6 6.0 0.7 14.6 6.5

100–199 108,988 1.0 2.9 0.6 7.9 3.8

200–499 826,097 1.5 4.1 0.4 8.7 4.4

500–749 825,273 2.0 4.8 0.5 9.2 5.0

750–999 433,442 2.5 5.0 0.7 9.4 3.6

1,000 or more 742,441 4.0 5.6 1.6 10.9 3.2
41

Table 1.18.—Percentage of public school teachers who agreed or strongly agreed with various statements regarding the working conditions in their school or classroom, by state: 1999–2000

Rules for student

Student Student tardiness Routine duties behavior are

Total number misbehavior and class cutting and paperwork consistently enforced

of public interferes with interferes with interfere with my by teachers in

State school teachers my teaching my teaching job of teaching this school

50 States and DC 2,984,781 40.8 31.5 71.2 62.6

Alabama 50,605 40.0 26.4 73.8 63.9

Alaska 8,248 40.6 45.0 66.3 64.7

Arizona 46,023 42.6 37.8 78.4 65.3

Arkansas 30,410 41.1 33.6 73.4 70.4

California 276,677 38.4 36.8 70.3 63.4

Colorado 41,327 42.5 36.5 75.3 66.1

Connecticut 41,971 39.0 28.7 68.1 60.2

Delaware 7,422 48.1 35.5 72.9 59.2

District of Columbia 5,512 58.9 47.5 70.7 65.6

Florida 127,879 48.3 38.5 77.8 60.7

Georgia 86,879 45.3 34.0 75.9 59.0

Hawaii 12,032 48.1 38.4 76.7 56.7

Idaho 14,447 40.3 30.0 71.7 63.4

Illinois 136,938 40.6 25.9 71.1 60.7

Indiana 61,184 36.1 25.1 70.1 64.1

Iowa 38,116 43.0 28.5 71.6 61.2

Kansas 33,968 35.1 29.6 68.7 68.2

Kentucky 42,879 42.0 28.1 72.4 61.0

Louisiana 50,642 42.8 31.0 69.3 65.3

Maine 17,536 33.6 22.0 68.0 64.1

Maryland 54,583 48.1 33.8 71.7 63.4

Massachusetts 77,281 40.2 32.3 64.5 57.4

Michigan 98,082 37.9 30.5 69.2 63.7

Minnesota 57,534 43.2 35.0 77.6 63.0

Mississippi 33,060 39.8 27.4 63.0 66.9

Missouri 64,094 43.6 31.8 72.4 64.6

Montana 11,937 39.1 32.6 68.9 63.1

Nebraska 23,119 38.8 34.4 69.6 65.1

Nevada 17,245 36.1 31.6 71.4 63.6

New Hampshire 14,985 38.9 26.6 70.9 59.6

New Jersey 97,878 33.0 22.6 63.8 61.3

New Mexico 21,167 43.5 34.8 69.4 58.3

New York 208,313 43.2 31.0 67.9 61.4

North Carolina 85,235 45.1 35.4 81.2 63.4

North Dakota 9,252 38.4 21.2 66.6 66.3

See footnotes at end of table.
42

Table 1.18.—Percentage of public school teachers who agreed or strongly agreed with various statements regarding the working conditions in their school or classroom, by state: 1999–2000—

Continued

NOTE: Teachers include both full-time and part-time teachers. These estimates are for teachers in traditional public schools. Traditional public schools include all public schools in the United

States except public charter schools. Detail may not add to totals because of rounding.

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

Rules for student

Student Student tardiness Routine duties behavior are

Total number misbehavior and class cutting and paperwork consistently enforced

of public interferes with interferes with interfere with my by teachers in

State school teachers my teaching my teaching job of teaching this school

Ohio 123,129 40.1 30.0 73.4 59.1

Oklahoma 45,830 41.7 35.2 68.3 67.4

Oregon 28,584 37.0 41.8 73.8 65.6

Pennsylvania 126,471 34.5 23.3 66.2 62.5

Rhode Island 11,564 36.8 33.7 60.1 60.3

South Carolina 43,721 41.3 30.5 71.6 68.7

South Dakota 11,708 32.0 28.7 64.0 65.7

Tennessee 58,296 41.9 31.1 75.9 64.8

Texas 265,247 41.7 30.0 68.8 59.5

Utah 23,346 43.9 42.7 68.9 70.3

Vermont 9,186 36.8 25.1 66.4 59.8

Virginia 80,987 43.0 31.4 78.0 65.7

Washington 54,816 40.1 37.5 71.4 67.5

West Virginia 22,571 33.2 23.8 73.0 67.9

Wisconsin 67,015 38.9 29.8 74.1 61.9

Wyoming 7,848 30.2 28.5 73.7 65.2
43

Table 1.19.—Percentage of public school teachers who taught students on Individual Education Plans (IEP) or Limited-English Proficient (LEP) students and percentage of these teachers with

8 or more hours of training on how to teach IEP or LEP students, by state: 1999–2000

Teachers with IEP Teachers with

students who had 8 or LEP students who had

more hours of training 8 or more hours of

Total number Taught in the last 3 years Taught training in the last

of public students on how to teach students 3 years on how to

State school teachers with an IEP special education students with LEP teach LEP students

50 States and DC 2,984,781 82.0 31.0 41.2 12.5

Alabama 50,605 83.6 38.6 19.8 2.4

Alaska 8,248 93.1 33.7 54.3 10.0

Arizona 46,023 82.4 26.0 67.8 23.2

Arkansas 30,410 84.0 27.1 29.9 3.8

California 276,677 72.0 31.9 75.2 49.2

Colorado 41,327 89.2 29.0 53.2 13.2

Connecticut 41,971 84.9 31.1 44.0 4.7

Delaware 7,422 73.2 31.1 44.1 3.5

District of Columbia 5,512 76.9 35.5 36.1 12.4

Florida 127,879 81.5 36.7 50.9 34.9

Georgia 86,879 76.3 31.7 35.2 6.2

Hawaii 12,032 86.6 29.4 66.2 17.0

Idaho 14,447 87.4 27.4 49.6 7.6

Illinois 136,938 79.8 27.0 37.1 7.1

Indiana 61,184 79.8 17.6 29.0 1.9

Iowa 38,116 89.3 26.3 24.7 2.2

Kansas 33,968 86.5 28.9 24.8 6.4

Kentucky 42,879 83.4 37.6 19.6 2.2

Louisiana 50,642 79.4 29.2 16.4 3.1

Maine 17,536 91.9 38.1 15.3 3.0

Maryland 54,583 86.4 37.4 37.4 2.6

Massachusetts 77,281 90.2 37.0 41.2 5.8

Michigan 98,082 85.5 23.3 26.1 1.7

Minnesota 57,534 88.7 30.1 45.5 6.2

Mississippi 33,060 64.8 23.3 15.5 1.7

Missouri 64,094 89.5 33.2 22.6 3.0

Montana 11,937 84.5 27.2 16.8 1.3

Nebraska 23,119 87.0 28.2 33.9 5.3

Nevada 17,245 83.0 25.7 67.5 18.6

New Hampshire 14,985 94.7 41.6 32.2 4.2

New Jersey 97,878 77.0 22.7 43.3 5.2

New Mexico 21,167 89.8 32.9 64.7 33.2

New York 208,313 76.3 27.1 43.4 13.6

North Carolina 85,235 84.9 32.3 46.6 5.5

North Dakota 9,252 89.0 29.3 17.2 2.3

See footnotes at end of table.
44

NOTE: Teachers include both full-time and part-time teachers. These estimates are for teachers in traditional public schools. Traditional public schools include all public schools in the United

States except public charter schools. Detail may not add to totals because of rounding.

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

Table 1.19.—Percentage of public school teachers who taught students on Individual Education Plans (IEP) or Limited-English Proficient (LEP) students and percentage of these teachers with

8 or more hours of training on how to teach IEP or LEP students, by state: 1999–2000—Continued

Teachers with IEP Teachers with

students who had 8 or LEP students who had

more hours of training 8 or more hours of

Total number Taught in the last 3 years Taught training in the last

of public students on how to teach students 3 years on how to

State school teachers with an IEP special education students with LEP teach LEP students

Ohio 123,129 80.9 22.9 20.5 1.5

Oklahoma 45,830 87.3 30.0 32.9 5.2

Oregon 28,584 90.0 27.6 61.5 13.3

Pennsylvania 126,471 82.7 28.3 24.7 1.9

Rhode Island 11,564 92.4 31.4 37.0 9.8

South Carolina 43,721 77.0 17.0 29.3 2.4

South Dakota 11,708 83.7 25.9 20.5 3.4

Tennessee 58,296 84.6 27.9 22.3 1.4

Texas 265,247 84.7 48.3 55.7 17.9

Utah 23,346 80.5 30.6 58.0 20.4

Vermont 9,186 93.7 41.0 24.1 4.0

Virginia 80,987 81.5 29.9 29.9 4.5

Washington 54,816 87.7 26.9 57.6 12.9

West Virginia 22,571 86.4 31.4 10.4 0.7

Wisconsin 67,015 86.1 28.4 32.6 3.4

Wyoming 7,848 88.3 31.6 18.9 1.2
45

Section II: tion II: tion II: Private Schools in the United States

This section presents data on private schools, private school teachers, private school principals, and

private school library media centers from the 1999–2000 Schools and Staffing Survey (SASS). The SASS

sample data have been weighted to represent the 27,223 private schools, 26,231 private school principals, 449,057 private school teachers (table 2.01), and 17,054 private school library media centers in

the United States (table 2.08).

A private school is defined as an institution not in the public system that provided educational services

for at least one of grades 1–12 (or comparable ungraded levels), had one or more teachers to give

instruction, and was located in one or more buildings. The instruction must have been given in a building that was not used primarily as a private home. The sampling frame for private schools was the

1997–98 Private School Survey (PSS), updated with more current information from the 1998–99 private

school association lists (Broughman and Colaciello 1999). See the technical notes in appendix B for a

more detailed description of the population frame and response rates. See the glossary in appendix D for

descriptions of affiliations.
46
47

1 The number of teachers is a headcount.2 The weighted overall teacher response rate was below 50 percent.

NOTE: The estimated number of principals may be different than the estimated number of schools due to weighting. Detail may not addto totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 “PrivateSchool Survey,” “Private School Principal Survey,” and “Private School Teacher Survey.”

Lutheran, Wisconsin Synod 358 352 2,696 34,404

Evangelical Lutheran 121 119 1,652 20,360

Other Lutheran 70 69 427 4,672Seventh-Day Adventist 949 949 5,111 58,918

Christian Schools International 369 365 7,802 98,056American Association of Christian Schools 996 964 (2) 150,826

Association of Christian Schools International 2,769 2,728 47,251 548,047National Association of Private Schools for

Exceptional Children 273 267 4,030 24,491

Montessori 900 885 6,827 67,728Independent Schools 714 714 43,045 316,984National Independent Private School Association 136 136 1,846 20,122Other 9,217 8,327 105,002 935,425NCES typology

Catholic 8,102 8,102 164,679 2,548,710

Parochial 4,607 4,607 79,510 1,316,444Diocesan 2,598 2,598 53,442 846,521Private Order 897 897 31,727 385,746

Other religious 13,268 12,642 172,611 1,871,850

Conservative Christian 5,002 4,936 68,162 801,507Affiliated 3,566 3,551 53,974 586,613Unaffiliated 4,700 4,156 50,474 483,731

Nonsectarian 5,853 5,486 111,767 842,288

Regular 2,448 2,256 68,783 577,728

Special emphasis 2,166 2,003 22,256 179,940Special education 1,239 1,227 20,728 84,620

All members of National Association

of Independent Schools 1,002 845 46,325 416,058
48

# Too few sample cases.NOTE: Teacher salary schedules are listings of the teacher salary levels offered by a school that are used to determine teacher salaries.Schedules are based on years of experience and degrees earned. Bachelor’s degree and no experience was the lowest step offered asa response option on the questionnaire. Salary levels for teachers with a master’s degree plus 30 credits and no experience and amaster’s degree and 20 years experience are not included due to low item response rates.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PrivateSchool Survey.”

Hebrew Day 33.4 # # #Solomon Schechter 85.1 23,453 25,935 46,893Other Jewish 53.3 21,342 24,386 40,015Lutheran, Missouri Synod 81.5 20,256 22,800 35,297Lutheran, Wisconsin Synod 70.6 21,255 22,807 36,635Evangelical Lutheran 78.7 20,254 21,901 33,565Other Lutheran 35.3 # # #Seventh-Day Adventist 86.1 24,421 27,441 36,067Christian Schools International 90.4 21,301 23,069 35,203American Association of Christian Schools 56.7 14,982 16,632 22,575Association of Christian Schools International 71.7 17,804 20,274 28,914National Association of Private Schools for

Exceptional Children 45.0 26,538 29,431 50,943

Montessori 35.5 21,662 24,193 38,080Independent Schools 43.7 23,582 26,446 47,906National Independent Private School Association 49.4 # # #Other 45.8 20,548 23,086 33,107NCES typology

Catholic 91.2 20,310 22,054 35,543

Parochial 91.6 20,229 21,909 34,913Diocesan 91.8 19,734 21,533 34,488Private Order 87.8 22,487 24,411 42,115

Other religious 60.0 19,221 21,528 31,304

Conservative Christian 57.3 17,062 19,314 27,506Affiliated 73.2 20,954 23,043 33,927Unaffiliated 52.8 19,893 22,491 32,930

Nonsectarian 44.2 23,603 26,570 40,290

Regular 45.1 22,369 24,646 38,699Special emphasis 40.2 22,916 26,586 39,057Special education 49.7 26,789 29,996 44,889

All members of National Association

of Independent Schools 49.5 23,633 26,873 47,245
49

Table 2.03.—Percentage of private schools that required* various teacher qualifications when considering teacher applicants, by affiliation and NCES typology: 1999–2000

# Too few sample cases.

* The three response categories were: required; used but not required; not used.

NOTE: Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Survey.”

Graduation PassingPassingscore

Full Certification from a state Passingscore on a on either Praxis

standard state by a approved Passingscore on local SCHOOL Core Battery

Total number certification private school teacher A major or score on STATE test test of basic OR Praxis II:

of private in field association or preparation minor in field STATE test of of subject skills or subject Subject

Affiliation and NCES typology schools to be taught organization program to be taught basic skills knowledge knowledge Assessment

Total 27,223 38.9 17.7 38.8 38.9 21.6 16.4 5.4 5.4

Affiliation

Catholic 8,102 64.9 8.8 55.9 50.0 29.7 23.1 4.1 8.3

Friends 78 5.1 # 5.1 25.4 # 0.0 0.0 0.0

Episcopal 379 27.6 6.2 37.1 34.3 22.3 7.1 # #

Hebrew Day 231 44.5 20.0 40.6 45.7 22.7 12.9 7.9 0.0

Solomon Schechter 60 39.2 # 24.1 25.4 14.9 16.9 # 0.0

Other Jewish 400 28.9 9.3 28.5 30.8 21.5 19.7 15.2 2.6

Lutheran, Missouri Synod 1,100 51.2 15.8 57.6 32.9 22.6 19.4 3.5 #

Lutheran, Wisconsin Synod 358 10.8 82.6 25.7 56.0 7.5 # # 2.3

Evangelical Lutheran 121 56.1 4.3 56.8 31.7 32.1 19.3 4.2 #

Other Lutheran 70 14.5 15.6 12.7 17.5 5.7 5.7 0.0 #

Seventh-Day Adventist 949 23.6 83.9 65.5 65.5 21.3 14.2 3.5 3.5

Christian Schools International 369 46.0 19.1 48.5 47.1 20.4 11.6 # 2.3

American Association of Christian Schools 996 11.3 27.1 10.7 22.2 4.9 4.9 8.0 #

Association of Christian Schools International 2,769 22.1 21.8 28.1 24.3 11.8 6.7 3.9 3.7

National Association of Private Schools for

Exceptional Children 273 76.1 20.8 57.0 32.8 50.4 49.9 19.4 20.9

Montessori 900 30.7 63.6 28.9 26.7 15.4 13.0 7.3 #

Independent Schools 714 12.6 5.7 10.8 46.6 8.4 6.8 # #

National Independent Private School

Association 136 45.8 28.2 78.5 71.2 46.1 45.7 19.8 31.2

Other 9,217 27.5 11.6 27.9 33.4 20.3 15.5 6.9 4.9

NCES typology

Catholic 8,102 64.9 8.8 55.9 50.0 29.7 23.1 4.1 8.3

Parochial 4,607 65.1 6.9 57.6 42.7 29.7 22.7 4.1 6.5

Diocesan 2,598 74.3 13.5 60.9 56.0 34.5 27.5 4.3 12.5

Private Order 897 37.2 4.6 32.2 69.4 16.2 12.7 3.4 5.7

Other religious 13,268 21.5 22.1 27.7 29.0 12.4 8.4 5.8 2.2

Conservative Christian 5,002 16.1 23.5 19.0 21.3 10.0 5.7 7.0 2.5

Affiliated 3,566 31.0 25.0 45.7 46.2 14.6 9.8 4.2 1.6

Unaffiliated 4,700 20.0 18.4 23.4 24.2 13.3 10.3 5.7 2.4

Nonsectarian 5,853 42.1 20.2 40.1 45.9 31.3 25.2 6.5 8.7

Regular 2,448 42.7 13.7 37.3 51.2 33.5 27.8 2.1 10.2

Special emphasis 2,166 29.9 38.7 31.8 35.8 21.7 18.9 10.2 3.1

Special education 1,239 62.1 0.7 60.5 53.1 43.9 30.8 8.6 15.7

All members of National Association

of Independent Schools 1,002 17.4 5.8 15.7 50.5 8.6 6.0 1.0 #
50

Table 2.04.—Percentage of private elementary schools that offered a particular program or service, by affiliation and NCES typology: 1999–2000

# Too few sample cases.

* Examples of special instructional approaches include Montessori, self-paced instruction, open education, and ungraded classrooms.

NOTE: Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Survey.”

A program Extended

Total number Programs Immersion for students day or beforeof private with special Talented/ in a foreign with discipline Medical school or afterelementary instructional gifted language or adjustment health care school daycare

Affiliation and NCES typology schools approaches* program program problems services programs

Total 16,562 20.0 15.9 13.0 12.2 15.2 65.1

Affiliation

Catholic 6,648 6.2 14.4 6.8 9.0 20.2 69.1

Friends 32 29.1 # 9.2 10.8 # 90.9

Episcopal 234 17.9 21.6 16.9 0.0 # 91.4

Hebrew Day 124 20.1 51.9 50.2 24.6 23.8 33.8

Solomon Schechter 56 13.8 44.7 68.9 10.9 24.2 66.7

Other Jewish 206 30.5 38.6 54.4 28.6 19.0 73.3

Lutheran, Missouri Synod 1,019 4.4 13.1 3.4 # 13.6 66.9

Lutheran, Wisconsin Synod 332 8.2 14.5 7.3 5.7 15.1 19.7

Evangelical Lutheran 115 7.5 21.3 11.5 # 13.3 85.2

Other Lutheran 59 11.6 9.8 # 0.0 36.2 17.0

Seventh-Day Adventist 664 33.1 12.3 3.5 8.3 # 35.5

Christian Schools International #######

American Association of Christian Schools #######

Association of Christian Schools International 1,365 14.3 13.5 15.2 3.0 6.1 82.6

National Association of Private Schools for

Exceptional Children #######

Montessori 856 100.0 21.8 25.1 16.2 15.4 90.9

Independent Schools #######

National Independent Private School Association #######

Other 4,147 29.9 14.9 20.5 23.1 11.9 54.7

NCES typology

Catholic 6,648 6.2 14.4 6.8 9.0 20.2 69.1

Parochial 4,352 5.4 10.3 7.3 7.3 18.7 71.7

Diocesan 2,053 6.6 23.7 6.0 13.7 25.1 63.0

Private Order # # # # # # #

Other religious 7,016 14.0 13.6 16.6 9.8 9.8 56.7

Conservative Christian 1,686 20.5 15.2 15.1 7.3 9.7 79.1

Affiliated 2,459 14.1 15.2 14.3 7.2 8.6 58.8

Unaffiliated 2,870 10.1 11.3 19.4 13.3 11.0 41.8

Nonsectarian 2,898 66.4 24.7 18.8 25.7 16.8 76.4

Regular 1,400 44.7 25.3 18.9 21.2 17.5 71.9

Special emphasis 1,280 92.5 28.3 22.0 24.7 17.0 86.9

Special education #######

All members of National Association

of Independent Schools 264 23.5 14.3 7.6 0.0 7.4 98.7
51

Table 2.05.—Percentage of private secondary and combined schools that offered a particular program or service, by affiliation and NCES typology: 1999–2000

# Too few sample cases.

* Examples of special instructional approaches include Montessori, self-paced instruction, open education, and ungraded classrooms.

NOTE: Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Survey.”

Extended

Total number A program day or

of private for students beforesecondary Programs Immersion with school or International

and with special Talented/ in a foreign discipline or Medical after-school Advanced Bacca- Specialized Specialized

combined instructional gifted language adjustment health care daycare Placement laureate career Tech-Prep

Affiliation and NCES typology schools approaches* program program problems services programs (AP) courses (IB) academy program(s)

Total 10,661 41.6 21.4 14.3 21.4 20.6 33.2 35.7 1.2 3.1 5.5

Affiliation

Catholic 1,454 11.4 26.5 10.9 10.3 23.2 17.3 77.8 0.8 3.1 7.3

Friends # # # ########

Episcopal 145 35.0 16.7 9.8 35.1 47.0 31.9 53.9 # 0.0 0.0

Hebrew Day # # # # # # # # # # #

Solomon Schechter # # # # # # # # # # #

Other Jewish 194 13.5 39.2 49.7 11.5 4.8 29.6 59.0 0.0 0.0 0.0

Lutheran, Missouri Synod # # # # # # # # # # #

Lutheran, Wisconsin Synod # # # # # # # # # # #

Evang elical Lutheran # # # # # # # # # # #

Other Lutheran # # # # # # # # # # #

Seventh-Day Adventist 285 11.8 12.2 8.7 13.1 18.4 30.5 22.9 # 5.6 10.0

Christian Schools International 152 7.7 43.6 4.6 11.9 7.7 29.2 45.5 0.0 0.0 #

American Association of Christian

Schools 799 29.0 7.4 14.1 8.1 7.7 42.9 18.5 # 0.0 5.0

Association of Christian Schools

International 1,404 28.9 24.3 7.8 11.5 13.1 48.4 33.8 # 4.0 5.7

National Association of Private

Schools for Exceptional Children 253 94.7 # 0.0 71.4 80.9 22.1 # # 12.3 15.2

Montessori # # # # # # # # # # #

Independent Schools 552 13.5 32.4 19.5 5.1 39.7 59.1 82.5 4.8 1.7 2.3

National Independent Private School

Association # # # # # # # # # # #

Other 5,070 61.1 20.4 16.7 30.0 19.1 30.3 21.2 # 3.2 5.0

NCES typology

Catholic 1,454 11.4 26.5 10.9 10.3 23.2 17.3 77.8 0.8 3.1 7.3

Parochial 256 20.9 23.5 8.1 15.1 25.1 15.1 54.5 # # 14.5

Diocesan 544 4.2 30.8 10.7 13.9 20.4 17.9 80.1 # 4.6 10.2

Private Order 654 13.7 24.1 12.2 5.4 24.7 17.6 85.1 # # #

Other religious 6,252 41.6 21.7 17.2 14.7 13.0 35.5 29.3 1.3 2.0 4.2

Conservative Christian 3,316 47.5 20.8 12.2 12.1 11.4 40.3 28.7 1.6 3.0 4.9

Affiliated 1,107 25.2 22.9 24.1 12.4 14.2 35.9 33.4 2.1 1.3 6.0

Unaffiliated 1,829 40.7 22.5 22.2 20.9 15.2 26.4 28.0 # # 1.7

Nonsectarian 2,955 56.7 18.2 9.8 41.1 35.6 36.2 28.4 1.2 5.4 7.5

Regular 1,048 17.7 34.3 22.2 11.3 23.1 51.4 65.2 2.8 # 6.1

Special emphasis 886 61.5 20.0 6.4 46.2 25.6 33.0 17.6 # 6.7 8.4

Special education 1,020 92.7 0.0 0.0 67.2 57.0 23.3 0.0 0.0 8.2 8.1

All members of National Association

of Independent Schools 738 17.0 28.6 20.5 4.6 41.3 55.6 84.6 3.9 1.2 1.7
52

# Too few sample cases.* Unlike most tables in this report, the number of students eligible and approved for free or reduced-price lunches includesprekindergarten students.NOTE: Detail may not add to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 “PrivateSchool Survey.”

NCES typology

Catholic 8,102 4,183 5,037 3,445 93,145 64,862

Parochial 4,607 2,580 2,844 1,957 53,899 40,907Diocesan 2,598 1,443 1,775 1,275 34,579 22,588Private 897 # 418 # 4,668 #

Other religious 13,268 1,211 3,454 1,320 45,215 20,451

Conservative Christian 5,002 # 1,055 # 8,699 #Affiliated 3,566 597 1,290 537 21,324 12,685Unaffiliated 4,700 420 1,109 524 15,191 6,133

Nonsectarian 5,853 544 1,687 920 28,520 26,442

Regular 2,448 # 517 # 5,680 #Special emphasis 2,166### ##Special education 1,239 # 649 563 15,906 18,222

All members of National Association

of Independent Schools 1,002 # 127 # 761 #

Region

Northeast 6,238 2,096 2,590 1,569 66,992 49,593Midwest 7,484 2,119 3,908 2,525 45,237 30,890South 8,296 917 2,084 905 29,320 15,401West 5,206 805 1,596 686 25,331 15,870

Community type

Central city 11,534 2,953 5,104 2,809 114,152 81,408Urban fringe/large town 10,860 1,974 3,360 1,661 36,829 18,841Rural/small town 4,829 1,011 1,715 1,215 15,899 11,506

School level

Elementary 16,562 5,053 6,957 4,156 113,126 72,118Secondary 2,583 222 940 482 14,205 8,016Combined 8,078 663 2,281 1,046 39,549 31,621

Student Enrollment

Less than 100 11,564 1,174 3,249 1,467 29,506 20,808100–199 6,097 1,870 2,749 1,673 47,636 32,678200–499 7,516 2,474 3,371 2,077 65,544 43,161500–749 1,258 326 562 336 16,160 11,316750–999 491 # 163 # 2,914 #1,000 or more 296 # # # # #
53

Table 2.07.—Percentage of private schools with various security measures, by affiliation, NCES typology, and selected characteristics: 1999–2000

A requirement

that all or Metal detectors

most students through Random Daily presence

Affiliation, Total number A requirement stay on which all metal detector of police

NCES typology, and of private that visitors sign school grounds students must checks on or security Video

selected characteristics schools in or check in duringlunch pass each day students Drugsweeps personnel surveillance

Total 27,223 80.7 91.6 0.6 0.8 4.8 4.8 8.1

Affiliation

Catholic 8,102 95.9 97.6 # 0.5 3.6 3.3 10.2

Friends 78 45.4 92.4 0.0 0.0 # 6.4 #

Episcopal 379 74.2 95.4 0.0 0.0 2.3 18.6 3.9

Hebrew Day 231 74.8 73.3 0.0 0.0 0.0 13.3 32.8

Solomon Schechter 60 93.6 93.7 0.0 0.0 # 33.0 60.2

Other Jewish 400 66.1 86.1 0.0 0.0 # 21.5 33.4

Lutheran, Missouri Synod 1,100 69.8 92.6 0.0 0.0 2.2 # 3.8

Lutheran, Wisconsin Synod 358 27.4 96.2 0.0 0.0 2.5 # 4.7

Evangelical Lutheran 121 82.1 95.7 0.0 0.0 # 0.0 6.3

Other Lutheran 70 30.0 88.1 0.0 0.0 0.0 0.0 0.0

Seventh-Day Adventist 949 59.3 93.8 0.0 # 6.5 # #

Christian Schools International 369 56.9 90.9 0.0 0.0 3.4 1.0 1.8

American Association of Christian Schools 996 90.2 88.0 # 2.0 5.1 4.1 2.3

Association of Christian Schools International 2,769 89.2 89.8 # 0.0 2.2 4.1 8.7

National Association of Private Schools for

Exceptional Children 273 92.7 92.8 # 11.3 12.7 5.7 22.6

Montessori 900 84.6 93.9 0.0 0.0 0.0 # 12.6

Independent Schools 714 67.1 88.2 0.0 0.0 8.9 20.5 10.8

National Independent Private School Association 136 95.7 97.1 0.0 0.0 3.7 2.9 2.1

Other 9,217 72.0 87.2 1.2 1.3 7.2 5.2 5.7

NCES typology

Catholic 8,102 95.9 97.6 # 0.5 3.6 3.3 10.2

Parochial 4,607 96.5 97.4 # 0.8 1.2 1.0 10.1

Diocesan 2,598 96.5 97.7 0.0 0.0 7.0 4.6 9.6

Private 897 91.3 98.6 0.0 0.0 6.7 11.5 12.8

Other religious 13,268 71.7 89.4 # 0.2 4.0 4.7 6.3

Conservative Christian 5,002 87.5 90.3 # 0.4 3.3 3.1 5.9

Affiliated 3,566 69.4 90.8 0.0 0.0 1.7 4.5 7.2

Unaffiliated 4,700 56.5 87.4 0.0 # 6.6 6.5 5.9

Nonsectarian 5,853 80.1 88.4 1.9 2.6 8.0 7.1 9.5

Regular 2,448 75.0 93.6 0.0 0.0 7.5 11.9 10.8

Special emphasis 2,166 78.9 79.8 1.7 2.2 8.2 3.6 10.4

Special education 1,239 92.1 93.2 6.2 8.3 8.7 3.6 5.3

All members of National Association

of Independent Schools 1,002 68.9 89.0 0.0 0.0 8.7 20.1 10.2

See footnotes at end of table.
54

Table 2.07.—Percentage of private schools with various security measures, by affiliation, NCES typology, and selected characteristics: 1999–2000—Continued

# Too few sample cases.

NOTE: Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Survey.”

A requirement

that all or Metal detectors

most students through Random Daily presence

Affiliation, Total number A requirement stay on which all metal detector of police

NCES typology, and of private that visitors sign school grounds students must checks on or security Video

selected characteristics schools in or check in duringlunch pass each day students Drugsweeps personnel surveillance

Region

Northeast 6,238 77.8 90.5 0.8 0.9 2.7 3.6 11.4

Midwest 7,484 75.8 92.3 # 0.4 3.8 3.4 7.3

South 8,296 84.4 92.2 0.6 0.6 7.1 6.7 9.0

West 5,206 85.3 91.1 # 1.6 4.8 5.0 4.0

Community type

Central city 11,534 84.9 92.5 0.4 0.6 3.9 6.0 10.8

Urban fringe/large town 10,860 83.3 93.6 0.9 1.2 4.2 3.7 7.3

Rural/small town 4,829 64.9 85.1 # # 8.3 4.3 3.6

School level

Elementary 16,562 80.7 94.0 0.3 0.2 1.3 2.6 7.8

Secondary 2,583 80.7 84.7 # 3.5 18.8 15.9 13.1

Combined 8,078 80.7 88.9 1.1 1.0 7.3 5.7 7.2

Student enrollment

Less than 100 11,564 67.3 87.7 0.7 1.1 4.7 2.8 4.7

100–199 6,097 88.4 94.0 0.7 0.6 3.5 4.4 8.1

200–499 7,516 93.1 95.4 # 0.5 4.1 4.4 10.4

500–749 1,258 89.3 92.5 # # 13.2 10.4 14.4

750–999 491 88.4 94.2 0.0 # 10.4 23.5 23.1

1,000 or more 296 81.9 91.9 0.0 0.0 6.1 42.6 31.8
55

See footnotes at end of table.

Table 2.08.—Total number of private school library media centers, percentage of library media centers with state certified library media specialists, average number of full-time or part-time

state certified library media specialists, average number of students per full-time or part-time certified library media specialist, and average number of paid other library staff, by

affiliation, NCES typology, and selected characteristics: 1999–2000

Percentage Average Average number

of library media number of paid of students per

Total number centers with paid full-time or part-time paid full-time or Average

Affiliation, Total number of private state certified state certified part-time certified number of

NCES typology, and of private school library library media library media library media paid other

selected characteristics schools media centers specialists specialists1 specialist1 library staff2

Total 27,223 17,054 20.2 0.2 404.0 0.5

Affiliation

Catholic 8,102 7,097 23.8 0.3 440.7 0.5

Friends 78 71 22.3 0.3 406.2 1.0

Episcopal 379 318 36.3 0.4 317.1 0.5

Hebrew Day 231 146 13.6 0.1 402.8 0.4

Solomon Schechter 60 54 34.4 0.5 409.0 1.3

Other Jewish 400 247 32.6 0.4 281.7 0.4

Lutheran, Missouri Synod 1,100 779 5.2 0.1 424.3 0.4

Lutheran, Wisconsin Synod 358 174 # 0.0 # 0.2

Evangelical Lutheran 121 83 9.8 0.1 257.4 0.5

Other Lutheran 70 # # # # #

Seventh-Day Adventist 949 590 3.5 0.1 186.2 0.4

Christian Schools International 369 336 29.9 0.3 370.0 0.7

American Association of Christian Schools 996 463 10.5 0.1 403.8 0.5

Association of Christian Schools International 2,769 1,566 17.7 0.2 421.7 0.3

National Association of Private Schools for

Exceptional Children 273 177 25.4 0.3 179.5 0.3

Montessori 900 474 8.9 0.1 133.4 0.2

Independent Schools 714 705 48.6 0.8 397.3 1.5

National Independent Private School Association 136 # # # # #

Other 9,217 3,705 15.3 0.2 379.3 0.5

NCES typology

Catholic 8,102 7,097 23.8 0.3 440.7 0.5

Parochial 4,607 4,050 15.0 0.2 344.2 0.5

Diocesan 2,598 2,283 31.5 0.3 438.2 0.5

Private 897 763 48.0 0.5 605.6 0.7

Other religious 13,268 6,723 14.8 0.2 388.5 0.5

Conservative Christian 5,002 2,436 15.6 0.2 391.0 0.3

Affiliated 3,566 2,472 15.8 0.2 389.4 0.6

Unaffiliated 4,700 1,815 12.3 0.1 382.8 0.4

Nonsectarian 5,853 3,234 23.4 0.3 342.2 0.5

Regular 2,448 1,678 32.1 0.4 399.5 0.7

Special emphasis 2,166 931 10.6 0.1 293.8 0.4

Special education 1,239 625 19.1 0.2 123.3 0.4

All members of National Association

of Independent Schools 1,002 803 49.8 0.7 372.4 1.3

For schools with library media centers
56

# Too few sample cases.

1

 Based on total headcounts.

2

 Other paid library staff includes headcounts of paid professional staff who are not certified as library media specialists and library aides or clerical staff.

NOTE: Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Library Media Center Survey” and “Private School

Survey.”

Table 2.08.—Total number of private school library media centers, percentage of library media centers with state certified library media specialists, average number of full-time or part-time

state certified library media specialists, average number of students per full-time or part-time certified library media specialist, and average number of paid other library staff, by

affiliation, NCES typology, and selected characteristics: 1999–2000—Continued

Percentage Average Average number

of library media number of paid of students per

Total number centers with paid full-time or part-time paid full-time or Average

Affiliation, Total number of private state certified state certified part-time certified number of

NCES typology, and of private school library library media library media library media paid other

selected characteristics schools media centers specialists specialists1 specialist1 library staff2

Region

Northeast 6,238 4,093 16.2 0.2 423.7 0.6

Midwest 7,484 4,948 19.8 0.2 381.4 0.4

South 8,296 5,130 28.2 0.3 408.0 0.5

West 5,206 2,883 12.1 0.1 413.0 0.6

Community type

Central city 11,534 7,942 21.5 0.3 469.4 0.4

Urban fringe/large town 10,860 6,610 20.4 0.2 372.5 0.6

Rural/small town 4,829 2,501 15.4 0.2 223.0 0.5

School level

Elementary 16,562 10,961 12.2 0.1 287.0 0.5

Secondary 2,583 1,955 48.7 0.6 524.1 0.7

Combined 8,078 4,138 27.8 0.4 440.3 0.5

Student enrollment

Less than 100 11,564 4,473 4.8 0.1 58.5 0.2

100–199 6,097 4,270 13.1 0.1 143.8 0.5

200–499 7,516 6,375 24.9 0.3 323.9 0.6

500–749 1,258 1,183 43.7 0.5 552.3 0.8

750–999 491 492 71.8 0.9 742.7 1.0

1,000 or more 296 260 80.4 1.1 1126.5 1.2

For schools with library media centers
57

Table 2.09.—Percentage of private school library media centers with selected equipment and services, by affiliation, NCES typology, and selected characteristics: 1999–2000

See footnotes at end of table.

Total number

Affiliation, of private With With With

NCES typology, and school library With a automated connection to distance

selected characteristics media centers telephone circulation Internet learning

Total 17,054 53.2 29.0 60.6 8.3

Affiliation

Catholic 7,097 53.8 33.1 63.4 9.1

Friends 71 81.8 30.4 65.6 5.7

Episcopal 318 70.5 46.9 76.8 5.3

Hebrew Day 146 37.8 7.5 28.8 7.5

Solomon Schechter 54 80.7 47.2 75.9 8.4

Other Jewish 247 62.2 34.3 57.6 4.8

Lutheran, Missouri Synod 779 45.1 25.5 47.2 7.3

Lutheran, Wisconsin Synod 174 50.2 3.9 38.8 8.4

Evangelical Lutheran 83 51.2 12.6 48.0 7.1

Other Lutheran # # # # #

Seventh-Day Adventist 590 59.6 13.5 51.4 #

Christian Schools International 336 67.4 38.5 73.7 2.7

American Association of Christian Schools 463 38.6 10.7 48.9 8.1

Association of Christian Schools International 1,566 47.4 29.1 53.8 10.4

National Association of Private Schools for

Exceptional Children 177 83.4 17.3 78.4 4.7

Montessori 474 58.3 8.4 40.8 #

Independent Schools 705 94.0 74.7 94.4 7.6

National Independent Private School Association # # # # #

Other 3,705 43.9 20.5 59.4 9.2

NCES typology

Catholic 7,097 53.8 33.1 63.4 9.1

Parochial 4,050 48.5 24.6 55.7 9.8

Diocesan 2,283 54.8 39.3 70.1 7.9

Private 763 78.2 59.0 83.6 9.2

Other religious 6,723 48.2 23.9 52.4 7.4

Conservative Christian 2,436 47.7 24.2 52.0 8.6

Affiliated 2,472 49.7 21.5 56.7 6.7

Unaffiliated 1,815 47.0 26.8 47.3 6.8

Nonsectarian 3,234 62.3 30.5 71.6 8.5

Regular 1,678 59.1 46.6 88.2 10.7

Special emphasis 931 63.1 13.8 51.7 6.1

Special education 625 69.4 11.9 56.8 6.2

All members of National Association

of Independent Schools 803 94.8 71.6 94.7 6.5

Percentage of private school library media centers
58

Table 2.09.—Percentage of private school library media centers with selected equipment and services, by affiliation, NCES typology, and selected characteristics: 1999–2000—Continued

# Too few sample cases.

NOTE: Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Library Media Center Survey.”

Total number

Affiliation, of private With With With

NCES typology, and school library With a automated connection to distance

selected characteristics media centers telephone circulation Internet learning

Region

Northeast 4,093 44.7 23.9 62.6 7.8

Midwest 4,948 52.7 24.3 59.0 9.3

South 5,130 53.7 36.5 60.5 7.3

West 2,883 65.2 30.7 60.8 9.3

Community type

Central city 7,942 56.2 31.6 64.0 8.4

Urban fringe/large town 6,610 52.1 30.1 58.9 8.3

Rural/small town 2,501 46.8 17.6 54.6 8.3

School level

Elementary 10,961 45.3 22.9 55.1 7.3

Secondary 1,955 78.2 52.3 81.6 15.6

Combined 4,138 62.3 33.9 65.2 7.7

Student enrollment

Less than 100 4,473 41.8 5.2 45.3 9.3

100–199 4,270 41.7 19.0 56.5 7.0

200–499 6,375 57.8 38.9 65.3 8.1

500–749 1,183 86.6 67.8 87.7 8.3

750–999 492 94.7 82.0 90.8 11.3

1,000 or more 260 94.8 82.7 95.7 14.6

Percentage of private school library media centers
59

Table 2.10.—Percentage of private school principals with experience in teaching, administration, or other selected positions before becoming principals, by affiliation, NCES typology, and

selected characteristics: 1999–2000

Total Assistant Library Athletic

Affiliation, number of Curriculum principal media coach/

NCES typology, and private school Department specialist or or program Guidance specialist/ athletic

selected characteristics principals Teacher head coordinator director counselor librarian director

Total 26,231 87.4 35.2 27.0 44.2 10.9 3.6 22.5

Affiliation

Catholic 8,102 98.6 46.8 32.4 52.5 7.0 2.7 20.6

Friends 77 90.5 36.4 19.5 49.7 4.7 5.6 16.4

Episcopal 374 95.7 45.7 43.5 54.2 18.3 5.0 27.9

Hebrew Day 255 100.0 34.2 39.0 56.2 9.7 # #

Solomon Schechter 64 93.3 20.8 34.6 41.9 # 4.9 #

Other Jewish 396 90.1 39.9 47.3 47.9 11.4 # #

Lutheran, Missouri Synod 1,088 98.7 25.7 12.5 39.3 4.8 4.4 58.2

Lutheran, Wisconsin Synod 352 58.4 23.2 13.0 20.3 7.8 # 49.6

Evangelical Lutheran 119 87.9 35.1 34.4 41.6 # 1.6 20.5

Other Lutheran 69 55.3 14.9 11.7 16.9 9.3 5.3 17.0

Seventh-Day Adventist 949 89.0 21.6 15.6 36.0 10.0 8.2 14.3

Christian Schools International 365 88.2 42.0 11.4 28.4 11.3 0.0 39.7

American Association of Christian Schools 964 77.8 27.8 23.7 32.2 17.5 # 36.7

Association of Christian Schools International 2,728 85.6 36.9 31.2 43.1 14.7 2.5 22.6

National Association of Private Schools for

Exceptional Children 267 76.0 47.3 31.6 55.5 20.8 # 25.8

Montessori 885 76.4 19.2 33.5 40.4 2.1 3.6 6.2

Independent Schools 714 95.1 55.8 28.5 73.5 15.6 # 47.8

National Independent Private School Association 136 94.7 47.1 48.6 80.0 12.7 # 23.9

Other 8,327 77.9 26.3 22.0 37.2 13.9 4.1 18.1

NCES typology

Catholic 8,102 98.6 46.8 32.4 52.5 7.0 2.7 20.6

Parochial 4,607 99.0 44.4 30.8 47.8 6.1 3.6 16.2

Diocesan 2,598 97.6 49.9 35.3 56.7 6.2 1.3 27.3

Private 897 99.5 49.9 31.8 64.5 13.8 1.9 24.4

Other religious 12,642 79.4 27.5 22.0 36.5 12.8 4.5 25.9

Conservative Christian 4,936 76.8 31.8 27.2 35.8 16.3 3.0 23.9

Affiliated 3,551 87.9 28.4 18.7 37.1 12.0 7.1 29.4

Unaffiliated 4,156 75.2 21.7 18.7 36.8 9.5 4.1 25.5

Nonsectarian 5,486 89.5 36.0 30.7 49.5 12.3 3.0 17.4

Regular 2,256 93.8 40.9 31.8 52.1 12.0 1.3 24.6

Special emphasis 2,003 82.3 28.2 28.0 39.4 11.5 3.0 11.0

Special education 1,227 93.4 39.7 33.3 61.3 14.2 6.1 14.7

All members of National Association

of Independent Schools 845 96.0 54.7 31.7 72.7 21.9 1.3 44.4

See footnotes at end of table.
60

Table 2.10.—Percentage of private school principals with experience in teaching, administration, or other selected positions before becoming principals, by affiliation, NCES typology, and

selected characteristics: 1999–2000—Continued

# Too few sample cases.

NOTE: The estimated number of principals may be different than the estimated number of schools due to weighting. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Principal Survey.”

Total Assistant Library Athletic

Affiliation, number of Curriculum principal media coach/

NCES typology, and private school Department specialist or or program Guidance specialist/ athletic

selected characteristics principals Teacher head coordinator director counselor librarian director

Region

Northeast 6,129 91.5 35.7 29.0 45.7 9.4 4.8 16.0

Midwest 7,061 85.9 30.3 20.4 37.6 6.9 3.1 26.6

South 7,964 86.2 37.2 28.0 43.4 10.8 2.5 21.6

West 5,077 86.6 38.5 32.5 52.6 18.6 4.7 26.2

Community type

Central city 11,249 90.4 39.6 30.5 49.9 11.1 3.4 20.8

Urban fringe/large town 10,316 86.6 34.6 26.8 43.8 11.5 3.9 22.0

Rural/small town 4,666 82.0 26.2 19.3 31.3 9.3 3.7 27.7

School level

Elementary 15,807 90.3 34.2 29.0 42.4 6.8 3.6 17.9

Secondary 2,628 95.6 51.1 32.0 63.1 17.5 1.5 37.7

Combined 7,796 78.9 32.1 21.4 41.3 17.0 4.3 26.7

Student enrollment

Less than 100 10,869 78.0 24.5 22.9 32.8 11.5 4.7 16.9

100–199 5,718 90.5 36.6 26.4 45.1 10.7 3.6 22.0

200–499 7,534 96.4 44.6 33.0 53.6 9.5 2.8 27.6

500–749 1,285 96.2 52.4 31.4 62.4 13.7 0.9 34.6

750–999 525 97.2 56.4 23.6 75.8 12.2 # 40.1

1,000 or more 299 93.1 54.3 27.5 70.2 18.1 0.0 25.6
61

Table 2.11.—Percentage distribution of private school teachers by age and average and median age of private school teachers, by affiliation and NCES typology: 1999–2000

* The weighted overall teacher response rate was below 50 percent.

NOTE: Teachers include both full-time and part-time teachers. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Teacher Survey.”

Under 30 Between 30 Between 50 55 years

Affiliation and NCES typology years and 49 years and 54 years and over Average age Median age

Total 19.3 51.6 15.0 14.1 42.0 41.8

Affiliation

Catholic 18.2 48.1 16.2 17.5 43.4 43.9

Friends 10.9 62.4 16.9 9.9 41.1 39.8

Episcopal 17.2 54.1 13.4 15.3 42.4 41.6

Hebrew Day (*) (*) (*) (*) (*) (*)

Solomon Schechter 18.5 45.5 19.6 16.5 43.0 45.8

Other Jewish (*) (*) (*) (*) (*) (*)

Lutheran, Missouri Synod 19.9 53.1 12.8 14.2 42.4 43.9

Lutheran, Wisconsin Synod 20.2 52.5 12.2 15.2 41.7 41.2

Evangelical Lutheran 15.5 55.5 14.0 15.1 42.8 42.6

Other Lutheran 14.3 44.7 9.4 31.7 44.5 45.1

Seventh-Day Adventist 12.4 50.1 16.1 21.4 44.6 46.3

Christian Schools International 24.7 53.0 13.7 8.7 40.2 41.0

American Association of Christian Schools (*) (*) (*) (*) (*) (*)

Association of Christian Schools International 14.6 57.5 16.2 11.6 42.1 42.0

National Association of Private Schools for

Exceptional Children 22.4 51.2 18.3 8.2 41.3 41.3

Montessori 18.4 59.1 12.3 10.2 40.3 39.0

Independent Schools 15.5 52.3 17.5 14.8 42.8 43.5

National Independent Private School Association 27.3 39.8 19.7 13.2 40.7 39.9

Other 24.2 53.3 11.8 10.8 39.9 39.1

NCES typology

Catholic 18.2 48.1 16.2 17.5 43.4 43.9

Parochial 18.5 48.6 15.4 17.5 43.3 43.9

Diocesan 17.7 49.4 16.8 16.2 43.1 43.8

Private Order 18.2 44.6 17.5 19.8 43.9 44.4

Other religious 20.1 53.8 13.6 12.4 41.2 41.6

Conservative Christian 16.4 57.6 15.2 10.8 41.7 42.1

Affiliated 21.1 50.4 14.7 13.8 41.5 41.7

Unaffiliated 24.2 52.3 10.4 13.1 40.3 40.5

Nonsectarian 19.6 53.2 15.4 11.8 41.2 40.9

Regular 16.7 53.2 16.8 13.3 41.8 41.6

Special emphasis 20.3 52.1 17.8 9.8 41.9 42.2

Special education 28.4 54.4 8.4 8.8 38.7 36.6

All members of National Association

of Independent Schools 17.5 50.6 16.7 15.2 42.6 42.7
62

Table 2.12.—Percentage of full-time private school teachers who reported participating in various professional development activities in the past 12 months, by affiliation and NCES typology:

1999–2000

1 Student assessment includes methods of testing, evaluation, and performance assessment.

2 The weighted overall teacher response rate was below 50 percent.

NOTE: Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Teacher Survey.”

Total Content and

number of In-depth study performance Student

full-time of content standards in Uses of discipline and Any

private school in main teaching main teaching Methods computers Student management in of listed

Affiliation and NCES typology teachers assignment field assignment field of teaching for instruction assessment1 the classroom activities

Total 365,682 43.1 48.3 62.3 52.1 38.8 39.9 88.7

Affiliation

Catholic 137,521 45.0 55.9 65.5 67.7 46.3 38.2 93.7

Friends 1,491 53.7 46.4 58.8 54.2 38.0 25.6 91.2

Episcopal 8,782 50.4 51.7 66.5 63.2 32.4 33.4 92.1

Hebrew Day (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

)

Solomon Schechter 1,757 52.1 42.3 81.7 67.1 37.3 44.1 92.9

Other Jewish (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

)

Lutheran, Missouri Synod 12,982 36.1 45.8 61.2 55.4 33.9 42.2 92.7

Lutheran, Wisconsin Synod 1,926 43.8 45.3 64.5 53.8 30.7 37.9 90.9

Evangelical Lutheran 1,319 39.9 48.1 62.4 43.2 29.4 42.7 85.3

Other Lutheran 282 24.6 44.9 66.0 51.7 21.6 27.0 84.4

Seventh-Day Adventist 4,284 37.1 47.6 69.9 54.1 29.8 44.9 87.3

Christian Schools International 6,028 42.4 38.7 63.5 44.8 26.5 39.4 87.7

American Association of Christian Schools (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

)

Association of Christian Schools International 38,452 38.0 47.2 65.9 28.4 30.2 47.9 87.2

National Association of Private Schools for

Exceptional Children 3,652 56.2 42.5 64.1 36.1 43.6 63.8 96.5

Montessori 5,618 46.6 47.0 55.5 16.5 38.6 43.5 79.2

Independent Schools 36,648 53.7 47.7 61.1 59.8 35.5 22.6 90.7

National Independent Private School Association 1,538 40.1 43.4 67.7 40.5 41.1 30.7 81.5

Other 85,806 39.9 40.5 55.9 39.9 35.1 43.7 82.0

NCES typology

Catholic 137,521 45.0 55.9 65.5 67.7 46.3 38.2 93.7

Parochial 64,742 47.7 59.1 67.6 67.4 47.1 43.1 94.9

Diocesan 45,258 42.0 54.4 63.5 69.3 46.3 38.8 93.8

Private Order 27,521 43.7 51.1 63.9 65.9 44.6 25.8 90.7

Other religious 135,128 38.1 42.8 61.1 38.4 33.1 44.6 83.3

Conservative Christian 54,201 33.7 44.1 63.9 27.2 32.2 49.1 83.8

Affiliated 41,953 42.0 43.2 60.2 48.0 33.4 38.6 86.3

Unaffiliated 38,974 39.9 40.4 58.0 43.6 34.0 44.8 79.4

Nonsectarian 93,033 47.5 44.9 59.3 48.8 36.0 35.7 89.1

Regular 57,199 45.0 43.2 55.6 56.5 32.6 25.6 87.6

Special emphasis 17,511 53.9 44.1 62.6 29.5 33.0 41.7 87.5

Special education 18,323 48.9 51.0 68.1 43.1 49.6 61.1 95.2

All members of National Association

of Independent Schools 38,845 53.2 48.3 62.0 61.7 36.4 23.0 91.3
63

Table 2.13.—Average hours per week that full-time private school teachers were required to be at school and average hours worked outside regular school hours, by affiliation, NCES typology,

and selected characteristics: 1999–2000

See footnotes at end of table.

Average hours per week

spent outside of regular Average hours per week spent

Affiliation, school hours in school- outside of regular school hours

NCES typology, and Average hours per week related activities in school-related activities

selected characteristics required to be at school involvingstudents not involvingstudents1

Total 38.2 3.1 8.6

Affiliation

Catholic 37.7 3.4 9.4

Friends 39.2 4.6 9.8

Episcopal 39.2 4.5 8.6

Hebrew Day (

2

) (

2

) (

2

)

Solomon Schechter 37.6 3.1 9.6

Other Jewish (

2

) (

2

) (

2

)

Lutheran, Missouri Synod 39.9 3.2 9.6

Lutheran, Wisconsin Synod 41.5 4.7 11.9

Evangelical Lutheran 37.7 2.9 9.9

Other Lutheran 37.5 2.7 13.6

Seventh-Day Adventist 39.4 3.7 9.8

Christian Schools International 39.2 2.6 8.3

American Association of Christian Schools (

2

) (

2

) (

2

)

Association of Christian Schools International 38.7 2.3 8.5

National Association of Private Schools for

Exceptional Children 36.3 2.3 7.2

Montessori 38.4 1.4 7.6

Independent Schools 39.5 4.3 8.5

National Independent Private School Association 38.9 3.4 6.5

Other 38.1 2.8 7.3

NCES typology

Catholic 37.7 3.4 9.4

Parochial 37.6 2.5 9.5

Diocesan 37.6 3.4 9.3

Private 37.8 5.4 9.4

Other religious 38.8 2.9 8.3

Conservative Christian 38.5 2.6 8.0

Affiliated 38.8 3.3 8.7

Unaffiliated 39.1 2.9 8.3

Nonsectarian 38.2 3.2 7.7

Regular 38.3 3.8 8.1

Special emphasis 37.9 2.8 7.6

Special education 38.1 1.7 6.1

All members of National Association

of Independent Schools 39.3 4.7 8.7
64

1

 School-related activities not involving students include activities such as preparation, grading papers, parent conferences, and attending meetings. 2

 The weighted overall teacher response rate was below 50 percent.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Teacher Survey.”

Table 2.13.—Average hours per week that full-time private school teachers were required to be at school and average hours worked outside regular school hours, by affiliation, NCES typology,

and selected characteristics: 1999–2000—Continued

Average hours per week

spent outside of regular Average hours per week spent

Affiliation, school hours in school- outside of regular school hours

NCES typology, and Average hours per week related activities in school-related activities

selected characteristics required to be at school involvingstudents not involvingstudents1

Region

Northeast 36.9 3.2 8.7

Midwest 38.5 2.9 9.4

South 38.8 3.3 7.6

West 38.5 3.1 9.1

Community type

Central city 38.3 3.2 8.7

Urban fringe/large town 38.1 3.1 8.6

Rural/small town 38.4 3.4 7.7

School level

Elementary 38.1 2.2 8.9

Secondary 38.1 5.7 9.0

Combined 38.5 3.2 7.9

Student enrollment

Less than 100 38.0 2.3 7.3

100–199 38.4 2.5 8.4

200–499 38.1 3.1 8.7

500–749 38.3 3.7 9.0

750–999 38.7 4.3 8.1

1,000 or more 38.0 4.9 10.3
65

Table 2.14.—Average class size and student/teacher ratios in private elementary schools, secondary schools, and schools with combined grades, by affiliation and NCES typology: 1999–2000

# Too few sample cases.

† Not applicable.

* The weighted overall teacher response rate was below 50 percent.

NOTE: Teachers include both full-time and part-time teachers. Calculation of student/teacher ratios includes teachers with all types of assignments.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Survey” and “Private School Teacher Survey.”

Average class Average class Average class Average class

Average class size for Average class size for size for size for

size for teachers in size for teachers in teachers in teachers in

Affiliation, teachers in departmen- Student/ teachers in departmen- Student/ self- departmen- Student/

NCES typology, self-contained talized teacher self-contained talized teacher contained talized teacher

and school level classes instruction ratio classes instruction ratio classes instruction ratio

Total 20.3 21.0 14.6 19.3 20.3 11.1 15.7 16.0 10.8

Affiliation

Catholic 23.8 24.1 18.0 # 23.3 13.9 # 17.6 11.5

Friends 15.8 # 9.3 # # # # 13.3 #

Episcopal 17.7 # 9.6 # 14.5 # # 16.4 9.1

Hebrew Day (*) (*) 10.2 (*) (*) # (*) (*) #

Solomon Schechter 17.3 # 8.7 † # # # # #

Other Jewish (*) (*) 8.9 (*) (*) # (*) (*) #

Lutheran, Missouri Synod 19.1 20.1 15.9 # 22.9 # # # #

Lutheran, Wisconsin Synod 17.8 # 14.7 # 21.1 # # # #

Evangelical Lutheran 17.8 20.3 13.5 † # # # # #

Other Lutheran 15.9 # 13.0 † # # # # #

Seventh-Day Adventist 16.0 # 11.8 † 16.3 # # # 12.6

Christian Schools International 18.6 23.7 14.4 # 24.2 # # 19.0 #

American Association of Christian Schools (*) (*) # (*) (*) # (*) (*) 11.2

Association of Christian Schools International 17.4 # 13.2 # 16.8 # 16.8 17.3 11.6

National Association of Private Schools for

Exceptional Children # # # # # # 7.8 # 8.5

Montessori 21.6 # 11.6 † † † # # #

Independent Schools # # # # 12.1 6.9 17.0 15.5 8.3

National Independent Private School Association 15.3 # # # # # # # #

Other 15.9 16.1 11.9 # 11.6 7.8 14.7 15.5 10.6

NCES typology

Catholic 23.8 24.1 18.0 # 23.3 13.9 # 17.6 11.5

Parochial 24.3 24.7 18.3 # 23.1 13.7 # # #

Diocesan 22.9 24.1 17.9 # 23.5 14.6 # # #

Private # # # 23.1 13.2 # 16.9 11.3

Other religious 17.3 17.5 13.4 # 17.0 9.9 16.5 16.4 11.8

Conservative Christian 17.3 15.8 13.0 # 18.2 # 16.0 16.3 11.0

Affiliated 17.8 19.0 12.2 # 19.0 9.4 18.4 17.7 12.0

Unaffiliated 16.9 16.4 14.6 # 14.4 8.6 15.9 15.3 13.2

Nonsectarian 17.2 16.5 9.9 # 11.4 7.9 14.1 15.4 8.3

Regular 17.8 16.7 9.7 # 12.6 8.3 17.5 16.5 9.5

Special emphasis 19.0 # 10.5 # 9.4 # # 15.9 9.1

Special education # # # # # # 8.9 8.5 6.7

All members of National Association

of Independent Schools 18.2 17.9 9.5 # 13.1 7.2 18.1 15.3 8.5

Elementary schools Secondary schools Combined grade schools
66

Table 2.15.—Percentage of private school teachers who stated that crime was a serious problem or who reported being threatened or physically attacked at school, by affiliation, NCES

typology, and selected characteristics: 1999–2000

See footnotes at end of table.

Stated that Stated that student Reported beingReported being

Affiliation, Total number Stated that physical conflicts possession of threatened physically

NCES typology, and of private robbery or theft was among students were weapons was a with injury in the attacked in the

selected characteristics school teachers a serious problem a serious problem a serious problem past 12 months past 12 months

Total 449,057 0.9 1.0 0.3 3.9 2.2

Affiliation

Catholic 164,679 0.8 0.5 0.2 2.0 0.7

Friends 1,980 0.0 0.0 0.0 1.4 0.1

Episcopal 10,522 # # # 2.0 0.7

Hebrew Day (*) (*) (*) (*) (*) (*)

Solomon Schechter 2,732 0.0 0.0 0.0 # 0.0

Other Jewish (*) (*) (*) (*) (*) (*)

Lutheran, Missouri Synod 15,510 # # 0.0 2.8 0.4

Lutheran, Wisconsin Synod 2,696 # 0.0 0.0 1.1 0.0

Evangelical Lutheran 1,652 0.0 # 0.0 1.2 0.4

Other Lutheran 427 # # 0.0 0.0 0.0

Seventh-Day Adventist 5,111 # 0.0 0.0 3.1 2.1

Christian Schools International 7,802 # # # # 0.0

American Association of Christian Schools (*) (*) (*) (*) (*) (*)

Association of Christian Schools International 47,251 0.8 # # 1.4 1.2

National Association of Private Schools for

Exceptional Children 4,030 1.6 12.1 2.1 37.2 24.0

Montessori 6,827 # # # 2.1 2.0

Independent Schools 43,045 # # 0.0 1.1 0.5

National Independent Private School Association 1,846 0.0 0.0 0.0 5.7 0.3

Other 105,002 1.2 2.6 0.4 9.8 5.9

NCES typology

Catholic 164,679 0.8 0.5 0.2 2.0 0.7

Parochial 79,510 0.5 0.4 # 1.7 0.5

Diocesan 53,442 1.1 0.4 # 1.9 0.8

Private 31,727 0.9 0.7 0.0 2.7 0.9

Other religious 172,611 0.8 0.6 0.3 2.0 0.9

Conservative Christian 68,162 0.7 0.5 0.5 1.7 1.3

Affiliated 53,974 0.7 # 0.0 1.5 0.3

Unaffiliated 50,474 1.0 1.4 # 2.7 1.0

Nonsectarian 111,767 1.1 2.5 0.4 9.8 6.4

Regular 68,783 # # 0.0 1.8 0.2

Special emphasis 22,256 0.8 0.7 # 6.6 5.4

Special education 20,728 4.2 11.5 2.2 39.8 28.3

All members of National Association

of Independent Schools 46,325 0.9 # # 1.0 0.6
67

Table 2.15.—Percentage of private school teachers who stated that crime was a serious problem or who reported being threatened or physically attacked at school, by affiliation, NCES

typology, and selected characteristics: 1999–2000—Continued

# Too few sample cases.

* The weighted overall teacher response rate was below 50 percent.

NOTE: Teachers include both full-time and part-time teachers. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Teacher Survey.”

Stated that Stated that student Reported beingReported being

Affiliation, Total number Stated that physical conflicts possession of threatened physically

NCES typology, and of private robbery or theft was among students were weapons was a with injury in the attacked in the

selected characteristics school teachers a serious problem a serious problem a serious problem past 12 months past 12 months

Region

Northeast 113,695 1.3 1.9 0.4 5.5 4.0

Midwest 115,151 0.5 0.6 0.1 4.1 1.3

South 146,772 0.5 0.6 0.2 2.6 1.2

West 73,440 1.4 1.2 0.6 3.8 2.7

Community type

Central city 211,192 1.0 0.8 0.3 3.3 2.0

Urban fringe/large town 185,714 0.7 1.3 0.3 4.5 2.6

Rural/small town 52,151 0.9 0.8 0.0 4.0 1.6

School level

Elementary 218,114 0.5 0.6 0.2 2.2 1.2

Secondary 75,685 2.0 1.2 0.6 4.6 0.7

Combined 155,258 0.8 1.5 0.2 5.9 4.3

Student enrollment

Less than 100 63,869 1.0 2.2 0.4 12.4 7.5

100–199 97,554 0.9 2.2 0.4 5.9 3.0

200–499 174,911 0.5 0.4 0.2 1.8 1.0

500–749 53,196 1.2 0.4 # 0.8 0.2

750–999 33,079 1.1 # # 1.2 0.4

1,000 or more 26,448 1.4 # # # 0.0
68
69

Section III: tion III: tion III: Public Charter Schools in the United States

This section presents data on public charter schools, public charter school teachers, public charter school

principals, and public charter school library media centers from the 1999–2000 Schools and Staffing

Survey (SASS). There were 1,010 public charter schools, 988 public charter school principals, and 17,477

public charter school teachers in the United States open during the 1998–99 school year and still open in

school year 1999–2000. Some 266,721 students attended these public charter schools in 1999–2000

(table 3.01).

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 charter school may be

a newly created school or it may previously have been a public or private school. All schools open as a

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

surveyed. The public charter school sampling frame is based upon a list provided by the Office of

Educational Research and Improvement (OERI) as described in The State of Charter Schools 2000

(2000). See the technical notes in appendix B for a more detailed description of the population frame

and response rates.

Not all states have public charter schools. The following states had public charter schools in 1998–99:

Alaska, Arizona, California, Colorado, Connecticut, District of Columbia, Delaware, Florida, Georgia,

Hawaii, Idaho, Illinois, Kansas, Louisiana, Massachusetts, Michigan, Minnesota, Mississippi, North

Carolina, New Jersey, New Mexico, Nevada, Ohio, Pennsylvania, Rhode Island, South Carolina, Texas,

and Wisconsin. Within these states, the number of public charter schools varied widely, from a minimum of 1 to a maximum of 207 schools in Arizona. Arizona, Michigan (135 schools), and California

(133 schools) account for approximately 47 percent of all public charter schools.
70
71

* The number of teachers is a headcount.NOTE: Public charter schools include all public charter schools open during the 1998–99 school year and still open in the 1999–2000school year. Twenty-two public charter schools reported that the school did not have a principal. The estimated number of principalsmay be different than the estimated number of schools due to weighting. Detail may not add to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicCharter School Survey,” “Public Charter School Principal Survey,” and “Public Charter School Teacher Survey.”

Urban fringe/large town 324 322 7,519 108,807Rural/small town 150 146 1,687 18,607

School level

Elementary 586 574 10,604 158,801Secondary 235 219 3,546 58,218Combined 190 195 3,327 49,702

Student enrollment

Less than 100 293 280 2,162 17,359100–199 289 296 3,451 41,937200–349 196 191 3,714 50,545350–499 85 80 2,110 34,693500 or more 147 141 6,040 122,187

School origin

Newly created 744 710 11,127 166,060Pre-existing public school 166 170 4,919 83,811Pre-existing private school 100 108 1,430 16,849
72

NOTE: Public charter schools include all public charter schools open during the 1998–99 school year and still open in the 1999–2000school year. Teacher salary schedules are listings of the teacher salary levels offered by a school that are used to determine teachersalaries. Schedules are based on years of experience and degrees earned. Bachelor’s degree and no experience was the lowest stepoffered as a response option on the questionnaire. Salary levels for teachers with a master’s degree plus 30 credits and no experienceand a master’s degree and 20 years experience are not included due to low item response rates.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicCharter School Survey.”

Community type

Central city 59.2 27,136 30,447 45,831Urban fringe/large town 65.2 27,647 30,647 48,825Rural/small town 66.8 25,056 27,739 42,552

School level

Elementary 63.1 27,217 30,232 47,035Secondary 62.9 27,034 30,293 47,845Combined 58.7 26,102 29,310 41,892

Student enrollment

Less than 100 55.5 25,787 28,844 44,496100–199 63.6 26,411 29,559 44,917200–349 63.7 26,803 29,799 44,002350–499 54.0 28,368 30,896 48,269500 or more 75.7 29,282 32,755 53,089

School origin

Newly created 56.8 26,662 29,612 44,895Pre-existing public school 88.3 28,754 32,234 52,805Pre-existing private school 59.2 24,804 28,097 40,305
73

Table 3.03.—Percentage of public charter schools that required* various teacher qualifications when considering teacher applicants, by selected characteristics: 1999–2000

* The three response categories were: required; used but not required; not used.

NOTE: Public charter schools include all public charter schools open during the 1998–99 school year and still open in the 1999–2000 school year. Detail may not add to totals because of

rounding.

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

Graduation Passing score

Full from a Passing on either Praxis

standard state state approved Passing score on Core Battery

Total number of certification teacher A major or score on STATE test OR Praxis II:

public charter in field preparation minor in field STATE test of of subject Subject

Selected characteristics schools to be taught program to be taught basic skills knowledge Assessment

Total 1,010 51.8 50.4 45.0 47.3 35.3 17.3

Region

Northeast 108 45.3 41.3 41.0 51.1 42.4 46.0

Midwest 231 71.7 74.5 56.4 48.5 39.1 9.6

South 253 42.4 45.1 44.5 40.6 37.4 22.6

West 418 48.1 42.5 40.0 49.7 29.9 11.0

Community type

Central city 537 45.7 45.2 44.3 42.2 30.7 16.3

Urban fringe/large town 324 57.4 54.7 48.5 57.4 43.5 20.5

Rural/small town 150 61.4 59.7 39.9 43.7 33.6 14.2

School level

Elementary 586 55.8 55.3 44.2 49.7 37.7 17.9

Secondary 235 50.3 45.0 48.1 45.9 32.8 18.2

Combined 190 41.2 41.8 43.6 41.8 30.8 14.4

Student enrollment

Less than 100 293 55.6 57.5 41.0 39.6 28.7 14.1

100–199 289 45.7 45.8 41.8 43.4 33.2 13.8

200–349 196 48.6 39.9 48.2 45.1 33.7 18.2

350–499 85 58.4 55.2 48.7 56.7 39.0 20.5

500 or more 147 56.6 56.2 52.6 68.1 52.2 27.7

School origin

Newly created 744 49.4 47.0 44.3 43.2 32.0 14.9

Pre-existing public school 166 69.6 66.2 52.2 72.4 53.0 29.8

Pre-existing private school 100 40.0 49.1 38.0 35.9 30.2 14.4
74

Table 3.04.—Percentage of public charter elementary schools that offered a particular program or service, by selected characteristics: 1999–2000

* Examples of special instructional approaches include Montessori, self-paced instruction, open education, and ungraded classrooms.

NOTE: Public charter schools include all public charter schools open during the 1998–99 school year and still open in the 1999–2000 school year. Detail may not add to totals because of

rounding.

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

Total number of A program for Extended day or

public charter Programs with Immersion in a students with before-school

elementary special instructional Talented/gifted foreign language discipline or adjust- Medical health or after-school

Selected characteristics schools approaches* program program ment problems care services daycare programs

All elementary schools 586 51.9 32.8 13.5 37.9 26.9 62.9

Region

Northeast 70 38.5 9.0 21.3 39.4 49.8 82.9

Midwest 130 49.2 22.2 9.5 40.9 26.4 54.6

South 164 52.5 42.1 11.9 42.2 22.2 68.9

West 221 57.4 39.8 14.8 32.4 23.5 56.9

Community type

Central city 317 49.8 24.8 14.1 39.8 26.9 69.3

Urban fringe/large town 200 52.4 44.6 13.3 36.6 31.5 62.3

Rural/small town 69 60.2 35.4 11.6 32.4 13.7 34.6

Student enrollment

Less than 100 150 66.4 20.7 14.0 34.3 24.5 50.5

100–199 169 58.2 27.9 11.3 39.1 22.4 61.5

200–349 117 45.0 30.4 15.9 33.1 28.3 66.8

350–499 56 45.3 34.9 10.4 36.2 18.8 79.3

500 or more 94 30.4 62.5 15.9 48.3 42.1 70.1

School origin

Newly created 423 50.7 26.0 13.3 37.7 27.5 58.1

Pre-existing public school 101 42.3 61.4 17.1 38.8 31.7 71.3

Pre-existing private school 62 76.0 32.8 9.2 37.1 15.5 81.7
75

Table 3.05.—Percentage of public charter secondary and combined schools that offered a particular program or service, by selected characteristics: 1999–2000

# Too few sample cases.

* Examples of special instructional approaches include Montessori, self-paced instruction, open education, and ungraded classrooms.

NOTE: Public charter schools include all public charter schools open during the 1998–99 school year and still open in the 1999–2000 school year. Detail may not add to totals because of rounding.

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

Total number Extended

of public A program day or

charter for beforesecondary Programs Immersion students with school or

and with special Talented/ in a foreign discipline or Medical after-school Advanced International Specialized Specialized

combined instructional gifted language adjustment health care daycare Placement Baccalaureate career Tech-Prep

Selected characteristics schools approaches* program program problems services programs (AP) courses (IB) academy program(s)

All secondary and

combined schools 424 59.0 31.3 13.6 56.2 24.2 28.7 30.5 1.4 28.3 20.3

Region

Northeast 38 46.2 21.7 # 50.2 28.4 34.2 18.9 0.0 24.9 16.1

Midwest 101 57.6 22.6 9.0 54.4 20.4 25.9 23.5 0.0 29.1 22.3

South 88 60.7 41.8 11.4 56.7 34.2 26.8 35.6 5.1 25.0 19.0

West 197 61.4 32.9 18.4 58.1 21.0 30.0 34.2 # 30.0 20.7

Community type

Central city 220 58.7 30.0 13.3 56.6 24.7 29.9 31.9 2.1 27.3 17.9

Urban fringe/large town 124 48.8 36.1 11.4 50.6 21.0 29.1 26.1 # 29.4 24.5

Rural/small town 81 75.2 27.3 17.8 63.7 27.9 24.9 33.6 0.0 29.1 20.6

School level

Secondary 235 54.5 28.5 12.7 58.9 21.0 18.2 28.5 # 30.6 22.6

Combined 190 64.6 34.7 14.8 52.9 28.3 41.8 33.1 1.8 25.4 17.5

Student enrollment

Less than 100 144 64.2 19.3 8.3 65.9 26.0 20.6 19.7 # 30.2 16.2

100–199 121 65.7 36.0 15.7 57.8 25.2 27.2 28.6 # 27.7 20.1

200–349 79 48.7 32.1 14.9 44.6 17.8 32.3 45.0 # 21.9 23.8

350–499 29 54.1 33.1 16.4 45.5 16.3 41.1 33.7 0.0 33.6 17.2

500 or more 52 47.5 51.1 20.0 49.3 31.3 42.6 41.6 0.0 30.9 28.5

School origin

Newly created 321 58.9 29.1 14.5 53.8 23.0 29.0 30.8 1.1 28.8 20.4

Pre-existing public school 65 51.5 37.1 8.5 61.8 23.0 15.9 33.2 # 31.7 21.0

Pre-existing private school 38 73.0 39.3 15.2 66.9 36.5 48.3 24.1 # 18.4 18.5
76

* Unlike most tables in this report, the number of students eligible and approved for free or reduced-price lunches includesprekindergarten students.NOTE: Public charter schools include all public charter schools open during the 1998–99 school year and still open in the 1999–2000

school year. Detail may not add to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicCharter School Survey.”

Region

Northeast 108 72 101 78 12,064 9,170Midwest 231 130 208 150 24,012 19,893South 253 150 234 204 33,780 30,628West 418 190 358 193 46,622 31,905

Community type

Central city 537 331 493 349 74,536 60,024Urban fringe/large town 324 140 278 195 34,315 26,758Rural/small town 150 71 130 81 7,627 4,815

School level

Elementary 586 319 538 408 74,781 64,213Secondary 235 121 204 112 24,307 14,727Combined 190 102 159 105 17,390 12,657

Student enrollment

Less than 100 293 135 260 166 7,914 5,713100–199 289 162 250 169 17,994 13,736200–349 196 102 174 107 22,506 15,942350–499 85 51 79 59 14,375 10,447500 or more 147 92 138 122 53,690 45,758

School origin

Newly created 744 405 660 436 68,445 52,104Pre-existing public school 166 91 155 135 40,483 34,214Pre-existing private school 100 47 86 53 7,550 5,279
77

Table 3.07.—Percentage of public charter schools with various security measures, by selected characteristics: 1999–2000

# Too few sample cases.

NOTE: Public charter schools include all public charter schools open during the 1998–99 school year and still open in the 1999–2000 school year. Detail may not add to totals because of

rounding.

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

A requirement

that all or Metal detectors

most students through Random Daily presence

Total number of A requirement stay on which all metal detector of police

public charter that visitors sign school grounds students must checks on or security Video

Selected characteristics schools in or check in during lunch pass each day students Drug sweeps personnel surveillance

Total 1,010 91.1 84.4 1.5 4.7 13.1 17.3 11.9

Region

Northeast 108 93.1 91.4 3.5 5.8 8.0 15.8 19.3

Midwest 231 91.0 79.8 1.4 4.0 10.9 21.9 13.0

South 253 92.4 92.0 2.6 7.1 19.9 21.2 16.5

West 418 90.0 80.5 # 3.4 11.5 12.7 6.5

Community type

Central city 537 94.2 87.0 2.1 6.2 11.4 22.8 13.9

Urban fringe/large town 324 92.3 84.9 1.2 3.3 12.3 12.8 11.1

Rural/small town 150 77.5 74.2 0.0 2.3 21.1 7.2 6.2

School level

Elementary 586 92.2 94.6 0.0 1.6 3.7 9.9 9.7

Secondary 235 89.2 60.8 4.4 11.0 27.4 36.0 16.0

Combined 190 90.2 82.0 2.4 6.6 24.4 16.9 13.3

Student enrollment

Less than 100 293 84.7 75.4 1.9 4.0 13.2 11.1 7.9

100–199 289 92.3 83.3 1.1 4.3 16.3 13.3 10.1

200–349 196 94.1 91.7 1.8 5.5 12.5 16.1 11.1

350–499 85 97.1 87.3 # 4.1 10.9 30.3 15.0

500 or more 147 94.5 93.0 # 6.4 8.6 31.4 22.6

School origin

Newly created 744 91.5 84.7 1.8 4.6 13.0 17.1 12.0

Pre-existing public school 166 92.4 79.9 0.0 5.4 13.1 19.2 15.1

Pre-existing private school 100 86.3 89.7 # 4.6 14.0 15.0 5.7
78

Table 3.08.—Total number of public charter school library media centers, percentage of library media centers with state certified library media specialists, average number of full-time or parttime state certified library media specialists, average number of students per full-time or part-time certified library media specialist, and average number of paid other library staff,

by selected characteristics: 1999–2000

# Too few sample cases.

1

 Based on total headcounts.

2

 Other paid library staff includes headcounts of paid professional staff who are not certified as library media specialists and library aides or clerical staff.

NOTE: Public charter schools include public charter schools open during the 1998–99 school year and still open in the 1999–2000 school year. Detail may not add to totals because of

rounding.

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

Percentage Average number Average number

of library media of paid full-time of students per

Total number of centers with paid or part-time paid full-time or Average

Total number of public charter state certified state certified part-time certified number of

Selected public charter school library library media library media library media paid other

characteristics schools media centers specialists specialists1 specialist1 library staff2

Total 1,010 481 23.5 0.3 537.5 0.4

Region

Northeast 108 55 11.5 0.2 219.5 0.3

Midwest 231 105 19.3 0.2 268.0 0.3

South 253 117 32.6 0.4 595.4 0.2

West 418 204 23.6 0.3 647.1 0.5

Community type

Central city 537 228 18.9 0.2 633.4 0.3

Urban fringe/large town 324 173 31.4 0.4 540.3 0.5

Rural/small town 150 80 19.2 0.2 257.3 0.4

School level

Elementary 586 309 26.0 0.3 530.7 0.4

Secondary 235 76 22.9 0.3 726.3 0.3

Combined 190 97 15.9 0.2 360.7 0.4

Student enrollment

Less than 100 293 108 12.3 0.1 51.3 0.2

100–199 289 118 8.9 0.1 123.5 0.2

200-349 196 90 19.0 0.2 273.3 0.4

350-499 85 44 32.1 0.4 388.9 0.4

500 or more 147 120 48.1 0.6 840.0 0.6

School origin

Newly created 744 324 14.4 0.2 270.7 0.4

Pre-existing public school 166 118 54.0 0.7 741.6 0.4

Pre-existing private school 100 39 # 0.1 # 0.2

For schools with library media centers
79

Table 3.09.—Percentage of public charter school principals with experience in teaching, administration, or other selected positions before becoming principals, by selected characteristics:

1999–2000

# Too few sample cases.

NOTE: Public charter school principals include all principals at public charter schools open during the 1998–99 school year and still open in the 1999–2000 school year. Twenty-two public

charter schools reported that the school did not have a principal. The estimated number of principals may be different than the estimated number of schools due to weighting. Detail may not

add to totals because of rounding.

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

Total number of Curriculum Assistant Athletic

public charter Department specialist or principal or Guidance Library media coach/athletic

Selected characteristics school principals Teacher head coordinator program director counselor specialist/librarian director

Total 988 89.3 41.8 34.1 55.4 10.6 2.7 22.8

Region

Northeast 106 91.4 26.6 29.8 56.4 6.4 0.0 19.1

Midwest 226 90.5 36.4 27.1 47.2 10.9 # 28.3

South 248 83.2 45.2 34.4 58.5 11.1 4.4 14.8

West 407 91.9 46.7 38.9 57.7 11.3 3.6 25.5

Community type

Central city 520 85.6 40.5 34.9 53.1 12.0 1.7 17.8

Urban fringe/large town 322 93.4 41.1 35.9 60.6 8.9 3.7 26.6

Rural/small town 146 93.9 48.2 27.3 51.8 9.3 3.8 32.0

School level

Elementary 574 91.1 39.7 34.6 55.7 8.7 2.5 19.2

Secondary 219 83.8 40.9 30.1 57.4 15.5 2.0 27.6

Combined 195 90.4 49.1 37.3 52.0 10.8 4.0 27.7

Student enrollment

Less than 100 280 84.6 37.1 26.2 45.0 10.8 3.6 22.8

100–199 296 87.5 44.1 38.6 51.7 12.0 3.7 21.8

200–349 191 92.0 45.6 33.7 61.8 9.1 # 21.0

350–499 80 89.1 31.3 39.8 60.5 13.6 # 20.7

500 or more 141 99.3 47.3 37.7 71.8 7.8 # 28.2

School origin

Newly created 710 87.7 42.8 33.4 53.5 11.7 2.5 23.8

Pre-existing public school 170 96.8 42.0 35.2 65.9 7.2 2.6 24.0

Pre-existing private school 108 88.9 35.2 37.1 50.8 9.0 4.2 14.2
80

NOTE: Teachers include both full-time and part-time teachers. Public charter school teachers include all teachers at public charter

schools open during the 1998–99 school year and still open in the 1999–2000 school year. Detail may not add to totals because ofrounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicCharter School Teacher Survey.”

Community type

Central city 37.1 49.3 8.6 5.0 36.3 33.0Urban fringe/large town 32.0 50.8 10.7 6.5 37.8 36.3Rural/small town 18.6 59.1 12.1 10.2 40.4 40.6

School level

Elementary 36.6 48.8 9.0 5.6 36.6 33.8Secondary 24.2 56.2 11.4 8.2 39.2 37.9Combined 31.5 52.0 10.9 5.7 38.0 36.6

Student enrollment

Less than 100 27.3 57.4 7.3 8.1 38.4 37.5100–199 34.0 49.1 9.9 7.1 37.5 34.6200–349 32.9 50.7 10.8 5.6 36.8 34.1350–499 37.7 45.9 11.2 5.3 36.6 34.1500 or more 33.2 51.5 9.7 5.6 37.5 35.6

School origin

Newly created 37.3 49.0 8.6 5.1 36.3 33.5Pre-existing public school 23.3 55.4 13.2 8.2 39.9 38.8Pre-existing private school 34.6 49.7 8.3 7.4 36.9 33.7
81

Table 3.11.—Percentage of full-time public charter school teachers who reported participating in various professional development activities in the past 12 months, by selected characteristics:

1999–2000

* Student assessment includes methods of testing, evaluation, and performance assessment.

NOTE: Public charter school teachers include all teachers at public charter schools open during the 1998–99 school year and still open in the 1999–2000 school year. Detail may not add to

totals because of rounding.

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

Content and

Total number of In-depth study performance

full-time public of content standards in Uses of Student discipline Any of

charter school in main teaching main teaching Methods computers Student and management listed

Selected characteristics teachers assignment field assignment field of teaching for instruction assessment* in the classroom activities

Total 15,147 55.2 64.5 72.5 56.9 60.8 53.5 94.4

Region

Northeast 1,820 53.5 60.0 74.6 53.2 61.0 53.3 95.3

Midwest 3,100 55.9 65.3 72.5 59.5 56.2 65.8 95.5

South 4,207 60.5 64.3 76.5 59.2 61.6 51.9 95.5

West 6,020 51.7 65.6 69.0 55.1 62.5 48.3 92.7

Community type

Central city 7,229 56.5 64.6 75.8 56.1 63.0 59.5 94.5

Urban fringe/large town 6,509 54.0 64.9 70.6 57.9 59.8 47.8 94.3

Rural/small town 1,409 54.4 62.2 63.8 56.6 54.0 48.8 94.2

School level

Elementary 9,494 59.3 69.5 75.0 57.5 62.9 54.9 95.1

Secondary 2,962 45.2 53.7 65.7 59.1 56.0 47.1 92.4

Combined 2,691 51.9 58.9 70.8 52.2 58.7 55.5 94.0

Student enrollment

Less than 100 1,790 48.9 59.0 72.8 57.5 60.6 57.5 93.6

100–199 2,856 51.0 59.5 69.1 52.8 55.5 55.0 91.5

200–349 3,193 50.3 59.4 69.0 49.8 54.9 53.1 92.0

350–499 1,899 53.6 61.0 68.7 55.8 58.5 55.7 94.6

500 or more 5,410 63.1 73.2 77.5 63.4 67.9 50.8 97.4

School origin

Newly created 9,471 50.4 60.2 70.2 51.6 56.9 56.6 93.2

Pre-existing public school 4,408 66.8 75.9 77.8 68.6 71.2 43.6 97.3

Pre-existing private school 1,267 51.0 57.3 70.7 55.6 53.9 64.1 93.3
82

* School-related activities not involving students include activities such as preparation, grading papers, parent conferences, andattending meetings.NOTE: Public charter school teachers include all teachers at public charter schools open during the 1998–99 school year and still openin the 1999–2000 school year.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicCharter School Teacher Survey.”

Northeast 39.5 3.2 8.8Midwest 40.4 3.1 9.8South 40.0 2.9 8.0West 38.7 3.1 9.6

Community type

Central city 39.7 3.1 9.0Urban fringe/large town 39.2 3.0 9.4Rural/small town 39.5 3.4 7.8

School level

Elementary 39.5 2.6 9.4Secondary 39.0 4.3 8.2Combined 40.0 3.3 8.9

Student enrollment

Less than 100 39.5 2.7 7.8100–199 39.9 3.4 8.8200–349 39.4 2.8 9.2350–499 39.4 3.0 9.6500 or more 39.3 3.2 9.4

School origin

Newly created 40.0 3.1 9.1Pre-existing public school 38.2 3.3 9.3Pre-existing private school 40.1 2.4 8.3
83

Table 3.13.—Average class size and student/teacher ratios in public charter elementary schools, secondary schools, and schools with combined grades, by selected characteristics: 1999–

2000

# Too few sample cases.

NOTE: Teachers include both full-time and part-time teachers. Public charter school teachers include all teachers at public charter schools open during the 1998–99 school year and still open

in the 1999–2000 school year. Calculation of student/teacher ratios includes teachers with all types of assignments.

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

Teacher Survey.”

Average class Average class Average class Average class

Average class size for Average class size for size for size for

size for teachers in size for teachers in teachers in teachers in

teachers in departmen- Student/ teachers in departmen- Student/ self- departmen- Student/

self-contained talized teacher self-contained talized teacher contained talized teacher

Selected characteristics classes instruction ratio classes instruction ratio classes instruction ratio

Total 21.4 25.1 16.0 24.5 23.7 22.9 20.1 19.8 14.8

Region

Northeast 19.7 # 13.8 # 24.8 35.4 # 20.0 11.1

Midwest 22.2 24.0 16.4 # 25.4 18.8 23.4 21.7 13.9

South 20.8 25.7 15.1 # 19.6 17.5 16.0 20.4 12.4

West 22.0 27.4 17.1 28.4 24.1 24.2 19.9 18.5 17.2

Community type

Central city 21.4 25.5 16.1 26.1 23.5 24.0 21.0 21.3 14.4

Urban fringe/large town 21.9 25.8 16.3 # 23.9 20.2 20.2 18.6 15.9

Rural/small town 19.0 # 14.6 # 23.8 23.0 18.2 17.8 14.0

Student enrollment

Less than 100 17.6 20.2 13.3 # 16.8 18.3 13.2 18.6 12.6

100–199 19.3 19.8 15.7 # 23.1 18.5 17.5 17.4 14.4

200–349 21.3 23.2 16.9 # 23.5 27.6 23.4 20.1 14.9

350–499 22.5 27.3 17.2 # 21.7 26.7 # 20.0 15.2

500 or more 23.2 31.6 18.9 # 29.3 41.5 22.2 21.9 19.6

School origin

Newly created 21.4 23.0 16.0 24.8 22.6 24.5 18.7 19.7 14.6

Pre-existing public school 21.9 32.0 16.9 # 26.7 18.3 25.5 20.4 19.8

Pre-existing private school 19.8 # 14.2 # 19.5 16.0 # 19.9 11.7

Elementary schools Secondary schools Combined grade schools
84

# Too few sample cases.NOTE: Teachers include both full-time and part-time teachers. Public charter school teachers include all teachers at public charterschools open during the 1998–99 school year and still open in the 1999–2000 school year. Detail may not add to totals because ofrounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicCharter School Teacher Survey.”

Northeast 2,113 3.7 5.7 0.0 12.7 5.8Midwest 3,437 5.2 9.2 0.5 13.2 7.1South 4,785 2.2 4.5 # 11.8 6.1West 7,142 2.6 2.6 0.6 8.4 2.9

Community type

Central city 8,271 3.3 6.6 0.5 12.0 6.6Urban fringe/large town 7,519 3.5 3.1 0.3 8.8 3.7Rural/small town 1,687 0.9 3.9 0.0 13.5 2.1

School level

Elementary 10,604 3.3 5.7 0.2 10.6 5.9Secondary 3,546 3.1 2.8 1.0 11.9 1.1Combined 3,327 2.8 4.0 # 10.3 5.9

Student enrollment

Less than 100 2,162 4.6 8.6 0.8 15.5 5.9100–199 3,451 3.3 5.4 0.6 12.6 6.1200–349 3,714 2.2 5.3 0.3 12.0 4.1350–499 2,110 0.8 3.1 # 11.5 4.3500 or more 6,040 4.0 3.4 # 7.1 4.6

School origin

Newly created 11,127 3.2 5.9 0.5 11.9 5.9Pre-existing public school 4,919 3.3 2.5 # 7.9 3.1Pre-existing private school 1,430 2.7 4.1 # 11.7 3.5
85

Section IV: Bureau of Indian Affairs (BIA) Schools in the United States

This section presents data on all BIA-funded schools, all BIA-funded school principals, all BIA-funded

school teachers, and all BIA-funded school library media centers from the 1999–2000 SASS. There were

a total of 177 BIA-funded schools, 182 BIA-funded school principals, 3,564 BIA-funded teachers (table

4.01), and 153 BIA-funded school library media centers in the United States (table 4.06). These BIAfunded schools served 42,532 students in 1999–2000.7

The data reported in this section include all schools eligible for the Schools and Staffing Survey (SASS)

based on their listing in the 1997–98 Office of Indian Education Programs: Education Directory (Bureau of Indian Affairs 1998). These tables are based on responses from all of the Bureau of Indian

Affairs (BIA)-funded schools eligible for the Schools and Staffing Survey, regardless of the questionnaire

that was administered. Due to the fact that some states reported Bureau of Indian Affairs-funded schools

to NCES’ Common Core of Data, the public school universe, a decision had to be made as to how to

handle these duplications. The decision was made that if a BIA-funded school was also found on the

Common Core of Data (CCD), that school’s respondents received only public school questionnaires.

Similarly, if a BIA-funded school was also found on the charter school frame, that school’s respondents

received public charter school questionnaires. The remaining BIA-funded school’s respondents received

Indian school questionnaires. The BIA-funded schools that are in the public school frame are included in

both the BIA school tables in this section and again in the traditional public school tables in section I.

The BIA-funded schools that are in the public charter school frame are included both in the BIA tables

in this section and again in the public charter school tables in section III. The weighted estimates for the

schools, principals, and teachers that only received the Indian school questionnaires are presented in

appendix C for those researchers using the restricted-use datafiles.

7

 See the technical notes in appendix B for an explanation of counts and more details about the BIA frame.
86
87

# Too few sample cases.* The number of teachers is a headcount.NOTE: This table is based on responses from BIA-funded schools. The estimated number of principals may be different than theestimated number of schools due to weighting. Detail may not add to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “IndianSchool Survey,” “Public School Survey,” “Public Charter School Survey,” “Indian School Principal Survey,” “Public School PrincipalSurvey,” “Public Charter School Principal Survey,” “Indian School Teacher Survey,” “Public School Teacher Survey,” and “Public CharterSchool Teacher Survey.”

Central city 10 11 191 2,396Urban fringe/large town 26 25 429 6,151Rural/small town 140 146 2,945 33,985

School level

Elementary 118 123 2,146 26,637Secondary 35 35 768 7,732Combined 24 23 650 8,164

Student enrollment

Less than 100 29 28 274 2,017100–499 135 139 2,663 31,713500 or more 13 15 627 8,803
88

Table 4.02.—Percentage of Bureau of Indian Affairs (BIA) elementary schools that offered a particular program or service, by selected characteristics: 1999–2000

# Too few sample cases.

* Examples of special instructional approaches include Montessori, self-paced instruction, open education, and ungraded classrooms.

NOTE: This table is based on responses from BIA-funded schools.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Indian School Survey,” “Public School Survey,” and “Public

Charter School Survey.”

A program for Extended day or

Total number of Programs with Immersion in a students with before-school

BIA elementary special instructional Talented/gifted foreign language discipline or adjust- Medical health or after-school

Selected characteristics schools approaches* program program ment problems care services daycare programs

All elementary schools 118 32.8 84.0 23.1 68.1 59.8 40.3

Region

Northeast #######

Midwest 35 21.1 97.1 30.8 80.2 70.8 49.1

South # # # # # # #

West 74 38.7 81.6 20.8 61.2 53.0 34.3

Community type

Central city # # # # # # #

Urban fringe/large town 17 41.2 70.8 18.0 68.7 62.9 23.6

Rural/small town 96 32.0 87.6 24.2 70.5 61.3 42.2

Student enrollment

Less than 100 17 32.7 59.2 # 55.2 36.1 34.2

100–499 96 33.6 87.5 27.3 69.7 61.8 40.4

500 or more # # # # # # #
89

Table 4.03.—Percentage of Bureau of Indian Affairs (BIA) secondary and combined schools that offered a particular program or service, by selected characteristics: 1999–2000

† Not applicable.

# Too few sample cases.

* Examples of special instructional approaches include Montessori, self-paced instruction, open education, and ungraded classrooms.

NOTE: This table is based on responses from BIA-funded schools. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Indian School Survey,” “Public School Survey,” and “Public

Charter School Survey.”

Extended

A program day or

Total number for beforeof BIA Programs Immersion students with school or

secondary with special Talented/ in a foreign discipline or Medical after-school Advanced International Specialized Specialized

and combined instructional gifted language adjustment health care daycare Placement Baccalaureate career Tech-Prep

Selected characteristics schools approaches* program program problems services programs (AP) courses (IB) academy program(s)

All secondary and

combined schools 58 29.7 94.4 27.8 63.7 50.3 37.2 25.9 0.0 11.3 26.0

Region

Northeast 0††† †††† †††

Midwest 26 # 95.8 # 60.7 36.3 # # 0.0 0.0 #

South # # # # # # # # # # #

West 28 28.0 96.1 28.2 64.8 59.9 39.1 19.5 0.0 23.9 24.2

Community type

Central city # # # # # # # # # # #

Urban fringe/large town #### #### ###

Rural/small town 44 32.1 97.5 36.8 61.6 44.5 32.2 27.0 0.0 7.3 34.5

School level

Secondary 35 30.3 100.0 24.0 64.4 49.0 40.1 33.7 0.0 15.7 14.7

Combined 24 28.8 86.1 33.5 62.8 52.3 32.8 14.1 0.0 # 42.9

Student enrollment

Less than 100 # # # # # # # # # # #

100–499 39 30.5 94.3 28.5 61.6 54.3 41.6 32.9 0.0 5.9 24.3

500 or more # # # # # # # # # # #
90

# Too few sample cases.* Unlike most tables in this report, the number of students eligible and approved for free or reduced-price lunches includesprekindergarten students.NOTE: This table is based on responses from BIA-funded schools. Detail may not add to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “IndianSchool Survey,” “Public School Survey,” and “Public Charter School Survey.”

Region

Northeast # # # # # #Midwest 62 52 62 60 11,231 10,998South # # # # # #West 102 98 98 96 23,829 23,107

Community type

Central city 10 # # # # #Urban fringe/large town 26 22 23 22 4,586 4,417Rural/small town 140 129 140 138 30,256 29,480

School level

Elementary 118 111 116 115 23,527 23,025Secondary 35 29 35 34 7,084 6,881Combined 24 20 21 20 6,337 6,116

Student enrollment

Less than 100 29 21 26 26 1,831 1,874100–499 135 126 133 130 28,060 27,719500 or more 13 12 13 12 7,057 6,429
91

Table 4.05.—Percentage of Bureau of Indian Affairs (BIA) schools with various security measures, by selected characteristics: 1999–2000

# Too few sample cases.

NOTE: This table is based on responses from BIA-funded schools. Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Indian School Survey,” “Public School Survey,” and “Public

Charter School Survey.”

A requirement

that all or Metal detectors

Total most students through Random Daily presence

number A requirement stay on which all metal detector of police

of BIA that visitors sign school grounds students must checks on or security Video

Selected characteristics schools in or check in during lunch pass each day students Drug sweeps personnel surveillance

Total 177 95.5 94.1 # 5.6 33.2 30.9 22.0

Region

Northeast # # # # # # # #

Midwest 62 97.2 91.8 0.0 # 31.7 38.3 40.1

South # # # # # # # #

West 102 93.9 94.7 0.0 3.1 31.8 23.9 9.5

Community type

Central city 10 80.1 89.8 0.0 0.0 30.7 31.0 #

Urban fringe/large town 26 96.2 100.0 0.0 # 20.5 30.0 12.5

Rural/small town 140 96.5 93.3 # 6.4 35.7 31.0 23.9

School level

Elementary 118 96.6 95.9 # 4.7 17.9 19.7 14.7

Secondary 35 92.0 84.0 0.0 # 65.6 47.2 45.7

Combined 24 95.3 100.0 0.0 # 61.5 62.8 23.5

Student enrollment

Less than 100 29 100.0 96.3 0.0 # 17.8 25.8 19.3

100–499 135 94.9 93.8 # 6.6 33.4 28.9 23.3

500 or more 13 92.5 92.1 0.0 0.0 64.2 61.5 #
92

Table 4.06.—Total number of Bureau of Indian Affairs (BIA) school library media centers, percentage of library media centers with state certified library media specialists, average number of

full-time or part-time state certified library media specialists, average number of students per full-time or part-time certified library media specialist, and average number of paid

other library staff, by selected characteristics: 1999–2000

# Too few sample cases.

1

 Based on total headcounts.

2 Other paid library staff includes headcounts of paid professional staff who are not certified as library media specialists and library aides or clerical staff.

NOTE: This table is based on responses from BIA-funded schools. Detail may not add to totals because of rounding.

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

School Survey,” “Indian School Library Media Center Survey,” and “Public School Library Media Center Survey.”

Percentage Average Average number

of library media number of paid of students per

Total number centers with paid full-time or part- paid full-time or Average

of BIA school state certified time state certified part-time certified number of

Selected Total number library media library media library media library media paid other

characteristics of BIA schools centers specialists specialists1 specialist1 library staff2

Total 177 153 57.9 0.6 282.3 0.3

Region

Northeast ######

Midwest 62 50 69.5 0.9 221.0 0.3

South # # # # # #

West 102 90 50.4 0.5 340.1 0.3

Community type

Central city 10 # # # # #

Urban fringe/large town 26 21 55.1 0.6 303.8 0.1

Rural/small town 140 124 56.7 0.6 281.1 0.4

School level

Elementary 118 103 49.1 0.6 246.3 0.3

Secondary 35 30 74.4 0.8 283.3 0.3

Combined 24 20 77.8 0.8 397.4 0.3

Student enrollment

Less than 100 29 18 46.7 0.5 73.3 0.4

100–499 135 120 55.5 0.6 244.7 0.3

500 or more 13 14 92.7 1.1 610.8 0.2

For schools with library media centers
93

Table 4.07.—Percentage of Bureau of Indian Affairs (BIA) school principals with experience in teaching, administration, or other selected positions before becoming principals, by selected

characteristics: 1999–2000

# Too few sample cases.

NOTE: This table is based on responses from principals of BIA-funded schools. The estimated number of principals may be different than the estimated number of schools due to weighting.

Detail may not add to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Indian School Principal Survey,” “Public School Principal

Survey,” and “Public Charter School Principal Survey.”

Total number Curriculum Assistant Library media Athletic coach/

of BIA school Department specialist or principal or Guidance specialist/ athletic

Selected characteristics principals Teacher head coordinator program director counselor librarian director

Total 182 98.7 56.0 33.9 61.5 12.8 3.6 39.0

Region

Northeast # # # #####

Midwest 65 97.9 55.0 25.5 57.7 14.3 # 52.1

South 11 100.0 54.8 27.2 36.1 0.0 # 36.6

West 102 99.0 58.6 40.0 66.5 13.7 # 32.4

Community type

Central city 11 100.0 70.0 50.1 30.0 0.0 0.0 40.0

Urban fringe/large town 25 100.0 51.4 25.5 74.1 # 0.0 47.3

Rural/small town 146 98.3 55.7 34.1 61.6 15.2 4.5 37.6

School level

Elementary 123 99.1 51.2 37.2 62.2 10.7 5.4 29.4

Secondary 35 96.2 61.7 26.6 66.4 16.7 0.0 68.8

Combined 23 100.0 72.7 27.2 49.8 18.2 0.0 45.3

Student enrollment

Less than 100 28 100.0 67.1 32.6 59.6 # # 48.2

100–499 139 98.3 51.3 32.5 60.9 12.7 4.0 37.6

500 or more 15 100.0 77.6 49.0 70.5 21.3 0.0 35.0
94

# Too few sample cases.NOTE: Teachers include both full-time and part-time teachers. This table is based on responses from teachers in BIA-funded schools.Detail may not add to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “IndianSchool Teacher Survey,” “Public School Teacher Survey,” and “Public Charter School Teacher Survey.”

Community type

Central city # 56.8 12.7 26.0 45.0 44.6Urban fringe/large town 6.6 51.2 7.7 34.4 47.2 46.4Rural/small town 12.3 57.0 15.6 15.1 44.3 44.5

School level

Elementary 10.8 51.8 16.0 21.5 45.6 45.7Secondary 11.7 63.0 10.6 14.6 43.3 42.4Combined 12.1 63.2 14.2 10.6 43.5 44.0

Student enrollment

Less than 100 3.7 44.5 8.4 43.4 48.5 49.7100–499 12.4 56.2 15.9 15.5 44.1 43.6500 or more 9.5 61.6 11.1 17.8 45.7 46.2
95

Table 4.09.—Percentage of full-time Bureau of Indian Affairs (BIA) school teachers who reported participating in various professional development activities in the past 12 months, by selected

characteristics: 1999–2000

# Too few sample cases.

* Student assessment includes methods of testing, evaluation, and performance assessment.

NOTE: This table is based on responses from teachers in BIA-funded schools. Detail may not add to totals because of rounding.

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

and “Public Charter School Teacher Survey.”

Total Content and

number of In-depth study performance

full-time of content standards in Uses of Student discipline Any of

BIA school in main teaching main teaching Methods computers Student and management listed

Selected characteristics teachers assignment field assignment field of teaching for instruction assessment* in the classroom activities

Total 3,298 55.8 64.6 67.0 62.2 63.8 51.7 93.0

Region

Northeast # # # #####

Midwest 1,340 44.9 58.9 57.9 62.2 54.2 53.1 88.1

South # # # # # # # #

West 1,801 64.2 68.3 71.5 62.4 72.0 50.2 96.1

Community type

Central city 183 44.5 62.7 66.9 62.0 54.0 53.5 93.5

Urban fringe/large town 397 68.8 75.7 57.6 85.2 76.9 53.1 97.7

Rural/small town 2,718 54.7 63.1 68.4 58.8 62.6 51.3 92.3

School level

Elementary 1,944 59.1 67.1 69.9 62.5 67.6 52.7 96.1

Secondary 747 51.0 61.5 60.1 68.8 59.8 52.3 94.5

Combined 607 51.3 60.2 66.3 53.1 56.7 47.5 81.5

Student enrollment

Less than 100 254 66.7 78.6 52.4 83.2 74.4 75.1 96.9

100–499 2,432 54.5 62.9 67.7 63.3 60.8 48.8 92.4

500 or more 612 56.7 65.1 70.3 49.0 71.6 53.5 94.1
96

# Too few sample cases.* School-related activities not involving students include activities such as preparation, grading papers, parent conferences, andattending meetings.NOTE: This table is based on responses from teachers in BIA-funded schools.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “IndianSchool Teacher Survey,” “Public School Teacher Survey,” and “Public Charter School Teacher Survey.”

Northeast # # #Midwest 40.1 2.9 6.0South # # #West 39.9 3.5 7.3

Community type

Central city 40.2 4.4 8.0Urban fringe/large town 39.9 2.9 7.6Rural/small town 39.9 3.1 6.6

School level

Elementary 39.9 3.0 6.6Secondary 40.4 4.3 7.4Combined 39.7 2.4 6.7

Student enrollment

Less than 100 39.9 2.7 6.4100–499 40.0 3.3 7.3500 or more 39.9 2.8 4.9
97

Table 4.11.—Average class size and student/teacher ratios in Bureau of Indian Affairs (BIA) elementary schools, secondary schools, and schools with combined grades, by selected characteristics: 1999–2000

# Too few sample cases.

† Not applicable.

NOTE: Teachers include both full-time and part-time teachers. This table is based on responses from teachers in BIA-funded schools. Calculation of student/teacher ratios includes teachers

with all types of assignments.

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

School Survey,” “Indian School Teacher Survey,” “Public School Teacher Survey,” and “Public Charter School Teacher Survey.”

Average class Average class Average class

Average class size for Average class size for Average class size for

size for teachers in size for teachers in size for teachers in

teachers in departmen- Student/ teachers in departmen- Student/ teachers in departmen- Student/

self-contained talized teacher self-contained talized teacher self-contained talized teacher

Selected characteristics classes instruction ratio classes instruction ratio classes instruction ratio

Total 18.0 18.9 13.6 # 16.5 11.4 18.0 14.3 11.1

Region

Northeast # # # † † † † † †

Midwest 16.5 # 11.1 # 15.6 10.8 # # #

South # # # † # # † # #

West 18.9 # 15.2 # 17.3 12.3 18.5 15.6 13.0

Community type

Central city # # # † # # † † #

Urban fringe/large town # # 14.4 # # # # # #

Rural/small town 18.5 19.4 13.6 # 16.2 11.0 18.0 14.3 11.1

Student enrollment

Less than 100 # # 10.2 # # # # # #

100-499 18.5 19.6 14.1 # 16.7 12.2 17.5 13.9 10.6

500 or more 18.6 # # † # # # # #

Elementary schools Secondary schools Combined grade schools
98

# Too few sample cases.NOTE: Teachers include both full-time and part-time teachers. This table is based on responses from teachers in BIA-funded schools.

Detail may not add to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “IndianSchool Teacher Survey,” “Public School Teacher Survey,” and “Public Charter School Teacher Survey.”

Northeast # # # # # #Midwest 1,434 7.6 16.8 0.8 16.9 7.5South # # # # # #West 1,920 7.8 8.7 1.9 10.0 5.4

Community type

Central city 191 10.7 18.6 0.0 12.5 #Urban fringe/large town 429 7.7 # # 10.0 6.1Rural/small town 2,945 7.1 12.4 1.2 13.0 6.2

School level

Elementary 2,146 6.6 12.7 1.4 12.1 7.8Secondary 768 10.3 11.6 1.5 12.9 4.0Combined 650 6.6 8.7 # 13.9 4.0

Student enrollment

Less than 100 274 # 11.3 # 16.4 #100–499 2,663 9.2 12.9 1.5 13.0 7.5500 or more 627 1.5 6.8 # 9.5 2.4
99

Appendix A: endix A: endix A: Standard Error Tables
100
101

Standard Error Tables f ables for Public School Districts, Schools,

Principals incipals, Teachers eachers, and School Libr ol Library Media Centers
102
103

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

Connecticut 2.3 5.3 7.3 1,636.9 21,772.1Delaware 0.0 10.6 10.2 902.3 14,368.1District of Columbia 0.0 1.3 1.3 121.3 1,659.4Florida 1.2 36.7 41.8 5,066.9 90,624.5Georgia 0.9 32.5 32.8 2,742.8 37,964.3Hawaii 0.0 1.8 1.7 222.4 4,304.0Idaho 1.2 5.7 11.7 207.6 3,380.2Illinois 46.0 50.0 58.4 3,802.5 53,282.4Indiana 11.5 28.4 27.8 1,325.4 22,045.7Iowa 1.6 18.3 19.5 934.5 16,352.1Kansas 6.0 21.7 22.0 783.4 12,414.2Kentucky 1.4 28.4 29.5 1,134.3 16,931.6Louisiana 0.7 25.6 25.6 2,098.3 36,480.9Maine 4.9 5.7 5.4 592.0 8,008.0Maryland 0.3 7.4 5.0 1,421.7 18,004.4Massachusetts 4.5 29.129.2 2,539.7 32,377.4Michigan 13.4 62.1 75.9 4,333.0 78,287.4Minnesota 2.9 123.6 124.9 4,133.3 55,652.5Mississippi 1.9 6.4 11.0 977.7 16,054.3Missouri 1.0 65.1 64.7 1,967.1 23,363.9Montana 15.9 5.1 19.4 364.0 4,936.0Nebraska 23.5 33.1 34.9 810.3 12,495.4Nevada 0.0 7.6 7.4 710.8 14,282.9New Hampshire 3.6 5.0 10.7 603.5 8,256.9New Jersey 8.9 20.3 17.9 2,148.4 26,145.7New Mexico 1.4 5.9 17.2 866.8 13,913.7New York 14.3 19.2 26.8 5,519.9 83,742.5North Carolina 3.4 25.7 26.12,592.5 34,684.9North Dakota 5.0 5.9 6.8 358.3 4,828.3Ohio 20.6 63.8 81.5 4,145.9 67,871.2Oklahoma 13.7 5.6 6.6 1,644.1 23,223.1Oregon 2.133.6 34.2 1,475.4 26,497.7Pennsylvania 4.9 55.6 57.2 4,490.3 69,023.0Rhode Island 0.2 3.8 3.6 296.7 3,552.9South Carolina 7.1 15.6 16.2 1,377.8 19,617.8South Dakota 1.4 8.1 13.1 372.0 6,599.5Tennessee 1.1 21.1 22.1 2,258.9 39,134.2Texas 2.4 66.4 79.9 8,961.7 143,368.2Utah 0.6 8.113.4 934.5 20,579.9Vermont 9.9 8.0 11.4 450.8 6,249.7Virginia 7.5 120.0 119.9 5,065.7 71,378.1Washington 1.8 17.2 23.1 1,742.6 39,429.0West Virginia 0.0 14.8 14.9 634.8 7,436.7Wisconsin 9.3 51.6 51.7 2,962.5 43,234.1Wyoming 1.0 9.0 9.0 309.1 4,370.1
104

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “SchoolDistrict Survey.”

California 0.00 249.3 288.3 314.5 657.9 623.9Colorado 0.00 220.2 258.6 251.3 533.8 943.3Connecticut 0.00 252.1 318.0 428.3 833.7 1,234.1Delaware 0.00 0.0 0.0 0.0 0.0 0.0District of Columbia 0.00 0.0 0.0 0.0 0.0 0.0Florida 0.00 139.9 391.5 365.6 310.3 412.5Georgia 1.93 141.7 134.7 350.4 379.2 637.4Hawaii 0.00 0.0 0.0 0.0 0.0 0.0Idaho 0.00 59.4 126.3 235.0 325.3 201.5Illinois 0.26 357.9 419.0 535.8 1,064.1 1,479.9Indiana 0.56 189.0 211.7 214.6 414.9 374.2Iowa 0.00 103.9 97.4 234.3 207.2 262.8Kansas 1.20 135.7 141.0 185.3 222.2 280.3Kentucky 0.21 90.7 136.2 153.9 242.6 373.5Louisiana 0.00 80.8 80.9 81.0 100.8 134.8Maine 0.46 166.4 205.4 211.0 412.6 397.2Maryland 0.00 116.0 134.5 144.2 194.8 261.4Massachusetts 0.00 228.5 297.0 319.6 584.8 862.5Michigan 1.22 194.3 242.1 383.9 443.3 544.7Minnesota 0.00 119.3 159.6 227.9 338.1 462.5Mississippi 0.00 67.5 70.5 70.9 108.3 133.0Missouri 0.00 243.6 245.2 334.3 555.6 752.5Montana 4.44 190.3 298.9 306.3 441.9 510.7Nebraska 5.29 156.0 313.2 354.4 364.7 421.4Nevada 0.00 0.0 0.0 0.0 0.0 0.0New Hampshire 1.25 305.3 355.4 608.0 520.0 535.9New Jersey 0.62 503.0 561.9 651.6 1,178.7 1,311.0New Mexico 0.00 263.2 310.8 431.7 350.9 511.5New York 1.93 396.2 522.6 605.0 1,241.9 1,400.6North Carolina 0.00 20.0 27.0 88.0 185.0 280.5North Dakota 4.32 59.0 116.8 184.3 219.0 278.4Ohio 0.00 175.2 207.0 250.0 413.9 454.9Oklahoma 0.94 59.8 65.8 169.1 98.4 139.1Oregon 0.00 186.3 303.2 480.1 293.5 313.1Pennsylvania 0.00 261.9 381.6 466.2 657.6 875.2Rhode Island 0.00 11.8 36.0 28.8 74.7 71.3South Carolina 0.00 73.5 81.8 84.8 142.6 171.2South Dakota 3.11 83.5 238.8 351.3 378.2 307.7Tennessee 0.00 107.1 140.9 184.6 409.1 462.9Texas 1.00 122.8 153.6 194.7 128.2 163.4Utah 0.00 70.1 89.3 190.6 144.7 245.6Vermont 4.37 172.4 265.7 318.4 452.8 521.0Virginia 0.00 195.6 243.3 301.3 506.1 739.0Washington 0.00 34.7 59.4 67.0 95.2 38.5West Virginia 0.00 0.0 0.0 0.0 0.0 0.0Wisconsin 0.00 114.0 218.0 313.2 517.5 601.3Wyoming 0.00 34.4 36.0 41.3 71.3 71.8
105

Table A1.03.—Standard errors for percentage of public school districts with various types of school choice policies and the number of students enrolled in districts from outside their home

districts, by state: 1999–2000 (table 1.03)

See footnotes at end of table.

Total Students from this Students can Students from other Total number of

number of district can enroll in enroll in another districts can enroll students enrolled in

public school another school within school in another in this district districts from outside

State districts this district district at no cost at no cost their home districts

50 States and DC 76.5 0.59 0.73 0.82 16,046.5

Alabama 1.7 2.39 2.90 4.39 2,087.1

Alaska 1.1 2.60 2.69 2.71 622.5

Arizona 11.3 4.08 5.51 4.27 2,075.6

Arkansas 3.4 3.54 5.38 4.93 407.4

California 21.2 3.92 5.26 5.13 11,336.5

Colorado 7.0 4.22 5.62 2.87 1,427.2

Connecticut 2.3 0.32 4.53 4.88 190.3

Delaware 0.0 0.00 0.00 0.00 0.0

District of Columbia 0.0 † † † †

Florida 1.2 4.84 5.16 4.59 233.6

Georgia 0.9 4.82 2.14 2.69 1,106.0

Hawaii 0.0 † † † †

Idaho 1.2 2.75 4.90 3.19 298.7

Illinois 46.0 1.53 0.00 0.37 1,723.3

Indiana 11.5 2.93 # # #

Iowa 1.6 2.47 1.60 1.48 709.8

Kansas 6.0 3.12 3.15 3.34 789.0

Kentucky 1.4 2.27 3.98 4.08 906.8

Louisiana 0.7 1.17 0.17 1.10 4.5

Maine 4.9 4.09 4.812.1169.4

Maryland 0.3 4.89 0.00 # #

Massachusetts 4.5 3.96 4.56 5.08 2,492.4

Michigan 13.4 4.44 3.44 3.55 3,629.2

Minnesota 2.9 3.79 2.55 2.311,795.2

Mississippi 1.9 1.33 0.75 1.36 107.8

Missouri 1.0 1.93 2.38 2.87 2,476.8

Montana 15.9 2.94 5.55 4.79 527.1

Nebraska 23.5 7.66 4.84 4.84 1,132.8

Nevada 0.0 0.00 0.00 0.00 0.0

New Hampshire 3.6 3.34 # # #

New Jersey 8.9 1.31 1.87 4.66 2,528.6

New Mexico 1.4 4.88 5.49 3.72 327.3

New York 14.3 1.47 0.87 3.21 1,076.8

North Carolina 3.4 4.75 3.75 3.51250.1

North Dakota 5.0 3.63 3.45 3.28 #

Percentage of districts with this district policy
106

Table A1.03.—Standard errors for percentage of public school districts with various types of school choice policies and the number of students enrolled in districts from outside their home

districts, by state: 1999–2000 (table 1.03)—Continued

† Not applicable.

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “School District Survey.”

Total Students from this Students can Students from other Total number of

number of district can enroll in enroll in another districts can enroll students enrolled in

public school another school within school in another in this district districts from outside

State districts this district district at no cost at no cost their home districts

Ohio 20.6 3.72 3.88 3.69 2,872.9

Oklahoma 13.7 2.80 7.01 5.90 3,097.6

Oregon 2.12.16 5.29 4.46 255.3

Pennsylvania 4.9 1.74 0.79 # #

Rhode Island 0.2 # # 0.00 0.0

South Carolina 7.12.02 # 0.68 33.4

South Dakota 1.4 2.55 1.68 1.71 202.2

Tennessee 1.1 4.05 5.73 4.41 1,467.0

Texas 2.4 0.94 4.214.29 3,324.6

Utah 0.6 3.44 2.73 2.82 104.2

Vermont 9.9 3.74 4.93 3.40 623.0

Virginia 7.5 3.17 4.78 3.07 300.9

Washington 1.8 4.04 2.74 2.90 6,283.1

West Virginia 0.0 0.00 0.00 0.00 0.0

Wisconsin 9.3 4.80 2.19 2.36 747.8

Wyoming 1.0 1.37 1.76 1.00 20.6

Percentage of districts with this district policy
107

Table A1.04.—Standard errors for percentage of public school districts that required various teacher qualifications when considering teacher applicants, by state: 1999–2000 (table 1.04)

Passing score on

Graduation from Passing score on either Praxis

Full standard a state approved Passing score local DISTRICT Core Battery

Total number state certification teacher A major or Passing score on STATE test of basic OR Praxis II:

of public in field preparation minor in field on STATE test test of subject skills or subject Subject

State school districts to be taught program to be taught of basic skills knowledge knowledge Assessment

50 States and DC 76.5 0.65 0.84 1.04 0.79 1.02 0.56 0.73

Alabama 1.7 2.87 2.51 2.83 1.21 1.21 # #

Alaska 1.14.213.04 3.20 3.55 3.45 # 3.56

Arizona 11.3 6.59 7.68 7.61 8.66 8.67 2.81 0.97

Arkansas 3.4 4.23 3.92 4.50 4.53 4.96 # 4.66

California 21.2 5.97 6.15 5.53 2.64 7.06 6.23 5.67

Colorado 7.0 4.76 4.80 4.48 6.25 6.78 # 1.58

Connecticut 2.3 0.02 5.18 4.31 1.26 1.59 0.00 1.49

Delaware 0.0 0.00 0.00 0.00 0.00 0.00 0.00 0.00

District of Columbia 0.0 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Florida 1.2 4.01 1.40 3.49 4.26 4.99 0.52 1.74

Georgia 0.9 3.15 3.35 3.43 3.37 2.95 0.65 2.29

Hawaii 0.0 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Idaho 1.2 2.92 3.86 3.81 2.96 2.93 # #

Illinois 46.0 3.12 3.79 5.41 3.10 2.83 # 1.78

Indiana 11.5 3.07 4.02 3.13 2.19 3.19 2.01 4.44

Iowa 1.6 3.46 2.24 3.63 1.75 # 0.00 0.00

Kansas 6.0 2.10 3.41 3.44 3.02 3.70 # 1.78

Kentucky 1.4 5.98 5.85 6.06 5.39 5.01 0.00 5.69

Louisiana 0.7 1.86 1.46 1.79 0.96 0.98 # 1.93

Maine 4.9 3.25 5.16 4.53 4.60 4.46 1.70 4.87

Maryland 0.3 4.89 3.012.83 6.08 4.63 0.00 5.93

Massachusetts 4.5 2.915.62 6.42 3.60 4.97 # 0.00

Michigan 13.4 1.94 3.48 2.84 4.45 4.30 1.54 1.79

Minnesota 2.9 1.91 2.97 2.58 4.30 4.17 0.97 4.82

Mississippi 1.9 2.00 3.05 1.92 2.85 2.69 1.44 1.68

Missouri 1.0 6.02 4.71 5.59 5.45 5.47 1.83 4.56

Montana 15.9 2.45 3.59 3.014.815.04 3.60 3.17

Nebraska 23.5 3.75 3.34 7.33 5.93 3.46 2.86 1.62

Nevada 0.0 0.00 0.00 0.00 0.00 0.00 # 0.00

New Hampshire 3.6 4.38 6.73 7.38 8.72 8.51# 6.82

New Jersey 8.9 4.80 7.38 6.94 6.69 7.06 0.77 7.50

New Mexico 1.4 3.72 3.12 4.41 3.35 5.67 2.33 6.41

New York 14.3 0.93 4.01 4.32 2.50 3.11 1.24 2.26

North Carolina 3.4 4.68 4.26 4.65 5.13 5.10 # 5.31

North Dakota 5.0 0.83 2.78 2.18 3.61 # 0.00 0.00

See footnotes at end of table.
108

Table A1.04.—Standard errors for percentage of public school districts that required various teacher qualifications when considering teacher applicants, by state: 1999–2000 (table 1.04)—

Continued

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “School District Survey.”

Passing score on

Graduation from Passing score on either Praxis

Full standard a state approved Passing score local DISTRICT Core Battery

Total number state certification teacher A major or Passing score on STATE test of basic OR Praxis II:

of public in field preparation minor in field on STATE test test of subject skills or subject Subject

State school districts to be taught program to be taught of basic skills knowledge knowledge Assessment

Ohio 20.6 1.33 4.11 4.54 4.94 4.78 1.36 4.23

Oklahoma 13.7 4.01 5.16 5.07 2.77 2.02 1.29 2.03

Oregon 2.15.214.20 4.114.45 4.94 0.85 2.70

Pennsylvania 4.9 5.29 4.19 5.59 4.43 5.22 4.39 6.10

Rhode Island 0.2 0.05 1.09 1.09 1.02 1.03 0.00 1.09

South Carolina 7.12.511.94 4.29 4.30 3.74 0.00 0.00

South Dakota 1.4 2.78 2.59 3.44 1.21 1.21 0.00 0.00

Tennessee 1.12.95 2.66 4.314.63 5.19 2.42 3.40

Texas 2.4 3.31 2.99 3.93 3.90 2.46 1.08 1.49

Utah 0.6 0.52 2.50 3.08 # # 0.00 0.00

Vermont 9.9 0.88 5.98 5.86 0.00 0.00 0.00 0.00

Virginia 7.5 4.34 4.80 4.94 5.72 5.63 # 3.82

Washington 1.8 1.93 2.91 4.42 1.73 1.12 1.37 0.00

West Virginia 0.0 0.00 0.00 0.00 0.00 0.00 # 0.00

Wisconsin 9.3 2.97 3.85 4.60 3.26 2.86 1.95 1.60

Wyoming 1.0 0.55 1.84 1.55 # # 0.00 0.00
109

Table A1.05.—Standard errors for percentage of public elementary schools that offered a particular program or service, by state: 1999–2000 (table 1.05)

See footnotes at end of table.

A program Extended

Total number Programs Immersion for students day or beforeof public with special Talented/ in a foreign with discipline Medical school or afterelementary instructional gifted language or adjustment health care school daycare

State schools approaches program program problems services programs

50 States and DC 250.2 0.67 0.77 0.58 0.85 0.75 0.90

Alabama 10.7 3.90 5.65 1.65 5.43 4.72 6.06

Alaska 6.9 3.72 2.55 2.00 2.77 3.72 3.69

Arizona 21.2 5.83 4.83 3.38 5.38 5.38 4.76

Arkansas 11.5 3.35 2.41 2.04 5.59 5.26 4.33

California 91.5 3.96 3.86 3.29 3.60 3.89 5.07

Colorado 9.7 3.70 4.00 2.49 5.04 4.53 3.33

Connecticut 4.0 2.16 3.26 1.99 3.75 2.78 3.37

Delaware 6.14.52 3.96 # 4.52 5.45 5.65

District of Columbia 2.7 4.05 3.79 2.97 4.21 3.32 3.14

Florida 5.13.22 4.011.33 4.17 4.40 4.03

Georgia 34.6 2.86 3.65 2.24 4.68 4.05 3.49

Hawaii 2.4 3.87 2.75 5.06 4.34 5.88 3.83

Idaho 3.7 2.14 2.68 0.84 2.63 3.12 2.37

Illinois 20.7 4.10 4.21 2.23 3.98 4.59 5.02

Indiana 29.2 3.90 4.38 2.42 5.13 5.73 4.86

Iowa 23.4 2.42 1.04 2.30 4.33 3.99 3.51

Kansas 21.7 3.84 4.13 2.40 4.37 4.74 4.14

Kentucky 22.0 4.58 2.53 1 .93 4.64 4.24 4.66

Louisiana 23.9 5.516.314.64 8.54 6.22 5.50

Maine 8.7 4.73 5.05 1.96 3.51 3.73 2.89

Maryland 1 3.8 3.29 5.38 2.23 5.26 5.09 5.60

Massachusetts 31.4 3.70 4.73 2.18 4.70 5.90 4.74

Michigan 79.6 3.42 3.82 2.96 4.09 4.70 4.53

Minnesota 112.2 6.52 7.61 2.87 7.52 5.58 6.86

Mississippi 6.4 3.30 2.411.86 3.77 3.54 3.22

Missouri 62.5 3.09 5.63 4.35 6.92 5.82 4.90

Montana 4.8 2.83 4.16 3.61 3.90 3.45 3.04

Nebraska 32.0 3.55 3.79 1 .67 4.23 4.56 1 .83

Nevada 6.12.52 4.08 2.12 3.35 4.00 4.44

New Hampshire 8.2 4.93 5.98 2.617.03 6.75 5.17

New Jersey 1 9.4 3.25 3.78 3.76 4.72 3.73 3.93

New Mexico 2.6 4.95 6.50 7.09 6.55 6.22 4.80

New York 12.4 3.33 4.95 3.11 3.52 3.66 4.07

North Carolina 22.0 4.1 9 2.86 2.72 5.26 5.07 5.61

North Dakota 6.8 2.19 2.73 3.18 4.27 3.76 3.24
110

Table A1.05.—Standard errors for percentage of public elementary schools that offered a particular program or service, by state: 1999–2000 (table 1.05)—Continued

# Too few sample cases.

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

A program Extended

Total number Programs Immersion for students day or beforeof public with special Talented/ in a foreign with discipline Medical school or afterelementary instructional gifted language or adjustment health care school daycare

State schools approaches program program problems services programs

Ohio 54.0 3.1 8 4.94 2.24 5.97 4.08 4.51

Oklahoma 6.5 4.14 2.67 4.10 5.23 5.77 5.75

Oregon 27.0 5.19 4.47 4.32 6.45 5.02 5.19

Pennsylvania 57.0 3.72 3.05 1.76 6.79 7.30 5.93

Rhode Island 3.7 2.15 2.23 0.87 2.23 1.91 2.51

South Carolina 24.4 2.52 2.54 2.48 6.94 5.22 5.71

South Dakota 9.14.00 4.04 1.80 3.66 3.52 2.56

Tennessee 9.4 3.44 4.19 3.09 4.56 5.53 4.66

Texas 83.2 2.70 2.1 4 3.1 7 4.55 4.05 3.93

Utah 5.9 4.613.79 2.68 5.50 3.54 5.08

Vermont 7.14.92 5.26 3.17 5.68 5.69 5.05

Virginia 120.3 3.25 3.21 2.75 4.47 5.52 6.01

Washington 11.8 3.03 3.51 1.32 3.85 4.29 3.25

West Virginia 1 4.6 2.83 3.92 1 .04 5.04 4.88 4.28

Wisconsin 49.8 2.24 4.1 0 2.1 2 5.08 4.20 4.75

Wyoming 8.8 4.58 4.02 1.65 4.95 3.81 3.79
111

Table A1.06.—Standard errors for percentage of public secondary and combined schools that offered a particular program or service, by state and school level: 1999–2000 (table 1.06)

See footnotes at end of table.

Total number Extended

of public Programs A program day or beforesecondary with Immersion for students school or

State and and special Talented/ in a foreign with discipline Medical after-school Advanced International Specialized Specialized

selected combined instructional gifted language or adjustment health care daycare Placement Baccalaureate career tech-prep

characteristics schools approaches program program problems services programs (AP) courses (IB) academy program(s)

50 States and DC 192.0 0.85 0.84 0.57 1.06 0.81 0.55 0.75 0.20 0.58 0.88

Alabama 16.2 2.98 2.97 3.61 3.72 3.63 2.10 3.94 0.75 3.20 3.46

Alaska 7.5 3.53 3.80 2.16 3.69 3.33 2.61 2.85 # 0.99 2.64

Arizona 11.8 3.70 4.64 2.80 3.62 3.45 3.42 4.21 # 3.67 3.70

Arkansas 11.9 5.34 2.94 6.06 6.16 6.33 2.87 6.41 # 6.35 5.99

California 58.7 4.33 3.67 2.69 5.89 2.32 3.05 3.46 0.83 2.13 2.38

Colorado 4.4 3.93 3.612.44 4.52 5.00 2.96 4.59 # 3.70 4.57

Connecticut 7.4 6.64 6.15 3.12 5.52 7.17 2.89 7.47 1.71 4.77 7.28

Delaware # # # # # # # # # # #

District of Columbia # # # # # # # # # # #

Florida 36.3 4.57 4.80 2.06 5.05 4.56 3.82 5.37 1.11 4.72 5.51

Georgia 11.4 2.79 6.74 4.76 6.38 6.36 6.71 7.10 2.64 4.82 5.75

Hawaii # # # # # # # # # # #

Idaho 4.7 2.39 2.12 1.21 2.51 3.16 2.59 2.12 0.00 2.55 2.69

Illinois 44.4 4.73 4.46 3.40 4.43 3.95 1.67 2.75 0.56 2.71 4.61

Indiana 8.3 3.39 3.45 3.03 4.34 4.913.18 3.37 0.00 3.29 4.05

Iowa 13.0 5.07 3.69 6.22 6.89 6.54 6.49 7.28 # 4.07 6.77

Kansas 5.14.79 3.87 3.68 3.93 4.92 2.66 4.61 # 3.72 5.14

Kentucky 21.9 4.17 5.35 2.60 4.69 4.92 5.13 4.85 0.00 4.88 5.14

Louisiana 13.4 4.30 4.64 3.89 5.30 4.47 3.20 3.56 # 5.02 4.36

Maine 5.4 2.96 4.14 2.89 3.95 3.62 1.99 3.98 0.00 1.93 3.66

Maryland 11.1 2.49 3.16 1.20 2.66 1.92 1.57 1.60 # 2.52 2.48

Massachusetts 10.7 2.59 2.68 2.68 3.72 3.86 3.02 4.42 0.00 2.70 3.05

Michigan 45.7 5.13 5.19 4.23 5.62 4.03 2.78 5.69 # 4.09 5.08

Minnesota 49.8 5.26 5.68 2.75 4.29 4.72 4.75 6.00 1.63 3.65 4.43

Mississippi 0.6 2.87 3.54 2.12 3.43 3.17 1.78 2.57 0.00 2.69 3.07

Missouri 20.5 3.53 5.30 3.09 5.47 4.11 3.60 4.41 # 3.31 4.23

Montana 3.6 3.05 4.41 3.97 6.10 4.25 2.66 2.42 # 1.81 4.15

Nebraska 9.4 4.02 4.53 5.58 6.82 7.63 3.75 5.75 # 3.98 5.70

Nevada 4.7 7.54 6.70 3.85 5.915.88 7.56 6.67 # 3.94 5.94

New Hampshire 7.2 2.75 5.43 3.015.62 7.13 # 4.22 0.00 2.87 5.93

New Jersey 9.5 2.98 3.46 2.77 4.30 3.62 1.61 3.06 0.00 2.53 3.78

New Mexico 6.6 4.28 5.36 4.614.64 5.25 4.78 4.44 1.39 3.00 5.37

New York 18.8 2.33 4.20 3.58 4.39 3.60 2.56 2.79 # 2.51 4.22

North Carolina 12.9 2.66 3.63 2.99 3.31 3.72 3.24 2.86 1.31 2.48 3.51

North Dakota 3.9 2.24 2.03 2.013.70 2.56 1.38 2.39 0.00 2.76 2.90
112

Table A1.06.—Standard errors for percentage of public secondary and combined schools that offered a particular program or service, by state and school level: 1999–2000 (table 1.06)—

Continued

# Too few sample cases.

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

Total number Extended

of public Programs A program day or beforesecondary with Immersion for students school or

State and and special Talented/ in a foreign with discipline Medical after-school Advanced International Specialized Specialized

selected combined instructional gifted language or adjustment health care daycare Placement Baccalaureate career tech-prep

characteristics schools approaches program program problems services programs (AP) courses (IB) academy program(s)

Ohio 44.7 2.43 6.20 4.13 5.88 4.89 2.51 5.44 0.00 5.82 5.91

Oklahoma 4.1 3.39 1.93 4.18 3.60 4.03 2.22 3.97 0.98 3.61 5.41

Oregon 18.0 4.46 4.54 3.08 4.54 4.95 3.04 4.52 0.78 3.03 4.52

Pennsylvania 15.2 3.92 4.35 3.22 4.62 5.43 2.29 4.62 1.21 2.24 5.35

Rhode Island # # # # # # # # # # #

South Carolina 16.2 2.31 4.49 2.51 3.83 5.07 4.75 3.50 1.07 3.77 4.59

South Dakota 9.0 2.49 4.62 1.06 3.43 3.91 2.33 3.00 0.00 1.19 2.88

Tennessee 21.0 2.78 4.63 3.53 4.70 4.19 2.95 5.26 # 4.05 4.84

Texas 103.4 3.65 4.23 2.21 3.62 3.66 2.02 3.63 0.91 2.99 3.51

Utah 5.2 6.18 5.52 4.26 6.51 5.11 4.30 5.50 1.21 4.14 5.53

Vermont # # # # # # # # # # #

Virginia 11.2 4.29 5.13 3.66 4.85 4.04 2.41 5.06 2.49 3.57 5.32

Washington 16.2 4.54 5.43 2.92 5.79 4.43 2.10 5.43 1.84 3.18 4.27

West Virginia 9.5 3.714.99 3.96 4.12 5.27 3.77 3.71 # 5.06 3.97

Wisconsin 11.2 3.67 2.79 4.51 4.03 4.55 3.22 6.06 # 3.40 5.04

Wyoming 1.5 6.40 6.714.93 9.87 7.90 3.87 9.07 0.00 5.316.19

School level

Secondary 189.5 0.91 0.84 0.64 1.18 0.86 0.59 0.85 0.23 0.65 0.97

Combined 154.0 2.59 2.55 0.86 2.18 2.65 1.54 1.82 0.05 1.56 1.98
113

Table A1.07.—Standard errors for number of public schools with Title I students, schools with students eligible for free or reduced-price lunches, schools that participated in the National School

Lunch Program, and number of public school prekindergarten through twelfth grade students eligible and approved for free or reduced-price lunches, by state and selected

characteristics: 1999–2000 (table 1.07)

See footnotes at end of table.

Schools with Schools that Students

Total students participate Students approved

State and number Schools eligible for free in National eligible for free for free or

selected of public with Title I or reduced- School Lunch or reduced- reduced-price

characteristics schools students price lunches Program price lunches lunches

50 States and DC 284.9 527.3 296.4 305.3 191,898.3 205,658.3

Alabama 15.4 55.3 15.4 21.6 15,752.6 16,412.8

Alaska 5.5 10.7 8.4 9.9 1,772.2 1,552.2

Arizona 22.2 38.7 22.6 32.8 24,329.3 22,734.6

Arkansas 2.9 39.8 10.1 17.1 8,625.1 9,928.5

California 72.4 281.3 127.5 141.8 137,689.4 137,839.1

Colorado 10.9 41.4 23.3 27.1 10,933.5 10,973.5

Connecticut 5.3 31.2 13.4 20.1 11,150.6 10,387.7

Delaware 10.6 # 10.6 10.6 3,841.0 3,373.1

District of Columbia 1.3 7.3 1.3 2.7 1,793.9 1,865.0

Florida 36.7 87.3 42.9 49.6 43,833.2 43,368.6

Georgia 32.5 69.0 35.8 40.4 29,020.7 24,830.5

Hawaii 1.8 11.5 1.8 1.8 4,050.0 3,236.0

Idaho 5.7 13.2 11.8 12.6 1,914.0 1,950.6

Illinois 50.0 140.5 48.5 77.4 36,807.7 36,506.8

Indiana 28.4 66.7 32.0 32.0 13,666.4 13,220.7

Iowa 18.3 40.3 21.2 22.6 7,876.4 7,752.4

Kansas 21.7 52.3 27.4 31.9 9,032.1 9,265.1

Kentucky 28.4 40.0 29.3 28.7 10,147.2 11,056.3

Louisiana 25.6 85.7 26.3 34.8 31,218.6 28,467.8

Maine 5.7 17.3 12.2 12.8 3,893.3 3,559.2

Maryland 7.4 # 17.1 33.2 17,862.8 14,624.4

Massachusetts 29.1 57.0 36.0 42.4 18,974.6 16,299.0

Michigan 62.1132.4 70.9 79.2 34,255.0 32,734.4

Minnesota 123.6 96.2 124.9 123.5 21,448.7 20,373.4

Mississippi 6.4 22.5 10.5 14.3 14,023.7 13,665.2

Missouri 65.1 64.7 66.2 69.9 18,898.2 17,580.5

Montana 5.125.6 23.4 24.9 3,958.7 3,556.0

Nebraska 33.136.9 43.6 37.8 4,444.9 4,081.0

Nevada 7.6 12.9 11.3 15.5 6,809.0 6,517.0

New Hampshire 5.0 23.9 11.5 13.7 3,443.2 3,263.1

New Jersey 20.3 93.142.9 58.3 23,567.6 21,548.7

New Mexico 5.9 31.0 10.5 11.4 12,080.0 11,640.7

New York 19.2 121.1 46.0 102.2 64,603.6 64,773.2

North Carolina 25.7 72.7 24.9 45.3 20,418.5 22,302.9

North Dakota 5.9 15.5 16.8 16.0 1,969.6 1,698.0

Number of schools Number of students
114

# Too few sample cases.

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

Table A1.07.—Standard errors for number of public schools with Title I students, schools with students eligible for free or reduced-price lunches, schools that participated in the National School

Lunch Program, and number of public school prekindergarten through twelfth grade students eligible and approved for free or reduced-price lunches, by state and selected

characteristics: 1999–2000 (table 1.07)—Continued

Schools with Schools that Students

Total students participate Students approved

State and number Schools eligible for free in National eligible for free for free or

selected of public with Title I or reduced- School Lunch or reduced- reduced-price

characteristics schools students price lunches Program price lunches lunches

Ohio 63.8 133.4 90.1 97.7 34,842.2 35,351.5

Oklahoma 5.6 68.4 19.6 22.7 11,843.6 12,503.4

Oregon 33.6 52.1 33.6 38.6 12,920.8 11,810.1

Pennsylvania 55.6 148.8 68.3 86.0 49,785.2 46,837.2

Rhode Island 3.8 7.4 3.8 4.12,033.6 1,852.3

South Carolina 15.6 48.2 17.7 18.8 12,256.7 12,639.5

South Dakota 8.1 20.2 18.5 19.0 3,812.7 3,291.8

Tennessee 21.1 54.7 21.0 34.5 21,049.8 17,804.3

Texas 66.4 169.4 69.7 64.3 80,855.6 78,043.5

Utah 8.1 18.4 17.4 17.6 6,928.0 7,067.0

Vermont 8.0 16.5 9.5 11.9 2,339.7 1,797.4

Virginia 120.0 86.4 122.1 124.2 25,899.0 26,538.1

Washington 17.2 54.1 18.1 22.4 23,609.2 21,978.3

West Virginia 14.8 27.5 17.0 18.2 6,110.5 5,987.6

Wisconsin 51.6 79.8 55.0 60.4 12,860.8 12,199.1

Wyoming 9.0 12.7 12.4 12.8 1,648.6 1,697.5

Region

Northeast 72.9 216.8 107.6 154.5 84,234.9 82,760.0

Midwest 191.6 285.7 200.8 209.9 68,494.3 68,735.9

South 156.8 316.3 162.7 172.5 122,959.5 112,442.8

West 82.4 325.8 133.9 168.0 143,306.7 141,487.8

Community type

Central city 302.9 336.1 302.0 311.8 176,310.7 177,586.1

Urban fringe/large town 412.9 479.0 437.0 444.1 145,067.7 145,151.0

Rural/small town 352.6 336.4 346.7 357.4 89,652.184,535.3

School level

Elementary 250.2 463.2 279.0 306.6 176,557.8 187,058.9

Secondary 189.5 184.3 194.5 180.9 93,960.1 93,132.4

Combined 154.0 112.9 150.1 151.5 13,665.4 13,337.1

Student enrollment

Less than 100 317.6 258.1 318.4 316.1 8,426.3 8,699.4

100–199 361.3 298.0 358.8 348.8 25,689.5 25,885.6

200–499 514.7 468.4 478.2 520.8 114,448.5 106,722.6

500–749 440.3 394.4 440.9 452.3 170,256.6 170,532.2

750–999 290.1 196.5 285.9 287.5 121,460.8 117,350.8

1,000 or more 225.8 175.1 224.7 213.5 141,278.3 136,874.0

Number of schools Number of students
115

Table A1.08.—Standard errors for percentage of public schools with various security measures, by state and selected characteristics: 1999–2000 (table 1.08)

See footnotes at end of table.

A requirement

that all or Metal detectors

Total most students through Random Daily presence

State and number A requirement stay on which all metal detector of police

selected of public that visitors sign school grounds students must checks on or security Video

characteristics schools in or check in during lunch pass each day students Drug sweeps personnel surveillance

50 States and DC 284.9 0.23 0.34 0.14 0.24 0.44 0.43 0.40

Alabama 15.4 0.00 0.00 0.98 3.05 3.00 2.36 1.89

Alaska 5.5 1.59 2.49 # 0.47 1.45 0.86 1.72

Arizona 22.2 0.21 2.1 6 0.00 0.65 2.1 8 3.24 1 .00

Arkansas 2.9 0.00 1.86 # 2.74 3.24 3.02 3.06

California 72.4 1 .07 1 .26 0.37 0.79 1 .30 2.23 0.62

Colorado 1 0.9 0.1 3 2.67 0.00 0.35 2.62 1 .84 2.35

Connecticut 5.3 0.29 1.07 # 0.57 1.19 2.74 2.16

Delaware 1 0.6 0.00 0.00 0.00 0.00 2.73 4.73 4.94

District of Columbia 1.3 0.00 1.57 2.32 2.38 2.04 2.23 1.99

Florida 36.7 0.1 9 0.75 0.72 2.02 2.68 2.97 1 .89

Georgia 32.5 0.70 0.25 0.87 3.1 6 2.87 3.36 3.02

Hawaii 1.8 0.00 0.00 0.00 0.00 0.00 2.59 #

Idaho 5.7 1.34 1.53 0.00 0.58 1.83 1.28 1.19

Illinois 50.0 2.05 2.37 1 .23 1 .42 2.29 1 .95 2.43

Indiana 28.4 0.62 1.84 # 1.96 2.58 2.66 2.67

Iowa 18.3 1.99 2.43 0.00 # 2.14 1.22 1.57

Kansas 21.7 1.75 2.48 0.00 0.76 2.08 1.57 2.53

Kentucky 28.4 0.00 1 .03 0.87 2.27 2.93 2.34 3.52

Louisiana 25.6 1.49 0.45 1.89 4.12 4.22 2.57 2.45

Maine 5.7 3.13 1.21 0.00 0.00 1.14 0.91 0.50

Maryland 7.4 0.00 2.08 0.00 0.24 2.50 1 .1 4 1 .46

Massachusetts 29.12.49 0.28 0.00 0.311.512.70 1.61

Michigan 62.1 2.29 2.76 0.88 0.68 2.10 2.49 1.79

Minnesota 123.6 2.38 2.14 0.00 # 3.01 3.22 1.96

Mississippi 6.4 0.610.72 0.92 2.63 2.46 2.28 2.34

Missouri 65.1 1 .85 2.1 1 1 .31 1 .80 3.45 3.50 2.46

Montana 5.1 2.88 2.95 0.00 # 2.87 1.06 1.17

Nebraska 33.1 3.06 2.48 0.00 0.45 1.73 1.20 1.08

Nevada 7.6 3.01 1 .1 9 # # 2.38 1 .49 1 .90

New Hampshire 5.0 2.66 2.12 0.00 # 1.85 2.30 3.40

New Jersey 20.3 0.68 2.310.35 0.710.62 2.35 3.29

New Mexico 5.9 0.1 0 2.71 # 1 .48 3.79 2.49 1 .75

New York 1 9.2 0.07 1 .98 0.76 0.86 1 .1 9 2.32 2.46

North Carolina 25.7 0.25 0.96 0.45 2.44 3.09 3.67 2.45

North Dakota 5.9 2.50 2.36 0.00 # 1.00 0.75 0.43
116

Table A1.08.—Standard errors for percentage of public schools with various security measures, by state and selected characteristics: 1999–2000 (table 1.08)—Continued

# Too few sample cases.

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

A requirement

that all or Metal detectors

Total most students through Random Daily presence

State and number A requirement stay on which all metal detector of police

selected of public that visitors sign school grounds students must checks on or security Video

characteristics schools in or check in during lunch pass each day students Drug sweeps personnel surveillance

Ohio 63.8 1.26 2.06 # 2.04 2.27 2.00 2.54

Oklahoma 5.6 2.25 2.48 0.80 1.17 2.86 1.88 2.18

Oregon 33.6 0.94 1.95 0.00 # 2.41 2.23 1.56

Pennsylvania 55.6 0.70 0.97 # 1.68 2.58 2.22 4.36

Rhode Island 3.8 0.00 0.47 0.00 0.00 # 1.24 1.75

South Carolina 15.6 0.96 0.88 # 2.54 3.66 2.92 2.68

South Dakota 8.13.00 2.73 0.00 0.00 2.50 1.211.01

Tennessee 21.1 0.00 1.01 0.48 2.56 2.47 2.56 3.58

Texas 66.4 0.75 1.92 1.06 1.18 2.92 2.21 2.07

Utah 8.12.28 2.94 # # 2.63 3.04 1.39

Vermont 8.0 2.02 2.44 0.00 0.00 # 2.04 #

Virginia 120.0 0.52 1.54 # 2.65 2.97 3.69 3.05

Washington 17.2 0.00 2.41 # 0.85 1.60 2.40 1.73

West Virginia 14.8 0.39 1.57 # 1.88 2.38 1.91 2.20

Wisconsin 51.6 1.52 3.51 # 1.01 3.56 3.56 2.48

Wyoming 9.0 3.12 4.19 0.00 # 2.42 1.51 1.73

Region

Northeast 72.9 0.43 0.73 0.31 0.44 0.78 1.05 1.38

Midwest 191.6 0.61 0.80 0.30 0.42 0.84 0.75 0.66

South 156.8 0.21 0.52 0.29 0.55 0.98 0.79 0.82

West 82.4 0.53 0.70 0.16 0.38 0.68 1.07 0.47

Community type

Central city 302.9 0.31 0.64 0.55 0.85 0.89 1.19 0.83

Urban fringe/large town 412.9 0.33 0.55 0.12 0.32 0.51 0.66 0.68

Rural/small town 352.6 0.55 0.66 0.09 0.36 1.03 0.66 0.68

School level

Elementary 250.2 0.27 0.44 0.14 0.27 0.49 0.59 0.51

Secondary 189.5 0.51 0.83 0.27 0.47 0.74 0.83 0.65

Combined 154.0 1.21 2.43 2.19 1.77 2.60 2.50 2.31

Student enrollment

Less than 100 317.6 1.90 2.29 0.94 0.74 2.20 1.95 1.15

100–199 361.3 0.99 1.80 0.67 0.95 1.74 1.68 1.09

200–499 514.7 0.31 0.56 0.23 0.37 0.74 0.64 0.62

500–749 440.3 0.24 0.53 0.20 0.53 0.84 0.810.92

750–999 290.1 0.29 0.97 0.46 1.22 1.57 1.71 1.57

1,000 or more 225.8 0.42 0.67 0.60 1.11 1.31 1.59 1.14
117

See footnotes at end of table.

Table A1.09.—Standard errors for total number of public school library media centers, percentage of library media centers with state certified library media specialists, average number of fulltime or part-time state certified library media specialists, average number of students per full-time or part-time certified library media specialist, and average number of paid other

library staff, by state and selected characteristics: 1999–2000 (table 1.09)

Percentage of Average number Average number of

Total number library media centers of paid full-time students per paid Average

State and Total number of public with paid state or part-time state full-time or part-time number of

selected of public school library certified library certified library certified library paid other

characteristics schools media centers media specialists media specialists media specialist library staff

50 States and DC 284.9 419.7 0.61 0.01 4.00 0.01

Alabama 15.4 15.4 1.19 0.01 13.94 0.03

Alaska 5.5 16.8 2.92 0.03 23.85 0.05

Arizona 22.2 70.6 4.20 0.04 28.39 0.06

Arkansas 2.9 8.0 2.09 0.02 11.08 0.03

California 72.4 216.1 2.55 0.04 76.64 0.08

Colorado 10.9 25.5 3.66 0.04 19.26 0.08

Connecticut 5.3 16.5 2.76 0.03 14.26 0.04

Delaware 10.6 9.0 3.58 0.04 62.49 0.06

District of Columbia 1.3 4.3 1.15 0.01 10.09 0.01

Florida 36.7 44.5 1.99 0.02 24.68 0.05

Georgia 32.5 33.7 0.00 0.02 19.85 0.04

Hawaii 1.8 1.8 2.30 0.04 11.67 0.03

Idaho 5.7 11.3 2.32 0.02 14.03 0.04

Illinois 50.0 92.2 3.98 0.04 21.06 0.10

Indiana 28.4 31.8 3.76 0.04 15.19 0.05

Iowa 18.3 22.0 2.36 0.02 14.99 0.07

Kansas 21.7 26.2 2.06 0.02 10.02 0.03

Kentucky 28.4 36.0 2.10 0.02 16.59 0.05

Louisiana 25.6 63.7 5.16 0.05 25.20 0.03

Maine 5.7 17.4 4.41 0.04 23.15 0.07

Maryland 7.4 18.4 3.62 0.04 19.96 0.04

Massachusetts 29.146.0 4.210.05 23.44 0.08

Michigan 62.1 121.5 4.58 0.05 26.59 0.07

Minnesota 123.6 118.3 2.80 0.03 40.29 0.09

Mississippi 6.4 16.12.210.02 19.59 0.03

Missouri 65.172.7 4.93 0.05 18.46 0.04

Montana 5.123.2 2.75 0.03 6.52 0.02

Nebraska 33.152.8 3.26 0.04 12.410.05

Nevada 7.6 9.9 2.74 0.03 28.30 0.03

New Hampshire 5.0 13.0 5.84 0.06 26.94 0.09

New Jersey 20.3 38.2 2.70 0.04 14.59 0.05

New Mexico 5.9 14.1 5.43 0.05 34.57 0.08

New York 19.2 82.4 2.87 0.03 22.82 0.05

North Carolina 25.7 52.2 2.36 0.03 14.84 0.07

North Dakota 5.9 18.0 2.08 0.03 7.92 0.02

For schools with library media centers
118

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Public School Library Media Center Survey” and “Public School

Survey.”

Table A1.09.—Standard errors for total number of public school library media centers, percentage of library media centers with state certified library media specialists, average number of fulltime or part-time state certified library media specialists, average number of students per full-time or part-time certified library media specialist, and average number of paid other

library staff, by state and selected characteristics: 1999–2000 (table 1.09)—Continued

Percentage of Average number Average number of

Total number library media centers of paid full-time students per paid Average

State and Total number of public with paid state or part-time state full-time or part-time number of

selected of public school library certified library certified library certified library paid other

characteristics schools media centers media specialists media specialists media specialist library staff

Ohio 63.8 93.9 4.68 0.06 23.96 0.11

Oklahoma 5.6 12.9 2.45 0.03 13.80 0.06

Oregon 33.6 44.4 3.90 0.04 26.57 0.05

Pennsylvania 55.6 44.8 1.53 0.03 18.27 0.08

Rhode Island 3.8 5.4 1.00 0.02 10.71 0.02

South Carolina 15.6 20.2 1.93 0.03 16.68 0.03

South Dakota 8.126.6 3.20 0.04 16.210.04

Tennessee 21.1 24.0 2.02 0.03 16.64 0.05

Texas 66.4 95.0 2.65 0.03 17.72 0.04

Utah 8.1 16.3 4.49 0.05 41.74 0.09

Vermont 8.0 7.2 4.29 0.04 25.010.09

Virginia 120.0 119.2 2.49 0.04 21.07 0.02

Washington 17.2 33.4 2.98 0.03 29.43 0.05

West Virginia 14.8 30.8 4.46 0.05 23.20 0.03

Wisconsin 51.6 48.8 2.94 0.03 22.58 0.06

Wyoming 9.0 15.5 3.70 0.06 24.28 0.05

Region

Northeast 72.9 117.9 1.04 0.01 8.42 0.03

Midwest 191.6 255.4 1.47 0.02 6.86 0.03

South 156.8 197.9 0.78 0.01 5.52 0.01

West 82.4 247.2 1.27 0.02 12.54 0.03

Community type

Central city 302.9 359.9 1.68 0.02 10.63 0.03

Urban fringe/large town 412.9 482.9 0.92 0.01 6.43 0.02

Rural/small town 352.6 385.3 1.00 0.01 6.38 0.02

School level

Elementary 250.2 375.9 0.79 0.014.210.02

Secondary 189.5 199.3 0.62 0.01 8.38 0.01

Combined 154.0 111.7 3.09 0.03 25.28 0.03

Student enrollment

Less than 100 317.6 260.3 3.18 0.03 2.40 0.03

100–199 361.3 393.1 2.57 0.03 2.27 0.04

200–499 514.7 552.8 1.35 0.01 2.26 0.02

500–749 440.3 508.4 1.48 0.02 2.94 0.03

750–999 290.1281.3 2.02 0.02 3.93 0.06

1,000 or more 225.8 214.7 1.38 0.02 12.18 0.03

For schools with library media centers
119

See footnotes at end of table.

California 226.9 2.14 3.21 3.83 1.91Colorado 26.3 2.19 2.45 1.27 3.69Connecticut 16.5 2.46 2.83 2.31 1.17Delaware 8.5 2.67 2.99 1.10 4.42District of Columbia 4.3 0.913.46 2.93 3.26Florida 44.4 0.94 0.99 1.22 3.65Georgia 34.2 1.25 0.29 1.56 3.21Hawaii 1.8 0.00 1.95 1.43 2.75Idaho 11.3 2.52 2.13 1.46 1.72Illinois 92.2 3.60 3.76 2.25 2.50Indiana 31.8 2.96 4.18 2.61 3.81Iowa 24.4 3.25 3.90 1.13 3.52Kansas 32.4 3.48 4.00 2.36 2.34Kentucky 38.5 3.24 4.16 1.07 2.72Louisiana 63.7 5.14 5.45 3.86 3.45Maine 17.9 3.96 4.82 0.63 1.52Maryland 18.4 2.77 3.52 2.28 1.93Massachusetts 46.0 2.82 3.67 1.28 3.27Michigan 126.9 2.38 4.04 2.89 3.54Minnesota 118.3 1.55 2.80 1.21 3.38Mississippi 17.5 2.78 2.41 2.28 2.26Missouri 76.7 5.50 6.26 3.33 6.07Montana 23.2 2.97 2.98 2.57 3.17Nebraska 52.8 3.37 3.17 1.55 3.17Nevada 9.9 2.30 2.76 3.23 3.85New Hampshire 13.8 6.43 5.20 5.84 3.75New Jersey 35.9 2.60 3.70 2.76 3.41New Mexico 16.7 5.53 5.24 5.16 4.97New York 82.2 2.66 3.81 2.12 1.77North Carolina 52.2 2.70 1.65 2.12 3.28North Dakota 18.2 3.05 3.38 1.40 3.38Ohio 93.9 4.40 3.68 3.24 3.09Oklahoma 13.3 3.41 3.58 3.22 3.34Oregon 44.2 2.43 3.57 3.54 3.23Pennsylvania 45.15.28 5.44 4.76 3.01Rhode Island 5.7 2.33 1.92 1.04 0.90South Carolina 20.2 1.13 2.62 0.76 3.43South Dakota 28.12.613.74 1.35 2.86Tennessee 25.9 3.49 3.97 2.38 2.01Texas 103.3 2.77 2.39 2.20 2.39Utah 16.3 3.13 2.76 1.50 3.53Vermont 7.5 3.59 2.94 4.09 2.64Virginia 119.2 2.87 0.79 1.05 4.08Washington 33.3 1.72 2.20 0.95 1.99West Virginia 30.9 5.97 5.12 2.20 3.67Wisconsin 48.8 2.25 2.92 1.37 2.29Wyoming 15.6 3.25 4.49 1.89 3.94
120

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicSchool Library Media Center Survey.”

Community type

Central city 358.7 1.09 1.53 1.22 1.07Urban fringe/large town 482.3 0.85 0.95 0.87 0.69

Rural/small town 392.7 1.16 1.09 0.81 1.00

School level

Elementary 399.10.68 0.87 0.75 0.61Secondary 202.10.46 0.72 0.32 0.78Combined 111.8 1.94 3.10 1.59 2.80

Student enrollment

Less than 100 259.5 3.41 3.85 1.63 3.52100–199 391.7 2.68 2.35 2.44 2.34200–499 550.5 0.97 1.17 0.97 0.82500–749 515.5 0.93 1.08 1.20 1.02750–999 278.7 1.14 1.55 1.45 1.771,000 or more 214.2 0.92 1.18 0.89 1.25
121

Table A1.11.—Standard errors for percentage of public school principals with experience in teaching, administration, or other selected positions before becoming principals, by state and

selected characteristics: 1999–2000 (table 1.11)

State and Total number Curriculum Assistant Athletic

selected of public school Department specialist or principal or Guidance Library media coach/athletic

characteristics principals Teacher head coordinator program director counselor specialist/librarian director

50 States and DC 327.1 0.13 0.66 0.53 0.68 0.35 0.17 0.58

Alabama 15.4 0.00 3.07 2.08 2.82 2.07 # 2.78

Alaska 6.0 0.66 2.44 1.93 2.53 1.78 # 2.79

Arizona 22.4 0.00 3.92 3.90 3.54 1.80 1.76 3.61

Arkansas 9.2 0.54 3.99 2.22 3.63 2.71# 2.98

California 64.7 0.52 2.66 2.912.89 1.53 0.89 2.57

Colorado 10.3 1.11 3.10 2.63 3.54 2.78 1.23 3.63

Connecticut 7.3 0.61 2.73 2.62 2.62 1.68 0.00 2.17

Delaware 10.2 0.00 3.63 4.01 3.08 2.48 0.00 4.56

District of Columbia 1.3 1.14 3.80 3.53 2.09 1.38 0.00 1.80

Florida 41.8 0.15 3.13 2.93 1.29 1.72 # 2.82

Georgia 32.8 1.10 3.64 3.56 2.32 1.76 # 2.70

Hawaii 1.7 1.65 2.37 4.76 1.31 3.33 # 4.37

Idaho 11.7 0.00 1.99 1.47 1.84 1.12 # 1.82

Illinois 58.4 0.66 2.57 3.29 4.09 1.46 # 3.44

Indiana 27.8 0.00 2.62 3.513.94 3.04 # 3.21

Iowa 19.5 0.38 3.21 2.97 2.99 2.14 # 3.65

Kansas 22.0 0.34 4.34 2.62 3.711.52 0.00 3.80

Kentucky 29.5 0.70 3.57 2.29 3.76 3.48 0.00 3.30

Louisiana 25.6 0.00 6.13 4.13 4.07 2.91 2.20 4.29

Maine 5.4 0.42 3.18 2.64 4.32 1.12 # 3.48

Maryland 5.0 1.46 3.71 2.90 2.43 2.66 # 3.33

Massachusetts 29.2 0.00 3.39 3.213.32 1.23 # 3.20

Michigan 75.9 0.37 3.26 2.72 4.07 1.91 # 2.91

Minnesota 124.9 0.36 3.90 4.90 3.86 1.53 1.39 4.82

Mississippi 11.0 0.55 3.01 1.94 2.70 1.32 # 2.16

Missouri 64.7 0.29 4.48 3.415.011.33 # 3.93

Montana 19.4 0.00 3.13 2.23 2.58 1.74 1.04 2.95

Nebraska 34.9 0.35 3.07 2.30 2.43 1.02 # 3.55

Nevada 7.4 0.00 3.67 2.88 3.35 1.34 # 2.75

New Hampshire 10.7 1.08 4.77 4.29 5.71 2.48 1.83 5.26

New Jersey 17.9 1.18 3.08 2.96 3.24 1.46 # 2.50

New Mexico 17.2 1.93 5.90 5.56 4.75 3.92 # 6.22

New York 26.8 0.28 2.35 3.32 3.32 1.28 0.96 2.99

North Carolina 26.1 0.00 4.26 3.84 2.59 2.18 1.04 3.99

North Dakota 6.8 0.85 2.19 1.82 1.70 1.45 1.18 2.50

See footnotes at end of table.
122

Table A1.11.—Standard errors for percentage of public school principals with experience in teaching, administration, or other selected positions before becoming principals, by state and

selected characteristics: 1999–2000 (table 1.11)—Continued

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Public School Principal Survey.”

State and Total number Curriculum Assistant Athletic

selected of public school Department specialist or principal or Guidance Library media coach/athletic

characteristics principals Teacher head coordinator program director counselor specialist/librarian director

Ohio 81.5 1.67 3.33 2.29 4.11 2.13 0.00 4.38

Oklahoma 6.6 0.25 3.58 3.24 3.32 3.00 0.30 2.91

Oregon 34.2 1.77 4.26 5.07 3.93 2.26 2.01 4.59

Pennsylvania 57.2 0.08 4.17 4.06 5.38 1.92 # 3.76

Rhode Island 3.6 0.00 1.41 1.85 2.40 # # 1.59

South Carolina 16.2 0.00 3.96 3.96 3.26 2.46 0.84 3.64

South Dakota 13.1 0.28 2.40 1.98 2.33 1.89 1.39 2.88

Tennessee 22.1 0.42 3.70 3.17 4.26 1.82 1.15 3.94

Texas 79.9 0.07 3.10 2.48 2.42 1.78 0.69 2.94

Utah 13.4 0.98 4.38 4.01 4.35 1.84 # 3.59

Vermont 11.4 1.47 3.28 2.45 4.05 1.56 0.00 3.83

Virginia 119.9 0.50 4.29 3.04 3.16 1.88 1.60 3.48

Washington 23.10.00 2.512.93 3.25 1.83 2.213.31

West Virginia 14.9 0.00 3.59 1.69 3.50 1.73 0.85 2.85

Wisconsin 51.7 1.45 3.45 2.99 3.65 1.59 # 3.48

Wyoming 9.0 0.36 3.64 2.77 4.02 3.29 # 4.02

Region

Northeast 78.0 0.22 1.37 1.48 1.88 0.65 0.31 1.32

Midwest 233.6 0.28 1.05 1.08 1.37 0.66 0.19 1.12

South 160.4 0.11 1.18 0.90 0.86 0.65 0.27 0.89

West 79.3 0.31 1.45 1.47 1.42 0.84 0.49 1.28

Community type

Central city 327.8 0.28 1.33 1.34 1.23 0.82 0.47 1.05

Urban fringe/large town 430.6 0.18 0.96 0.88 0.88 0.46 0.24 0.93

Rural/small town 369.4 0.18 1.06 0.84 1.20 0.75 0.23 1.04

School level

Elementary 253.8 0.16 0.83 0.70 0.86 0.44 0.24 0.75

Secondary 197.0 0.17 0.92 0.79 0.89 0.63 0.12 0.95

Combined 147.0 0.47 2.35 2.12 2.51 1.23 0.38 2.53

Student enrollment

Less than 100 311.7 0.42 2.71 2.79 3.19 0.97 0.63 2.55

100–199 360.0 0.49 2.15 2.09 2.56 1.49 0.46 2.41

200–499 498.9 0.22 1.13 0.94 1.14 0.50 0.22 0.83

500–749 448.9 0.23 1.29 1.32 1.21 0.74 0.50 1.12

750–999 274.9 0.04 1.76 1.85 1.57 0.95 0.41 1.94

1,000 or more 237.8 0.31 1.49 1.39 0.89 1.03 0.21 1.42
123

Table A1.12.—Standard errors for percentage of public school principals who reported that the parent association had a great deal of influence over various school activities and percentage of

principals and teachers who reported that lack of parent involvement was a serious problem at their school, by state: 1999–2000 (table 1.12)

See footnotes at end of table.

Percentage

Percentage of of teachers

principals who who reported

Total Hiring new reported lack of Total lack of parent

number of Establishing full-time parent involvement number of involvement

public school curriculum teachers Setting discipline Any of three was a serious public school was a serious

State principals at school at school policy at school listed activities problem at school teachers problem at school

50 States and DC 327.10.24 0.210.37 0.43 0.48 19,454.0 0.36

Alabama 15.4 1.12 # 1.00 1.32 1.89 1,675.5 1.76

Alaska 6.0 1.64 0.86 1.27 1.92 2.37 280.8 1.52

Arizona 22.4 # # 2.23 2.34 2.51 1,938.4 1.63

Arkansas 9.2 1.37 0.00 1.51 1.87 2.89 807.3 2.30

California 64.7 0.97 0.92 1.57 1.80 2.03 8,103.8 1.61

Colorado 10.3 1.33 # 2.19 2.73 1.66 1,417.7 1.79

Connecticut 7.3 # 1.23 # 1.36 2.13 1,636.9 1.57

Delaware 10.2 # 2.72 3.34 3.70 1.99 902.3 2.19

District of Columbia 1.3 1.90 1.79 2.61 2.59 1.32 121.3 1.63

Florida 41.8 1.17 # 1.40 1.94 2.39 5,066.9 2.19

Georgia 32.8 1.22 # 2.01 2.07 2.79 2,742.8 2.42

Hawaii 1.7 1.90 0.00 2.98 2.98 2.93 222.4 1.80

Idaho 11.7 1.33 0.68 0.89 1.41 1.10 207.6 0.98

Illinois 58.4 1.32 1.11 2.06 2.38 2.00 3,802.5 1.56

Indiana 27.8 # 0.00 1.07 1.07 1.97 1,325.4 1.48

Iowa 19.5 # 0.00 1.31 1.31 1.49 934.5 1.43

Kansas 22.0 # 0.00 # 0.99 2.36 783.4 1.38

Kentucky 29.5 2.05 1.33 2.06 2.39 2.16 1,134.3 1.67

Louisiana 25.6 2.38 # 1.82 3.01 4.35 2,098.3 4.00

Maine 5.4 1.00 # 1.33 1.57 1.18 592.0 0.77

Maryland 5.0 # # 0.85 1.44 2.11 1,421.7 2.70

Massachusetts 29.2 # # 2.77 2.77 2.42 2,539.7 1.92

Michigan 75.9 1.16 0.90 1.82 2.21 2.63 4,333.0 2.05

Minnesota 124.9 # # 2.21 2.22 2.45 4,133.3 1.81

Mississippi 11.0 1.44 0.00 1.64 1.68 2.56 977.7 1.74

Missouri 64.7 1.60 1.02 2.46 2.13 1.97 1,967.1 1.81

Montana 19.4 1.00 0.98 0.70 1.30 1.52 364.0 1.42

Nebraska 34.9 1.87 # 1.10 2.16 1.45 810.3 1.55

Nevada 7.4 1.11 # 1.65 1.75 2.74 710.8 1.86

New Hampshire 10.7 1.58 # 2.53 2.93 3.00 603.5 1.90

New Jersey 17.9 1.56 # 1.82 2.42 1.58 2,148.4 1.45

New Mexico 17.2 0.79 2.82 3.43 3.65 3.04 866.8 2.53

New York 26.8 1.63 0.98 1.99 2.30 1.98 5,519.9 1.54

North Carolina 26.11.45 # 2.70 2.96 2.74 2,592.5 2.52

North Dakota 6.8 1.79 # 1.62 2.35 1.58 358.3 0.99

parent association had a great deal of influence over

Percentage of principals who reported that the
124

# Too few sample cases.

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

Survey.”

Table A1.12.—Standard errors for percentage of public school principals who reported that the parent association had a great deal of influence over various school activities and percentage of

principals and teachers who reported that lack of parent involvement was a serious problem at their school, by state: 1999–2000 (table 1.12)—Continued

Percentage

Percentage of of teachers

principals who who reported

Total Hiring new reported lack of Total lack of parent

number of Establishing full-time parent involvement number of involvement

public school curriculum teachers Setting discipline Any of three was a serious public school was a serious

State principals at school at school policy at school listed activities problem at school teachers problem at school

Ohio 81.5 0.64 1.92 0.82 2.08 3.58 4,145.9 2.04

Oklahoma 6.6 0.73 1.28 2.06 2.28 2.42 1,644.1 2.09

Oregon 34.2 1.20 # # 1.60 3.38 1,475.4 2.08

Pennsylvania 57.2 1.79 # 1.42 2.12 3.02 4,490.3 2.69

Rhode Island 3.6 # 0.84 1.51 1.65 0.96 296.7 1.18

South Carolina 16.2 1.11 2.07 # 2.78 3.59 1,377.8 2.06

South Dakota 13.1 0.21 0.07 # 1.48 1.52 372.0 1.34

Tennessee 22.1 1.30 0.00 1.98 2.02 2.09 2,258.9 2.26

Texas 79.9 1.36 1.36 1.82 1.86 1.96 8,961.7 1.53

Utah 13.4 1.21 1.86 2.28 3.57 1.91 934.5 1.81

Vermont 11.4 # # # 2.32 2.20 450.8 2.12

Virginia 119.9 1.47 0.00 1.49 1.80 2.16 5,065.7 1.96

Washington 23.1 0.80 1.17 1.58 1.78 1.76 1,742.6 1.55

West Virginia 14.9 1.36 0.00 1.53 1.62 2.08 634.8 1.47

Wisconsin 51.7 0.86 # 1.05 1.91 2.04 2,962.5 1.96

Wyoming 9.0 1.12 1.68 1.28 1.85 2.21 309.1 1.47

Percentage of principals who reported that the

parent association had a great deal of influence over
125

Table A1.13.—Standard errors for percentage distribution of public school teachers by age and average and median age of public school teachers, by state: 1999–2000 (table 1.13)

Under 30 Between 30 Between 50 55 years Average Median

State years and 49 years and 54 years and over age age

50 States and DC 0.28 0.38 0.310.25 0.09 0.17

Alabama 1.26 1.56 1.27 0.74 0.37 0.34

Alaska 1.08 1.28 1.26 0.62 0.30 0.42

Arizona 1.21 2.05 1.58 1.08 0.37 0.76

Arkansas 1.49 1.96 1.23 1.46 0.44 0.42

California 1.15 1.33 0.99 0.88 0.37 0.55

Colorado 1.15 1.73 1.31 1.29 0.34 0.56

Connecticut 1.18 1.81 1.45 0.95 0.29 0.39

Delaware 2.74 1.80 1.95 2.00 0.79 1.54

District of Columbia 1.43 1.69 1.43 2.14 0.60 0.57

Florida 1.11 1.68 1.02 1.74 0.45 0.68

Georgia 1.90 2.13 1.48 1.10 0.49 0.90

Hawaii 1.48 1.68 1.49 1.22 0.40 0.70

Idaho 0.75 0.88 1.03 0.84 0.21 0.27

Illinois 1.25 1.84 1.32 1.29 0.39 0.53

Indiana 1.43 1.83 1.53 1.74 0.47 0.59

Iowa 1.26 1.59 1.34 1.06 0.32 0.70

Kansas 1.54 2.02 1.31 1.17 0.45 0.83

Kentucky 1.10 1.37 1.33 0.73 0.33 0.61

Louisiana 2.41 2.72 1.65 1.71 0.67 1.37

Maine 0.88 1.29 1.17 1.08 0.26 0.46

Maryland 1.57 2.05 1.21 1.16 0.37 0.73

Massachusetts 0.96 2.12 1.51 1.49 0.29 0.32

Michigan 1.44 2.29 1.92 1.24 0.42 0.89

Minnesota 1.47 2.41 1.87 1.13 0.47 1.17

Mississippi 1.06 1.52 0.99 0.83 0.29 0.46

Missouri 1.63 2.06 1.67 0.95 0.46 0.79

Montana 0.70 1.20 1.09 0.77 0.25 0.45

Nebraska 0.84 1.31 1.01 0.88 0.26 0.47

Nevada 1.51 1.81 0.96 1.18 0.38 0.80

New Hampshire 1.74 2.42 2.07 1.63 0.51 0.65

New Jersey 1.30 1.61 1.22 0.91 0.34 0.46

New Mexico 1.86 2.01 2.04 1.36 0.46 0.95

New York 1.35 2.12 1.83 1.36 0.53 0.94

North Carolina 1.84 2.71 1.55 1.37 0.47 0.93

North Dakota 0.811.38 0.96 0.90 0.22 0.32

See footnotes at end of table.
126

Table A1.13.—Standard errors for percentage distribution of public school teachers by age and average and median age of public school teachers, by state: 1999–2000 (table 1.13)—Continued

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

Under 30 Between 30 Between 50 55 years Average Median

State years and 49 years and 54 years and over age age

Ohio 1.34 1.61 1.31 0.93 0.42 0.78

Oklahoma 1.59 1.87 1.44 1.22 0.40 0.66

Oregon 1.77 2.21 1.51 1.27 0.50 0.81

Pennsylvania 1.66 2.54 1.84 1.33 0.39 0.51

Rhode Island 0.76 1.07 0.65 0.55 0.21 0.28

South Carolina 1.64 2.04 1.38 1.37 0.46 0.65

South Dakota 0.79 1.12 1.16 0.49 0.25 0.39

Tennessee 1.44 2.59 2.03 1.32 0.45 1.12

Texas 1.43 1.94 1.33 0.88 0.35 0.62

Utah 1.56 2.15 1.46 1.12 0.44 0.73

Vermont 1.95 2.93 2.03 1.43 0.46 0.65

Virginia 0.98 1.26 0.91 0.69 0.26 0.40

Washington 1.20 1.70 1.29 1.00 0.34 0.37

West Virginia 0.70 1.60 1.33 0.77 0.26 0.24

Wisconsin 1.10 2.15 1.74 1.25 0.43 0.53

Wyoming 1.16 1.61 1.19 1.19 0.31 0.31
127

Table A1.14.—Standard errors for percentage of full-time public school teachers who reported participating in various professional development activities in the past 12 months, by state: 1999–

2000 (table 1.14)

See footnotes at end of table.

Total Content and

number In-depth study performance

of full-time of content standards in Uses of Student discipline Any

public school in main teaching main teaching Methods computers Student and management of listed

State teachers assignment field assignment field of teaching for instruction assessment in the classroom activities

50 States and DC 20,331.5 0.32 0.30 0.33 0.37 0.36 0.40 0.12

Alabama 1,767.9 1.98 1.06 1.63 1.75 2.47 1.68 0.37

Alaska 267.0 1.57 1.38 1.56 1.17 1.47 1.66 0.35

Arizona 1,968.1 1.54 1.37 1.77 2.06 1.72 1.97 0.41

Arkansas 883.0 2.18 1.70 1.87 2.90 1.49 2.14 0.54

California 7,643.3 1.39 1.24 1.35 1.56 1.53 1.76 0.45

Colorado 1,418.8 1.85 1.57 1.69 1.91 1.70 2.01 0.62

Connecticut 1,712.2 1.53 1.32 1.51 1.59 1.60 2.04 0.24

Delaware 843.6 2.69 1.70 2.55 2.28 1.73 2.71 0.89

District of Columbia 121.7 1.49 1.05 1.54 2.12 1.78 1.98 0.19

Florida 4,771.4 1.88 1.30 1.75 2.29 1.79 2.17 0.56

Georgia 3,121.5 2.21 2.15 1.73 2.63 2.38 2.49 0.80

Hawaii 259.3 2.11 1.34 1.74 2.07 1.60 1.87 0.65

Idaho 269.9 1.13 1.27 0.99 0.83 1.08 1.22 0.21

Illinois 3,841.6 1.67 1.72 1.90 1.42 1.97 1.57 0.48

Indiana 1,751.9 3.97 1.91 2.22 1.86 2.28 2.88 0.57

Iowa 999.3 1.63 1.54 1.64 1.82 1.83 2.09 0.74

Kansas 948.5 1.85 1.59 1.53 1.94 1.90 1.98 0.29

Kentucky 1,181.7 1.90 1.36 1.71 1.73 1.70 2.28 0.25

Louisiana 2,207.2 2.912.69 2.33 2.65 2.46 2.77 1.21

Maine 574.3 1.79 1.26 1.81 2.04 1.52 1.69 0.45

Maryland 1,696.1 1.91 1.46 1.58 2.00 1.32 2.09 0.61

Massachusetts 2,886.9 1.53 1.94 1.55 1.93 1.91 2.10 0.44

Michigan 4,005.7 1.74 1.93 1.68 2.04 2.66 2.32 0.63

Minnesota 3,648.9 2.45 1.28 2.59 2.40 2.58 2.26 0.67

Mississippi 1,002.3 1.40 1.39 1.49 1.29 1.59 1.72 0.65

Missouri 2,158.0 2.27 1.95 2.25 1.95 2.44 2.44 0.51

Montana 326.3 1.40 1.49 1.21 1.39 1.66 1.37 0.44

Nebraska 779.3 1.57 1.81 1.89 2.12 2.03 1.80 0.55

Nevada 707.0 1.57 1.68 1.51 1.85 1.72 1.92 0.46

New Hampshire 708.3 2.74 2.39 2.412.14 2.93 2.39 0.31

New Jersey 2,214.6 1.96 1.55 1.60 1.46 2.07 1.54 0.33

New Mexico 884.5 2.68 2.24 2.84 3.40 2.88 3.04 1.52

New York 5,744.5 1.44 1.21 2.02 1.87 1.67 1.79 0.64

North Carolina 2,813.6 2.31 2.76 2.05 2.12 2.02 2.75 0.51

North Dakota 362.7 1.41 1.35 1.57 1.03 1.73 1.41 0.41
128

Table A1.14.—Standard errors for percentage of full-time public school teachers who reported participating in various professional development activities in the past 12 months, by state: 1999–

2000 (table 1.14)—Continued

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

Total Content and

number In-depth study performance

of full-time of content standards in Uses of Student discipline Any

public school in main teaching main teaching Methods computers Student and management of listed

State teachers assignment field assignment field of teaching for instruction assessment in the classroom activities

Ohio 4,158.3 2.31 1.51 1.51 2.15 2.32 2.44 0.64

Oklahoma 1,687.9 2.38 2.51 1.79 2.72 2.61 2.82 0.33

Oregon 1,425.1 2.79 1.67 2.43 2.70 1.66 1.98 0.71

Pennsylvania 4,671.2 1.97 1.86 2.66 2.94 2.45 3.13 1.26

Rhode Island 316.6 0.94 1.07 1.16 1.27 0.91 0.88 0.49

South Carolina 1,558.4 2.15 1.83 2.13 1.99 2.29 2.18 0.50

South Dakota 384.2 1.36 1.31 1.31 1.12 1.52 1.72 0.50

Tennessee 2,168.9 2.27 2.04 2.07 2.89 2.11 2.06 0.72

Texas 8,861.1 1.62 1.45 1.01 1.70 1.71 1.63 0.36

Utah 990.9 1.68 2.15 1.73 1.75 2.03 1.94 0.50

Vermont 461.3 2.16 2.09 2.19 2.75 2.18 2.32 0.82

Virginia 4,894.2 1.51 1.23 1.54 1.10 1.74 2.34 0.41

Washington 2,006.8 1.27 1.41 1.97 2.02 1.73 1.65 0.43

West Virginia 702.4 1.85 1.94 1.81 1.61 1.77 2.28 0.44

Wisconsin 3,005.8 2.42 2.13 2.40 2.14 2.58 2.01 0.60

Wyoming 306.2 1.63 1.20 1.63 1.86 1.82 2.13 0.41
129

See footnotes at end of table.

California 0.13 0.12 0.20Colorado 0.11 0.17 0.24Connecticut 0.18 0.17 0.21Delaware 0.110.110.35District of Columbia 0.13 0.24 0.19Florida 0.10 0.17 0.23Georgia 0.11 0.19 0.21Hawaii 0.1 2 0.1 4 0.27Idaho 0.07 0.12 0.12Illinois 0.17 0.18 0.26Indiana 0.12 0.18 0.23Iowa 0.10 0.26 0.25Kansas 0.12 0.20 0.26Kentucky 0.17 0.14 0.29Louisiana 0.22 0.23 0.32Maine 0.08 0.15 0.23Maryland 0.12 0.17 0.31

Massachusetts 0.13 0.13 0.23Michigan 0.16 0.24 0.22

Minnesota 0.13 0.26 0.27Mississippi 0.06 0.16 0.12Missouri 0.210.27 0.28Montana 0.07 0.15 0.16Nebraska 0.11 0.20 0.19Nevada 0.10 0.19 0.25New Hampshire 0.12 0.19 0.40New Jersey 0.11 0.15 0.22New Mexico 0.25 0.22 0.33New York 0.12 0.17 0.20North Carolina 0.210.17 0.26North Dakota 0.08 0.19 0.25Ohio 0.1 2 0.22 0.29Oklahoma 0.17 0.20 0.28Oregon 0.13 0.19 0.24Pennsylvania 0.19 0.15 0.29Rhode Island 0.09 0.10 0.15South Carolina 0.15 0.16 0.21South Dakota 0.07 0.18 0.18Tennessee 0.11 0.20 0.34Texas 0.09 0.17 0.20Utah 0.16 0.28 0.23Vermont 0.20 0.28 0.41Virginia 0.13 0.14 0.23Washington 0.09 0.16 0.21West Virginia 0.15 0.21 0.18Wisconsin 0.13 0.21 0.17Wyoming 0.14 0.26 0.22
130

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

West 0.07 0.07 0.11

Community type

Central city 0.06 0.07 0.10Urban fringe/large town 0.04 0.05 0.08Rural/small town 0.05 0.06 0.08

School level

Elementary 0.04 0.04 0.06Secondary 0.03 0.05 0.06Combined 0.10 0.14 0.12

Student enrollment

Less than 100 0.17 0.21 0.27100–199 0.17 0.24 0.20200–499 0.06 0.05 0.10500–749 0.06 0.07 0.11750–999 0.09 0.09 0.141,000 or more 0.06 0.07 0.07
131

Table A1.16.—Standard errors for average class size and student/teacher ratios in public elementary schools, secondary schools, and schools with combined grades, by state: 1999–2000

(table 1.16)

See footnotes at end of table.

Average class Average class Average class Average class

Average class size for Average class size for size for size for

size for teachers in size for teachers in teachers in teachers in

teachers in departmen- Student/ teachers in departmen- Student/ self- departmen- Student/

State and self-contained talized teacher self-contained talized teacher contained talized teacher

school level classes instruction ratio classes instruction ratio classes instruction ratio

50 States and DC 0.11 0.25 0.07 0.32 0.08 0.50 0.34 0.32 0.33

Alabama 0.43 1.25 0.21 1.45 0.23 0.20 0.60 0.82 0.42

Alaska 0.26 0.57 0.33 # 0.87 # 0.67 0.90 0.79

Arizona 0.37 1.69 0.42 1.28 0.36 0.45 # # #

Arkansas 0.27 1.36 0.25 # 0.73 0.39 † # #

California 0.38 1.16 0.35 0.93 0.21 0.49 1.22 1.37 0.91

Colorado 0.43 0.94 0.311.85 0.55 0.46 # # #

Connecticut 0.33 0.65 0.28 # 0.36 0.48 # # #

Delaware 0.37 # 0.21 # 1 .1 7 # # † #

District of Columbia 0.36 # 0.19 # 0.37 # # † #

Florida 0.40 0.94 0.25 2.53 0.810.76 0.810.74 0.36

Georgia 0.53 1.35 0.31 # 0.44 0.41 # 1.00 #

Hawaii 0.32 0.97 0.32 # 0.25 # # # #

Idaho 0.32 0.87 0.22 # 0.29 0.14 # # #

Illinois 0.49 0.77 0.26 0.98 0.38 0.25 1.09 1.30 #

Indiana 0.43 2.14 0.33 # 0.43 0.23 # 1.06 #

Iowa 0.37 0.95 0.32 1.54 0.70 0.39 # 1.14 #

Kansas 0.43 1.07 0.28 # 0.43 0.25 # # #

Kentucky 0.40 1.11 0.25 # 0.32 0.74 # 2.31 #

Louisiana 0.51 1.16 0.36 2.49 0.58 0.42 0.98 0.93 0.82

Maine 0.37 0.910.33 0.76 0.26 0.40 # # #

Maryland 0.66 0.69 0.44 # 0.19 0.20 # # #

Massachusetts 0.40 0.56 0.39 # 0.32 0.33 † # #

Michigan 0.79 1.18 0.27 # 0.51 0.51 # 1.51 #

Minnesota 0.36 0.89 0.43 # 0.49 2.36 # 2.10 #

Mississippi 0.36 0.61 0.24 1.11 0.35 0.39 1.22 0.78 0.64

Missouri 0.56 0.96 0.39 2.99 0.40 0.89 1.46 2.98 #

Montana 0.32 1.36 0.55 1.22 0.37 0.47 † † †

Nebraska 0.23 1.10 0.30 0.93 0.63 0.46 # # #

Nevada 0.26 1.37 0.37 # 0.42 0.78 # # #

New Hampshire 0.52 1.69 0.41 # 0.41 0.21 # # #

New Jersey 0.30 1.13 0.25 # 0.29 0.19 # # #

New Mexico 0.59 1.02 0.66 # 0.66 0.55 # # #

New York 0.63 1.54 0.27 # 0.42 0.21 0.61 0.69 0.22

North Carolina 0.47 1.16 0.24 # 0.20 0.19 # 1.69 #

North Dakota 0.36 0.46 0.710.98 0.37 0.55 † # #

Elementary schools Secondary schools Combined grade schools
132

Table A1.16.—Standard errors for average class size and student/teacher ratios in public elementary schools, secondary schools, and schools with combined grades, by state: 1999–2000

(table 1.16)—Continued

# Too few sample cases.

† Not applicable.

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

Average class Average class Average class Average class

Average class size for Average class size for size for size for

size for teachers in size for teachers in teachers in teachers in

teachers in departmen- Student/ teachers in departmen- Student/ self- departmen- Student/

State and self-contained talized teacher self-contained talized teacher contained talized teacher

school level classes instruction ratio classes instruction ratio classes instruction ratio

Ohio 0.56 1.82 0.37 1.43 0.39 0.34 # # #

Oklahoma 0.45 1.24 0.51 1.91 0.40 0.42 † # #

Oregon 0.49 1.32 0.59 # 0.31 0.29 # # #

Pennsylvania 0.59 1.35 0.32 1.25 0.47 0.74 # 1.52 #

Rhode Island 0.28 0.28 0.18 # 0.23 # # # #

South Carolina 0.42 0.87 0.29 # 0.30 0.59 # # #

South Dakota 0.40 0.45 0.511.34 0.33 0.32 # # #

Tennessee 0.40 0.66 0.36 1.46 0.41 34.49 1.11 0.77 #

Texas 0.36 1.36 0.24 1.15 0.37 0.39 2.20 1.95 1.43

Utah 0.35 # 0.37 # 0.68 0.99 # # #

Vermont 0.63 1.53 0.34 2.37 1.07 # # # #

Virginia 0.52 0.82 0.29 1.08 0.38 0.66 # # #

Washington 0.36 0.58 0.45 1.25 0.44 1.31 2.51 1.51 #

West Virginia 0.42 0.46 0.24 1.46 0.36 0.60 # # #

Wisconsin 0.43 1.36 0.41 # 0.29 0.31 # # #

Wyoming 0.38 0.62 0.40 # 0.73 0.53 # # #

Elementary schools Secondary schools Combined grade schools
133

Table A1.17.—Standard errors for percentage of public school teachers who stated that crime was a serious problem or who reported being threatened or physically attacked at school, by state

and selected characteristics: 1999–2000 (table 1.17)

Stated that Stated that student Reported being Reported being

State and Total number Stated that physical conflicts possession of threatened physically

selected of public robbery or theft was among students were weapons was a with injury in the attacked in the

characteristics school teachers a serious problem a serious problem serious problem past 12 months past 12 months

50 States and DC 19,454.0 0.11 0.19 0.06 0.23 0.15

Alabama 1,675.5 0.67 1.26 0.30 0.99 0.57

Alaska 280.8 0.39 0.53 0.19 0.77 0.52

Arizona 1,938.4 0.61 1.09 0.30 1.23 1.00

Arkansas 807.3 0.62 0.68 0.27 1.18 0.59

California 8,103.8 0.48 0.49 0.19 0.71 0.46

Colorado 1,417.7 0.60 0.85 # 0.99 0.62

Connecticut 1,636.9 0.21 0.61 0.11 0.88 0.55

Delaware 902.3 0.90 1.36 # 1.40 0.94

District of Columbia 121.3 0.63 1.56 0.22 1.37 0.84

Florida 5,066.9 0.86 1.22 0.31 1.08 0.91

Georgia 2,742.8 0.71 1.35 0.33 1.45 0.85

Hawaii 222.4 1.05 0.84 0.29 0.99 0.58

Idaho 207.6 0.15 0.51 0.14 0.44 0.39

Illinois 3,802.5 0.29 0.83 0.36 0.90 0.39

Indiana 1,325.4 0.57 0.58 0.24 1.12 0.75

Iowa 934.5 0.33 0.47 0.16 0.93 0.73

Kansas 783.4 0.28 0.75 0.26 0.78 0.55

Kentucky 1,134.3 0.66 0.79 0.54 1.22 0.62

Louisiana 2,098.3 1.11 2.16 0.10 2.31 1.31

Maine 592.0 0.26 0.42 0.11 1.13 0.96

Maryland 1,421.7 0.63 1.38 0.40 1.31 0.93

Massachusetts 2,539.7 0.43 0.810.42 1.50 0.68

Michigan 4,333.0 0.77 1.26 0.14 0.95 0.93

Minnesota 4,133.3 0.25 0.70 0.29 1.11 1.05

Mississippi 977.7 0.70 0.96 0.30 0.99 0.58

Missouri 1,967.1 0.63 1.14 0.39 1.73 1.41

Montana 364.0 0.62 0.89 0.57 0.97 0.38

Nebraska 810.3 0.36 0.51 0.19 0.70 0.57

Nevada 710.8 0.66 0.48 0.28 1.34 1.07

New Hampshire 603.5 0.15 0.34 0.11 1.43 1.09

New Jersey 2,148.4 0.52 0.71 0.37 0.80 0.79

New Mexico 866.8 1.21 1.52 0.38 1.75 1.78

New York 5,519.9 0.49 1.07 0.32 1.06 0.79

North Carolina 2,592.5 0.54 0.75 0.13 1.65 1.24

North Dakota 358.3 0.12 0.40 # 0.57 0.37

See footnotes at end of table.
134

Table A1.17.—Standard errors for percentage of public school teachers who stated that crime was a serious problem or who reported being threatened or physically attacked at school, by state

and selected characteristics: 1999–2000 (table 1.17)—Continued

# Too few sample cases.

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

Stated that Stated that student Reported being Reported being

State and Total number Stated that physical conflicts possession of threatened physically

selected of public robbery or theft was among students were weapons was a with injury in the attacked in the

characteristics school teachers a serious problem a serious problem serious problem past 12 months past 12 months

Ohio 4,145.9 0.47 1.06 0.42 1.35 0.83

Oklahoma 1,644.1 0.49 1.03 0.11 1.17 1.12

Oregon 1,475.4 0.17 0.44 0.07 1.33 0.60

Pennsylvania 4,490.3 0.50 1.61 0.08 1.28 0.98

Rhode Island 296.7 # 0.40 # 0.65 0.60

South Carolina 1,377.8 0.63 0.95 0.22 1.10 0.94

South Dakota 372.0 0.710.76 0.37 0.910.50

Tennessee 2,258.9 0.87 1.39 0.10 1.65 0.67

Texas 8,961.7 0.52 0.50 0.28 0.89 0.75

Utah 934.5 0.78 0.87 0.57 1.15 0.58

Vermont 450.8 # 0.78 # 1.46 0.94

Virginia 5,065.7 0.26 0.78 0.08 1.19 0.76

Washington 1,742.6 0.50 0.70 0.13 0.98 0.61

West Virginia 634.8 0.20 0.54 0.26 1.19 0.67

Wisconsin 2,962.5 0.18 0.36 0.10 1.00 0.80

Wyoming 309.10.30 0.52 0.00 0.96 0.47

Region

Northeast 7,860.0 0.210.55 0.13 0.52 0.37

Midwest 9,325.1 0.17 0.32 0.12 0.37 0.27

South 12,745.5 0.22 0.30 0.10 0.42 0.28

West 9,102.6 0.25 0.28 0.11 0.36 0.26

Community type

Central city 16,011.6 0.30 0.55 0.19 0.56 0.40

Urban fringe/large town 19,037.7 0.14 0.22 0.06 0.27 0.22

Rural/small town 10,506.3 0.15 0.19 0.07 0.37 0.23

School level

Elementary 15,663.6 0.15 0.29 0.07 0.32 0.24

Secondary 10,997.7 0.15 0.19 0.10 0.24 0.11

Combined 2,488.2 0.28 0.74 0.25 1.00 0.75

Student enrollment

Less than 100 4,047.7 0.51 1.24 0.20 1.91 1.05

100–199 5,289.6 0.19 0.44 0.17 0.83 0.54

200–499 14,889.3 0.13 0.28 0.07 0.41 0.35

500–749 19,495.8 0.19 0.39 0.10 0.50 0.31

750–999 15,621.6 0.36 0.53 0.13 0.60 0.35

1,000 or more 17,352.9 0.26 0.41 0.15 0.43 0.25
135

Table A1.18.—Standard errors for percentage of public school teachers who agreed or strongly agreed with various statements regarding the working conditions in their school or classroom, by

state: 1999–2000 (table 1.18)

Rules for student

Student Student tardiness Routine duties behavior are

Total number misbehavior and class cutting and paperwork consistently enforced

of public interferes with interferes with interfere with my by teachers in

State school teachers my teaching my teaching job of teaching this school

50 States and DC 19,454.0 0.43 0.35 0.30 0.39

Alabama 1,675.5 1.75 1.38 1.44 1.77

Alaska 280.8 1.41 1.57 1.26 1.72

Arizona 1,938.4 2.06 1.91 1.85 1.94

Arkansas 807.3 2.21 2.22 1.98 2.14

California 8,103.8 1.54 1.46 1.44 1.46

Colorado 1,417.7 2.41 2.07 1.48 2.09

Connecticut 1,636.9 1.71 1.46 1.69 1.97

Delaware 902.3 2.93 3.55 2.47 3.33

District of Columbia 121.3 1.71 2.12 1.44 1.65

Florida 5,066.9 2.28 2.22 1.45 1.78

Georgia 2,742.8 2.06 2.41 1.35 2.15

Hawaii 222.4 1.91 2.13 1.71 1.81

Idaho 207.6 1.16 0.92 0.93 1.21

Illinois 3,802.5 1.98 1.44 1.64 1.60

Indiana 1,325.4 2.23 1.75 2.39 1.68

Iowa 934.5 1.77 1.61 1.54 1.96

Kansas 783.4 1.54 1.78 1.51 1.87

Kentucky 1,134.3 2.11 1.61 1.71 1.63

Louisiana 2,098.3 2.80 2.54 2.50 3.00

Maine 592.0 1.54 1.30 1.34 1.56

Maryland 1,421.7 2.63 2.11 2.18 2.33

Massachusetts 2,539.7 2.17 1.58 1.95 2.05

Michigan 4,333.0 2.50 2.22 1.92 2.00

Minnesota 4,133.3 2.78 2.49 1.59 1.96

Mississippi 977.7 1.27 1.17 1.48 1.27

Missouri 1,967.1 2.30 2.24 2.57 2.28

Montana 364.0 1.17 1.37 1.15 1.29

Nebraska 810.3 1.51 1.90 1.27 1.67

Nevada 710.8 1.78 1.64 1.31 1.74

New Hampshire 603.5 2.68 1.91 1.99 2.42

New Jersey 2,148.4 2.00 1.69 1.75 1.69

New Mexico 866.8 2.85 2.59 2.712.48

New York 5,519.9 1.81 1.54 1.66 1.60

North Carolina 2,592.5 2.84 2.911.83 2.48

North Dakota 358.3 1.62 1.06 1.52 1.49

See footnotes at end of table.
136

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

Table A1.18.—Standard errors for percentage of public school teachers who agreed or strongly agreed with various statements regarding the working conditions in their school or classroom, by

state: 1999–2000 (table 1.18)—Continued

Rules for student

Student Student tardiness Routine duties behavior are

Total number misbehavior and class cutting and paperwork consistently enforced

of public interferes with interferes with interfere with my by teachers in

State school teachers my teaching my teaching job of teaching this school

Ohio 4,1 45.9 2.00 2.1 5 1 .77 2.1 4

Oklahoma 1,644.1 1.84 1.93 1.98 1.95

Oregon 1,475.4 2.56 1.65 1.88 2.05

Pennsylvania 4,490.3 3.30 2.37 2.40 2.87

Rhode Island 296.7 1.17 1.16 0.87 1.20

South Carolina 1,377.8 2.28 1.89 1.85 1.72

South Dakota 372.0 1.43 1.72 1.28 1.35

Tennessee 2,258.9 2.45 1.71 1.92 1.86

Texas 8,961.7 1.84 1.54 1.64 1.42

Utah 934.5 2.28 2.12 1.52 2.07

Vermont 450.8 3.42 2.33 2.12 2.29

Virginia 5,065.7 2.32 1.56 1.45 2.09

Washington 1,742.6 1.99 1.87 1.48 1.81

West Virginia 634.8 1.92 1.83 1.59 1.63

Wisconsin 2,962.5 1.86 1.68 1.83 1.82

Wyoming 309.11.812.00 2.10 1.74
137

Table A1.19.—Standard errors for percentage of public school teachers who taught students on Individual Education Plans (IEP) or Limited-English Proficient (LEP) students and percentage of

these teachers with 8 or more hours of training on how to teach IEP or LEP students, by state: 1999–2000 (table 1.19)

Teachers with IEP Teachers with

students who had 8 or LEP students who had

more hours of training 8 or more hours of

Total number Taught in the last 3 years Taught training in the last

of public students on how to teach students 3 years on how to

State school teachers with an IEP special education students with LEP teach LEP students

50 States and DC 19,454.0 0.33 0.35 0.46 0.29

Alabama 1,675.5 1.43 1.50 1.81 0.75

Alaska 280.8 0.84 1.47 1.37 0.91

Arizona 1,938.4 1.50 1.55 2.50 1.90

Arkansas 807.3 1.22 1.85 2.17 0.82

California 8,103.8 1.55 1.53 1.86 2.06

Colorado 1,417.7 1.23 2.01 2.35 1.70

Connecticut 1,636.9 1.18 1.96 2.01 0.70

Delaware 902.3 2.812.87 3.99 1.08

District of Columbia 121.3 1.82 2.37 2.74 1.64

Florida 5,066.9 1.42 2.04 2.23 2.15

Georgia 2,742.8 1.87 1.69 2.72 1.32

Hawaii 222.4 1.07 1.40 1.85 1.63

Idaho 207.6 0.84 0.99 1.42 0.68

Illinois 3,802.5 1.52 1.30 2.68 0.86

Indiana 1,325.4 1.41 1.49 2.66 0.50

Iowa 934.5 1.09 1.43 2.27 0.54

Kansas 783.4 1.48 1.80 1.65 1.10

Kentucky 1,134.3 1.33 1.91 1.89 0.46

Louisiana 2,098.3 2.17 3.05 2.55 1.09

Maine 592.0 0.88 1.87 1.49 0.87

Maryland 1,421.7 1.48 1.80 2.72 0.52

Massachusetts 2,539.7 0.93 1.70 2.30 0.97

Michigan 4,333.0 1.58 1.47 2.21 0.71

Minnesota 4,133.3 1.34 2.14 2.72 1.13

Mississippi 977.7 1.80 1.31 1.05 0.51

Missouri 1,967.1 1.09 2.49 2.75 0.70

Montana 364.0 0.94 1.13 1.21 0.31

Nebraska 810.3 0.98 1.14 2.59 0.94

Nevada 71 0.8 1 .1 8 1 .39 2.04 1 .45

New Hampshire 603.5 1.23 2.68 2.30 1.32

New Jersey 2,148.4 1.57 1.42 2.62 0.52

New Mexico 866.8 1.39 2.67 3.06 3.09

New York 5,519.9 1.50 1.27 1.88 1.28

North Carolina 2,592.5 2.32 2.12 2.90 1.02

North Dakota 358.3 0.82 0.96 1.25 0.55

See footnotes at end of table.
138

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

Table A1.19.—Standard errors for percentage of public school teachers who taught students on Individual Education Plans (IEP) or Limited-English Proficient (LEP) students and percentage of

these teachers with 8 or more hours of training on how to teach IEP or LEP students, by state: 1999–2000 (table 1.19)—Continued

Teachers with IEP Teachers with

students who had 8 or LEP students who had

more hours of training 8 or more hours of

Total number Taught in the last 3 years Taught training in the last

of public students on how to teach students 3 years on how to

State school teachers with an IEP special education students with LEP teach LEP students

Ohio 4,1 45.9 1 .63 1 .59 1 .98 0.44

Oklahoma 1,644.1 1.53 2.06 2.30 1.11

Oregon 1,475.4 1.67 2.21 2.29 2.17

Pennsylvania 4,490.3 2.12 1.95 2.85 0.61

Rhode Island 296.7 0.50 0.92 1.38 0.72

South Carolina 1,377.8 1.64 1.79 2.68 0.53

South Dakota 372.0 0.93 1.26 1.38 0.64

Tennessee 2,258.9 2.14 2.14 2.66 0.50

Texas 8,961.7 1.13 1.52 1.73 1.55

Utah 934.5 1.89 1.86 2.10 1.90

Vermont 450.8 1.00 2.11 2.54 1.17

Virginia 5,065.7 1.26 1.39 2.29 0.95

Washington 1,742.6 0.92 1.52 2.26 2.06

West Virginia 634.8 1.11 1.58 1.29 0.22

Wisconsin 2,962.5 1.56 1.73 2.76 0.67

Wyoming 309.1 0.97 1.55 1.90 0.50
139

Standard Error Tables f ables for Private Schools,

Principals incipals, Teachers eachers, and School Libr ol Library Media Centers
140
141

* The weighted overall teacher response rate was below 50 percent.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 “PrivateSchool Survey,” “Private School Principal Survey,” and “Private School Teacher Survey.”

Lutheran, Missouri Synod 17.5 15.7 1,220.2 9,378.3

Lutheran, Wisconsin Synod 0.0 3.5 255.1 1,029.2

Evangelical Lutheran 0.0 0.8 44.6 785.9

Other Lutheran 13.1 12.3 76.7 793.4Seventh-Day Adventist 28.3 27.7 519.9 6,194.9

Christian Schools International 39.8 32.7 1,235.7 15,844.1American Association of Christian Schools 27.4 39.3 (*) 13,246.2

Association of Christian Schools International 20.4 61.4 2,229.2 40,968.9National Association of Private Schools for

Exceptional Children 41.6 38.5 693.7 3,755.8

Montessori 40.7 37.2 982.9 4,756.4Independent Schools 0.9 0.5 2,210.9 5,375.3National Independent Private School Association 39.8 33.6 588.8 6,293.5Other 225.4 250.6 7,920.9 98,670.3NCES typology

Catholic 24.4 24.4 1,836.3 23,351.8

Parochial 14.4 14.4 896.0 10,914.7Diocesan 0.0 0.0 1,104.8 13,260.9Private Order 19.5 19.5 1,466.4 20,109.5

Other religious 236.6 263.0 5,955.5 86,781.2

Conservative Christian 121.8 133.9 2,761.4 45,947.6Affiliated 153.3 152.0 2,916.8 63,422.7Unaffiliated 172.4 196.1 3,809.7 25,584.5

Nonsectarian 75.6 151.6 6,138.3 61,372.9

Regular 41.6 124.0 5,223.3 51,675.5

Special emphasis 62.0 84.7 2,179.4 15,616.0Special education 44.2 44.4 2,286.3 6,895.1

All members of National Association

of Independent Schools 43.4 40.1 2,996.9 14,693.1
142

# Too few sample cases.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PrivateSchool Survey.”

Episcopal 5.11 616.2 741.6 2,025.3Hebrew Day 5.86 # # #Solomon Schechter 1.67 182.0 285.8 589.3Other Jewish 5.72 793.3 1,493.3 1,303.9Lutheran, Missouri Synod 4.00 204.0 292.2 584.1Lutheran, Wisconsin Synod 3.23 189.8 257.8 423.3Evangelical Lutheran 2.45 258.8 293.6 423.3Other Lutheran 8.15 # # #Seventh-Day Adventist 2.99 402.1 481.8 425.0Christian Schools International 4.15 354.4 397.7 864.0American Association of Christian Schools 6.55 499.4 660.5 1,129.4Association of Christian Schools International 3.69 379.3 423.4 627.7National Association of Private Schools for

Exceptional Children 16.41 769.5 784.9 1,508.3

Montessori 4.86 565.2 608.7 1,039.2Independent Schools 3.24 311.6 419.1 1,550.0National Independent Private School Association 14.12 # # #Other 3.01 400.0 547.2 839.8MilitaryNCES typology

Catholic 0.89 99.7 111.8 245.6

Parochial 1.03 136.7 146.2 273.7Diocesan 1.66 179.1 189.9 423.9Private Order 2.65 392.5 508.8 1,146.9

Other religious 1.94 189.3 234.1 376.1

Conservative Christian 2.78 298.9 349.9 547.3Affiliated 2.77 305.2 371.9 690.8Unaffiliated 3.59 467.5 546.9 856.6

Nonsectarian 3.09 454.9 728.3 1,064.3

Regular 5.59 903.0 1,051.1 2,088.6Special emphasis 4.97 539.1 1,387.9 1,153.5Special education 7.04 486.8 508.7 1,112.6

All members of National Association

of Independent Schools 2.73 295.6 507.3 1,078.3
143

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Survey.”

Table A2.03.—Standard errors for percentage of private schools that required various teacher qualifications when considering teacher applicants, by affiliation and NCES typology: 1999–2000

(table 2.03)

Graduation Passing Passing score

Full Certification from a state Passing score on a on either Praxis

standard state by a approved Passing score on local SCHOOL Core Battery

Total number certification private school teacher A major or score on STATEtest test of basic OR Praxis II:

of private in field association or preparation minor in field STATEtest of of subject skills or subject Subject

Affiliation and NCES typology schools to be taught organization program to be taught basic skills knowledge knowledge Assessment

Total 238.6 0.98 0.94 1.10 1.11 0.74 0.76 0.65 0.42

Affiliation

Catholic 24.4 1.36 0.99 1.54 1.57 1.44 1.31 0.60 0.66

Friends 15.7 1.70 # 1.74 7.77 # 0.00 0.00 0.00

Episcopal 25.8 4.40 2.41 4.79 5.62 6.71 2.64 # #

Hebrew Day 4.1 5.91 5.93 6.38 5.47 5.60 3.84 4.38 0.00

Solomon Schechter 0.0 3.07 # 2.71 2.05 1.89 2.00 # 0.00

Other Jewish 2.7 4.82 1.48 5.03 5.16 4.12 4.21 3.62 0.87

Lutheran, Missouri Synod 17.5 5.11 3.67 4.81 3.75 4.35 4.25 1.35 #

Lutheran, Wisconsin Synod 0.0 1.84 2.52 2.75 4.27 2.16 # # 1.16

Evangelical Lutheran 0.0 3.63 1.00 3.56 3.32 3.12 2.40 1.01 #

Other Lutheran 13.1 3.80 3.95 3.50 4.93 2.11 2.11 0.00 #

Seventh-Day Adventist 28.3 3.41 3.85 4.17 4.17 4.16 3.46 2.20 1.32

Christian Schools International 39.8 5.95 4.60 5.90 5.10 5.16 3.57 # 0.86

American Association of Christian Schools 27.4 3.49 4.75 3.84 4.78 2.48 2.48 3.18 #

Association of Christian Schools International 20.4 2.72 2.98 3.93 2.80 2.01 1.57 1.43 0.95

National Association of Private Schools for

Exceptional Children 41.6 13.39 13.90 13.00 13.29 12.40 12.53 13.86 8.83

Montessori 40.7 4.89 5.34 6.07 6.05 5.26 4.54 2.54 #

Independent Schools 0.9 2.41 1.24 2.20 2.67 2.08 1.75 # #

National Independent Private School

Association 39.8 14.51 14.11 9.43 10.89 14.16 14.15 13.42 15.53

Other 225.4 2.10 1.91 2.50 2.66 1.73 1.69 1.62 0.96

Military

NCES typology 24.4 1.36 0.99 1.54 1.57 1.44 1.31 0.60 0.66

Catholic 14.4 1.86 1.13 2.02 1.98 1.78 1.66 0.88 0.96

Parochial 0.0 2.16 2.14 2.30 2.80 3.04 2.60 1.23 1.64

Diocesan 19.5 4.38 1.43 4.64 4.55 2.71 2.31 1.16 1.76

Private Order

Other religious 236.6 1.11 1.11 1.33 1.47 0.90 0.89 0.83 0.40

Conservative Christian 121.8 1.71 2.47 2.49 1.83 1.50 1.08 1.43 0.68

Affiliated 153.3 2.72 2.08 2.81 2.92 1.84 1.62 1.57 0.87

Unaffiliated 172.4 1.82 1.83 2.08 2.57 2.01 1.92 1.56 0.73

Nonsectarian 75.6 2.53 2.92 3.04 3.47 2.56 2.51 2.05 1.57

Regular 41.6 4.81 4.90 4.62 6.42 5.86 5.22 1.53 2.34

Special emphasis 62.0 3.95 4.95 4.29 5.11 4.15 3.77 4.75 1.49

Special education 44.2 5.40 0.35 5.90 5.65 6.68 5.70 4.78 5.02

All members of National Association

of Independent Schools 43.4 2.72 1.12 2.31 2.77 1.79 1.38 0.63 #
144

Table A2.04.—Standard errors for percentage of private elementary schools that offered a particular program or service, by affiliation and NCES typology: 1999–2000 (table 2.04)

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Survey.”

A program Extended

Total number Programs Immersion for students day or beforeof private with special Talented/ in a foreign with discipline Medical school or afterelementary instructional gifted language or adjustment health care school daycare

Affiliation and NCES typology schools approaches program program problems services programs

Total 278.4 1.40 1.16 1.27 1.28 1.01 1.42

Affiliation

Catholic 54.5 0.86 1.06 0.75 1.23 1.30 1.84

Friends 8.8 3.42 # 1.93 2.73 # 2.07

Episcopal 13.1 4.82 5.22 4.28 0.00 # 3.88

Hebrew Day 9.4 6.01 7.70 6.98 8.47 5.81 7.50

Solomon Schechter 0.6 1.91 3.85 3.64 1.65 2.53 3.07

Other Jewish 4.2 8.52 9.29 7.64 6.50 3.83 5.00

Lutheran, Missouri Synod 15.9 1.82 2.87 1.61 # 2.75 3.49

Lutheran, Wisconsin Synod 1.5 1.99 3.35 1.71 1.77 3.40 2.70

Evangelical Lutheran 0.8 3.41 2.72 2.93 # 1.93 2.34

Other Lutheran 12.4 4.05 3.65 # 0.00 17.07 5.33

Seventh-Day Adventist 28.6 7.23 4.74 2.22 4.23 # 5.97

Christian Schools International # # #####

American Association of Christian Schools # # #####

Association of Christian Schools International 9.5 3.78 4.39 5.10 2.11 2.59 4.23

National Association of Private Schools for

Exceptional Children # # #####

Montessori 42.4 0.00 5.72 5.97 5.47 5.34 3.59

Independent Schools # # #####

National Independent Private School Association # # #####

Other 258.5 5.01 3.19 3.88 4.49 3.03 4.62

Military

NCES typology

Catholic 54.5 0.86 1.06 0.75 1.23 1.30 1.84

Parochial 14.4 0.99 1.18 1.03 1.49 1.65 2.36

Diocesan 0.0 1.53 2.82 1.46 2.59 2.74 2.71

Private Order # # # # # # #

Other religious 230.9 1.92 1.50 2.27 1.62 1.08 2.59

Conservative Christian 71.5 4.20 4.19 4.52 2.93 3.20 4.54

Affiliated 150.2 2.39 2.31 2.49 1.69 1.22 3.62

Unaffiliated 264.6 2.55 2.41 4.04 3.33 1.76 3.80

Nonsectarian 154.9 4.96 4.71 4.07 5.32 4.58 5.09

Regular 92.3 9.67 7.66 6.69 10.07 7.06 9.28

Special emphasis 110.7 3.22 6.00 5.72 6.96 5.22 3.90

Special education # # #####

All members of National Association

of Independent Schools 30.1 7.52 4.24 2.69 0.00 4.08 0.85
145

Table A2.05.—Standard errors for percentage of private secondary and combined schools that offered a particular program or service, by affiliation and NCES typology: 1999–2000 (table 2.05)

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Survey.”

Extended

Total number A program day or

of private for students beforesecondary Programs Immersion with school or International

and with special Talented/ in a foreign discipline or Medical after-school Advanced Bacca- Specialized Specialized

combined instructional gifted language adjustment health care daycare Placement laureate career Tech-Prep

Affiliation and NCES typology schools approaches program program problems services programs (AP) courses (IB) academy program(s)

Total 269.1 1.88 1.20 1.39 1.52 1.28 1.86 1.59 0.44 0.62 0.81

Affiliation

Catholic 58.5 1.57 1.90 1.62 1.20 2.19 1.87 2.00 0.26 0.76 1.11

Friends # # # ########

Episcopal 21.8 15.17 5.35 3.73 15.06 12.66 9.17 13.01 # 0.00 0.00

Hebrew Day # # # # # # # # # # #

Solomon Schechter # # # # # # # # # # #

Other Jewish 2.8 5.03 6.88 8.83 5.63 1.39 7.26 8.04 0.00 0.00 0.00

Lutheran, Missouri Synod # # # # # # # # # # #

Lutheran, Wisconsin Synod # # # # # # # # # # #

Evangelical Lutheran # # # ########

Other Lutheran # # # # # # # # # # #

Seventh-Day Adventist 8.8 5.43 7.37 3.66 5.66 7.49 8.43 7.71 # 2.62 4.89

Christian Schools International 36.7 2.75 8.55 1.52 2.61 2.64 9.03 7.92 0.00 0.00 #

American Association of Christian

Schools 59.9 4.72 2.86 4.32 3.03 3.19 6.32 4.39 # 0.00 2.48

Association of Christian Schools

International 18.2 4.19 4.14 1.91 2.50 2.96 3.82 3.20 # 1.86 2.17

National Association of Private

Schools for Exceptional Children 44.1 4.45 # 0.00 13.60 9.69 10.39 # # 5.98 7.30

Montessori # # # # # # # # # # #

Independent Schools 0.9 1.87 2.20 2.14 1.13 2.82 2.09 1.78 1.18 0.72 0.80

National Independent Private School

Association # # # # # # # # # # #

Other 247.7 3.30 2.14 2.56 3.05 2.37 3.51 2.55 # 1.14 1.37

NCES typology

Catholic 58.5 1.57 1.90 1.62 1.20 2.19 1.87 2.00 0.26 0.76 1.11

Parochial 0.0 4.48 3.58 2.79 3.64 4.60 4.39 4.46 # # 2.81

Diocesan 0.0 1.36 3.20 2.29 1.98 2.36 2.51 2.95 # 1.47 2.18

Private Order 58.5 2.56 2.93 3.01 1.51 3.83 3.33 3.76 # # #

Other religious 256.9 2.98 2.16 2.22 2.00 1.54 2.73 2.07 0.75 0.59 0.77

Conservative Christian 134.9 2.91 2.33 2.25 2.13 1.92 2.89 2.42 1.18 1.04 1.23

Affiliated 126.0 5.37 4.78 6.04 2.00 2.88 7.51 5.08 1.58 0.66 1.86

Unaffiliated 253.4 6.58 4.78 4.65 5.27 3.23 3.82 3.93 # # 1.03

Nonsectarian 151.2 3.39 2.45 1.65 3.41 3.44 3.56 2.30 0.37 1.67 2.08

Regular 86.4 3.80 4.84 3.83 3.68 3.24 4.28 4.06 1.02 # 2.38

Special emphasis 107.9 9.31 5.54 2.87 9.99 8.19 8.04 4.80 # 5.43 5.55

Special education 75.0 2.83 0.00 0.00 5.84 5.61 5.53 0.00 0.00 2.66 2.04

All members of National Association

of Independent Schools 29.2 1.92 2.07 2.46 0.91 2.72 2.35 1.45 0.90 0.54 0.60
146

# Too few sample cases.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 “PrivateSchool Survey.”

NCES typology 107.1 114.7 135.1 6,735.6 6,853.7

Catholic 24.4 89.3 96.0 89.1 5,364.1 5,417.7

Parochial 14.4 69.1 62.9 79.3 4,746.2 4,704.1Diocesan 0.0 # 36.8 # 867.5 #Private 19.5

Other religious 236.6 125.4 205.9 109.3 4,918.4 2,777.9

Conservative Christian 121.8 # 115.7 # 2,492.9 #Affiliated 153.3 93.6 102.5 60.3 3,088.8 2,490.0Unaffiliated 172.4 54.5 122.6 62.6 2,216.3 1,031.9

Nonsectarian 75.6 87.9 189.9 123.6 6,167.6 6,800.2

Regular 41.6 # 131.6 # 1,777.6 #Special emphasis 62.0 # # # # #Special education 44.2 # 96.1 89.3 5,477.5 6,090.0

All members of National Association

of Independent Schools 43.4 # 16.4 # 218.6 #

Region

Northeast 221.6 121.7 144.1 94.9 5,945.0 5,785.8Midwest 328.8 107.2 181.8 130.6 4,974.1 6,080.0South 284.4 84.3 151.1 82.2 3,266.9 2,947.8West 197.4 82.8 118.3 107.5 3,901.3 3,564.9

Community type

Central city 241.4 134.2 190.9 153.8 8,176.9 9,352.6Urban fringe/large town 322.2 109.3 164.0 102.2 3,829.9 3,180.3Rural/small town 256.2 85.5 117.7 94.8 2,240.5 2,158.5

School level

Elementary 278.4 167.7 232.0 171.8 7,775.3 7,668.5Secondary 126.4 26.9 72.7 45.4 2,444.3 2,402.5Combined 276.2 105.9 175.9 113.5 4,817.2 5,496.9

Student Enrollment

Less than 100 371.1 121.9 241.0 139.2 4,931.0 5,387.2100–199 239.3 130.0 161.9 123.7 5,540.9 4,872.4200–499 257.1 106.1 115.0 95.4 5,643.0 5,870.2500–749 82.9 36.5 48.9 38.6 4,381.3 4,138.2750–999 36.1 # 19.7 # 705.5 #1,000 or more 32.6 # # # # #
147

Table A2.07.—Standard errors for percentage of private schools with various security measures, by affiliation, NCES typology, and selected characteristics: 1999–2000 (table 2.07)

A requirement

that all or Metal detectors

most students through Random Daily presence

Affiliation, Total number A requirement stay on which all metal detector of police

NCES typology, and of private that visitors sign school grounds students must checks on or security Video

selected characteristics schools in or check in during lunch pass each day students Drug sweeps personnel surveillance

Total 238.6 1.12 0.72 0.21 0.18 0.41 0.47 0.63

Affiliation

Catholic 24.4 0.65 0.52 # 0.22 0.39 0.36 0.84

Friends 15.7 12.67 2.73 0.00 0.00 # 2.84 #

Episcopal 25.8 4.31 2.08 0.00 0.00 0.91 5.51 1.51

Hebrew Day 4.1 5.64 4.85 0.00 0.00 0.00 2.71 5.54

Solomon Schechter 0.0 1.32 1.21 0.00 0.00 # 3.60 2.76

Other Jewish 2.7 4.84 4.02 0.00 0.00 # 3.81 4.54

Lutheran, Missouri Synod 17.5 4.35 3.05 0.00 0.00 0.78 # 1.64

Lutheran, Wisconsin Synod 0.0 2.87 1.55 0.00 0.00 1.14 # 1.39

Evangelical Lutheran 0.0 3.72 1.99 0.00 0.00 # 0.00 1.18

Other Lutheran 13.1 7.48 2.86 0.00 0.00 0.00 0.00 0.00

Seventh-Day Adventist 28.3 6.03 2.28 0.00 # 2.41 # #

Christian Schools International 39.8 5.56 5.15 0.00 0.00 1.28 0.50 0.51

American Association of Christian Schools 27.4 4.54 5.92 # 1.31 2.06 2.25 1.62

Association of Christian Schools International 20.4 1.87 2.74 # 0.00 0.66 1.29 2.16

National Association of Private Schools for

Exceptional Children 41.6 4.60 5.82 # 6.01 6.69 3.16 9.84

Montessori 40.7 3.86 2.70 0.00 0.00 0.00 # 4.49

Independent Schools 0.9 2.26 1.64 0.00 0.00 1.34 2.84 1.69

National Independent Private School Association 39.8 1.56 1.05 0.00 0.00 2.10 1.01 0.90

Other 225.4 2.95 1.86 0.61 0.49 1.00 1.20 1.24

NCES typology

Catholic 24.4 0.65 0.52 # 0.22 0.39 0.36 0.84

Parochial 14.4 0.86 0.82 # 0.39 0.33 0.37 1.13

Diocesan 0.0 1.03 0.73 0.00 0.00 1.01 0.74 1.62

Private 19.5 1.81 0.48 0.00 0.00 1.25 1.64 2.15

Other religious 236.6 1.70 1.34 # 0.10 0.67 0.70 0.84

Conservative Christian 121.8 1.86 1.92 # 0.27 0.62 0.84 1.30

Affiliated 153.3 2.96 1.41 0.00 0.00 0.53 0.75 1.07

Unaffiliated 172.4 3.24 2.94 0.00 # 1.67 1.83 1.81

Nonsectarian 75.6 3.38 1.91 0.95 0.76 1.40 1.30 1.61

Regular 41.6 6.07 1.03 0.00 0.00 1.74 2.80 2.75

Special emphasis 62.0 4.91 4.73 0.83 1.06 2.51 1.17 2.80

Special education 44.2 2.44 2.89 4.44 3.11 3.27 1.55 1.48

All members of National Association

of Independent Schools 43.4 2.12 1.75 0.00 0.00 1.24 2.23 1.47

See footnotes at end of table.
148

Table A2.07.—Standard errors for percentage of private schools with various security measures, by affiliation, NCES typology, and selected characteristics: 1999–2000 (table 2.07)—Continued

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Survey.”

A requirement

that all or Metal detectors

most students through Random Daily presence

Affiliation, Total number A requirement stay on which all metal detector of police

NCES typology, and of private that visitors sign school grounds students must checks on or security Video

selected characteristics schools in or check in during lunch pass each day students Drug sweeps personnel surveillance

Region

Northeast 221.6 2.18 1.67 0.40 0.31 0.47 0.58 1.09

Midwest 328.8 2.52 1.42 # 0.21 0.80 0.70 1.13

South 284.4 1.76 1.42 0.19 0.20 0.85 1.22 1.39

West 197.4 2.60 1.81 # 0.81 1.32 0.80 1.21

Community type

Central city 241.4 1.80 1.04 0.40 0.25 0.47 0.68 0.95

Urban fringe/large town 322.2 1.63 1.06 0.28 0.38 0.61 0.85 0.95

Rural/small town 256.2 3.31 2.20 # # 1.25 1.29 1.42

School level

Elementary 278.4 1.70 1.13 0.31 0.11 0.35 0.57 0.82

Secondary 126.4 2.08 2.64 # 1.52 1.94 2.71 2.36

Combined 276.2 2.11 1.48 0.37 0.32 1.01 0.89 1.01

Student enrollment

Less than 100 371.1 2.30 1.66 0.45 0.38 0.84 0.70 0.95

100–199 239.3 1.28 1.19 0.31 0.31 0.77 1.18 1.47

200–499 257.1 0.70 0.71 # 0.23 0.52 0.60 0.95

500–749 82.9 1.20 1.67 # # 1.83 1.36 1.76

750–999 36.1 2.20 1.91 0.00 # 3.07 2.99 3.27

1,000 or more 32.6 4.61 5.81 0.00 0.00 1.40 5.34 5.86
149

See footnotes at end of table.

Table A2.08.—Standard errors for total number of private school library media centers, percentage of library media centers with state certified library media specialists, average number of fulltime or part-time state certified library media specialists, average number of students per full-time or part-time certified library media specialist, and average number of paid other

library staff, by affiliation, NCES typology, and selected characteristics: 1999–2000 (table 2.08)

Percentage Average Average number

of library media number of paid of students per

Total number centers with paid full-time or part-time paid full-time or Average

Affiliation, Total number of private state certified state certified part-time certified number of

NCES typology, and of private school library library media library media library media paid other

selected characteristics schools media centers specialists specialists specialist library staff

Total 238.6 323.2 0.95 0.01 10.07 0.02

Affiliation

Catholic 24.4 74.1 1.17 0.01 13.83 0.04

Friends 15.7 10.5 6.23 0.11 27.58 0.29

Episcopal 25.8 29.0 5.53 0.06 20.61 0.13

Hebrew Day 4.1 14.2 3.45 0.04 40.00 0.12

Solomon Schechter 0.0 1.1 2.93 0.06 21.68 0.38

Other Jewish 2.7 20.3 5.64 0.08 19.18 0.09

Lutheran, Missouri Synod 17.5 50.6 1.25 0.01 53.13 0.09

Lutheran, Wisconsin Synod 0.0 12.7 # 0.00 # 0.04

Evangelical Lutheran 0.0 4.3 1.70 0.02 27.82 0.11

Other Lutheran 13.1 # # # # #

Seventh-Day Adventist 28.3 52.9 1.79 0.04 0.00 0.10

Christian Schools International 39.8 37.8 5.11 0.05 35.79 0.19

American Association of Christian Schools 27.4 62.2 3.11 0.04 43.32 0.17

Association of Christian Schools International 20.4 99.4 3.36 0.04 44.95 0.06

National Association of Private Schools for

Exceptional Children 41.6 48.9 11.81 0.12 19.84 0.17

Montessori 40.7 70.5 3.75 0.04 48.11 0.14

Independent Schools 0.9 5.5 2.55 0.04 12.82 0.09

National Independent Private School Association 39.8 # # # # #

Other 225.4 284.6 3.01 0.03 44.86 0.07

NCES typology

Catholic 24.4 74.1 1.17 0.01 13.83 0.04

Parochial 14.4 62.6 1.46 0.02 18.74 0.05

Diocesan 0.0 58.9 2.75 0.03 21.33 0.08

Private 19.5 42.4 3.19 0.04 30.22 0.11

Other religious 236.6 250.0 1.71 0.02 22.66 0.04

Conservative Christian 121.8 141.6 2.47 0.03 38.03 0.06

Affiliated 153.3 157.3 3.17 0.04 38.94 0.08

Unaffiliated 172.4 141.7 2.43 0.03 32.82 0.07

Nonsectarian 75.6 200.3 2.21 0.03 25.41 0.05

Regular 41.6 164.4 3.82 0.05 33.28 0.09

Special emphasis 62.0 103.3 2.47 0.03 47.21 0.10

Special education 44.2 91.1 5.31 0.05 10.72 0.10

All members of National Association

of Independent Schools 43.4 34.3 2.94 0.04 14.07 0.09

For schools with library media centers
150

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Library Media Center Survey” and “Private School

Survey.”

Table A2.08.—Standard errors for total number of private school library media centers, percentage of library media centers with state certified library media specialists, average number of fulltime or part-time state certified library media specialists, average number of students per full-time or part-time certified library media specialist, and average number of paid other

library staff, by affiliation, NCES typology, and selected characteristics: 1999–2000 (table 2.08)—Continued

Percentage Average Average number

of library media number of paid of students per

Total number centers with paid full-time or part-time paid full-time or Average

Affiliation, Total number of private state certified state certified part-time certified number of

NCES typology, and of private school library library media library media library media paid other

selected characteristics schools media centers specialists specialists specialist library staff

Region

Northeast 221.6 161.7 1.29 0.01 30.09 0.05

Midwest 328.8 179.2 1.32 0.01 19.84 0.04

South 284.4 231.8 2.13 0.03 14.74 0.05

West 197.4 154.2 1.85 0.02 24.90 0.08

Community type

Central city 241.4 261.4 1.43 0.02 18.09 0.04

Urban fringe/large town 322.2 233.8 1.38 0.02 12.11 0.04

Rural/small town 256.2 139.1 1.61 0.02 17.19 0.06

School level

Elementary 278.4 251.5 0.90 0.01 11.82 0.03

Secondary 126.4 91.2 2.38 0.03 13.89 0.07

Combined 276.2 173.8 2.18 0.03 23.57 0.04

Student enrollment

Less than 100 371.1 286.3 1.34 0.01 4.98 0.05

100–199 239.3 217.7 1.35 0.02 3.73 0.05

200–499 257.1 172.7 1.54 0.02 5.45 0.04

500–749 82.9 58.9 2.45 0.04 10.23 0.08

750–999 36.1 35.1 3.29 0.05 12.92 0.11

1,000 or more 32.6 26.3 3.63 0.07 49.53 0.19

For schools with library media centers
151

Table A2.09.—Standard errors for percentage of private school library media centers with selected equipment and services, by affiliation, NCES typology, and selected characteristics: 1999–

2000 (table 2.09)

See footnotes at end of table.

Total number

Affiliation, of private With With With

NCES typology, and school library With a automated connection to distance

selected characteristics media centers telephone circulation Internet learning

Total 323.2 1.47 1.17 1.37 0.78

Affiliation

Catholic 74.1 1.73 1.45 1.82 0.94

Friends 10.5 3.91 7.59 13.53 1.99

Episcopal 29.0 4.62 6.82 4.68 1.90

Hebrew Day 14.2 6.86 2.30 5.97 2.80

Solomon Schechter 1.1 2.19 3.09 2.07 1.23

Other Jewish 20.3 6.33 5.49 5.67 1.61

Lutheran, Missouri Synod 50.6 4.61 4.32 4.72 1.86

Lutheran, Wisconsin Synod 12.7 5.60 0.63 4.32 2.29

Evangelical Lutheran 4.3 3.65 1.66 3.19 #

Other Lutheran # # # # #

Seventh-Day Adventist 52.9 6.05 3.94 7.07 2.72

Christian Schools International 37.8 4.23 5.06 5.57 1.34

American Association of Christian Schools 62.2 6.44 3.36 6.80 4.39

Association of Christian Schools International 99.4 4.84 4.21 4.22 3.24

National Association of Private Schools for

Exceptional Children 48.9 7.90 8.76 8.81 3.46

Montessori 70.5 7.81 3.24 7.82 #

Independent Schools 5.5 1.22 2.55 1.59 1.14

National Independent Private School Association # # # # #

Other 284.6 4.69 3.68 4.17 2.78

NCES typology

Catholic 74.1 1.73 1.45 1.82 0.94

Parochial 62.6 2.47 1.60 2.37 1.29

Diocesan 58.9 2.63 3.08 3.07 1.44

Private 42.4 3.97 4.47 4.14 2.25

Other religious 250.0 2.42 2.01 2.40 1.28

Conservative Christian 141.6 3.58 3.00 3.53 2.21

Affiliated 157.3 3.85 3.19 3.82 2.68

Unaffiliated 141.7 4.00 3.53 4.37 1.62

Nonsectarian 200.3 3.45 2.61 2.80 2.49

Regular 164.4 5.08 4.95 2.87 4.32

Special emphasis 103.3 7.56 2.65 6.19 2.62

Special education 91.1 6.04 2.61 6.90 2.59

All members of National Association

of Independent Schools 34.3 0.93 2.87 1.40 1.02

Percentage of private school library media centers
152

Table A2.09.—Standard errors for percentage of private school library media centers with selected equipment and services, by affiliation, NCES typology, and selected characteristics: 1999–

2000 (table 2.09)—Continued

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Library Media Center Survey.”

Total number

Affiliation, of private With With With

NCES typology, and school library With a automated connection to distance

selected characteristics media centers telephone circulation Internet learning

Region

Northeast 161.7 2.42 1.79 2.50 1.82

Midwest 179.2 2.17 1.57 2.47 1.81

South 231.8 2.98 2.48 2.43 0.98

West 154.2 3.72 2.91 3.30 1.71

Community type

Central city 261.4 2.02 1.71 2.07 1.25

Urban fringe/large town 233.8 2.09 1.71 1.81 1.29

Rural/small town 139.1 3.52 1.93 3.42 1.72

School level

Elementary 251.5 2.02 1.31 1.76 1.08

Secondary 91.2 2.67 2.48 2.46 2.09

Combined 173.8 2.25 2.33 2.05 1.16

Student enrollment

Less than 100 286.3 3.20 1.29 2.89 1.85

100–199 217.7 2.75 1.92 2.69 1.80

200–499 172.7 1.98 1.73 1.70 0.92

500–749 58.9 2.31 2.55 2.22 1.50

750–999 35.1 1.92 3.19 2.63 1.81

1,000 or more 26.3 1.50 3.47 0.83 2.68

Percentage of private school library media centers
153

Table A2.10.—Standard errors for percentage of private school principals with experience in teaching, administration, or other selected positions before becoming principals, by affiliation,

NCES typology, and selected characteristics: 1999–2000 (table 2.10)

Total Assistant Library Athletic

Affiliation, number of Curriculum principal media coach/

NCES typology, and private school Department specialist or or program Guidance specialist/ athletic

selected characteristics principals Teacher head coordinator director counselor librarian director

Total 259.0 0.91 0.97 1.09 1.21 0.88 0.46 0.89

Affiliation

Catholic 24.4 0.41 1.53 1.42 1.44 0.81 0.51 1.21

Friends 12.1 2.56 13.72 4.92 10.94 1.91 1.67 4.99

Episcopal 25.6 1.59 4.92 5.38 5.00 3.91 2.34 4.96

Hebrew Day 27.1 0.00 7.86 7.21 6.83 2.61 # #

Solomon Schechter 3.2 1.20 2.37 3.02 3.70 # 0.90 #

Other Jewish 3.8 3.75 5.60 5.31 5.74 3.91 # #

Lutheran, Missouri Synod 15.7 0.89 3.64 3.42 4.74 1.42 1.83 5.26

Lutheran, Wisconsin Synod 3.5 4.01 2.89 2.22 2.33 1.49 # 2.99

Evangelical Lutheran 0.8 2.40 2.75 3.67 3.36 # 0.62 3.28

Other Lutheran 12.3 11.71 4.38 3.55 4.37 2.61 1.72 4.41

Seventh-Day Adventist 27.7 3.95 3.80 3.55 4.95 2.76 3.24 3.08

Christian Schools International 32.7 3.57 5.68 3.01 4.18 3.33 0.00 3.93

American Association of Christian Schools 39.3 5.52 4.05 5.15 5.38 3.33 # 4.30

Association of Christian Schools International 61.4 2.96 3.08 2.99 3.76 2.43 1.10 3.15

National Association of Private Schools for

Exceptional Children 38.5 13.34 11.21 9.44 12.22 13.32 # 13.28

Montessori 37.2 5.28 3.57 5.60 5.23 1.30 2.19 2.69

Independent Schools 0.5 1.26 3.11 2.74 2.38 1.65 # 2.81

National Independent Private School Association 33.6 1.94 12.78 12.38 5.79 8.23 # 12.65

Other 250.6 2.38 2.28 2.40 2.83 2.30 1.26 2.08

NCES typology

Catholic 24.4 0.41 1.53 1.42 1.44 0.81 0.51 1.21

Parochial 14.4 0.47 2.02 1.80 2.07 1.03 0.81 1.60

Diocesan 0.0 0.90 2.89 2.65 2.54 1.19 0.72 2.33

Private 19.5 0.36 4.59 3.56 4.36 2.66 0.98 2.94

Other religious 263.0 1.66 1.13 1.41 1.67 1.15 0.91 1.45

Conservative Christian 133.9 2.62 2.23 2.33 2.81 1.89 0.95 2.26

Affiliated 152.0 2.27 2.49 1.85 2.99 2.76 2.65 3.05

Unaffiliated 196.1 3.83 1.97 2.56 3.10 1.59 1.07 2.48

Nonsectarian 151.6 1.56 3.04 2.89 3.39 2.45 0.91 2.23

Regular 124.0 2.05 5.12 5.24 5.56 3.92 0.55 3.64

Special emphasis 84.7 3.39 4.55 4.07 4.50 3.83 1.66 2.90

Special education 44.4 2.25 6.16 5.08 6.19 5.15 2.69 5.05

All members of National Association

of Independent Schools 40.1 0.95 2.96 2.96 2.45 2.31 0.51 2.90

See footnotes at end of table.
154

Table A2.10.—Standard errors for percentage of private school principals with experience in teaching, administration, or other selected positions before becoming principals, by affiliation,

NCES typology, and selected characteristics: 1999–2000 (table 2.10)—Continued

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Principal Survey.”

Total Assistant Library Athletic

Affiliation, number of Curriculum principal media coach/

NCES typology, and private school Department specialist or or program Guidance specialist/ athletic

selected characteristics principals Teacher head coordinator director counselor librarian director

Region

Northeast 197.3 1.83 2.08 2.02 1.94 1.32 0.94 1.71

Midwest 213.2 1.84 2.11 1.64 2.00 1.00 0.72 1.62

South 230.4 1.59 1.79 1.75 2.02 1.14 0.69 1.67

West 181.2 2.20 2.61 2.88 2.69 2.74 1.88 2.50

Community type

Central city 225.5 0.98 1.59 1.89 1.86 1.22 0.66 1.21

Urban fringe/large town 288.8 1.16 1.68 1.56 1.73 1.44 0.86 1.48

Rural/small town 253.1 2.98 2.34 2.39 2.74 1.57 1.13 2.17

School level

Elementary 244.9 1.07 1.21 1.46 1.56 1.00 0.56 1.10

Secondary 133.3 1.02 3.13 2.49 2.77 2.35 0.41 2.50

Combined 265.4 2.29 1.54 1.39 2.12 1.84 1.22 1.63

Student enrollment

Less than 100 356.7 1.95 1.62 1.82 2.06 1.52 1.02 1.75

100–199 250.3 1.23 2.05 2.40 2.10 1.66 0.96 1.75

200–499 152.0 0.51 1.52 1.38 1.63 0.90 0.44 1.35

500–749 72.7 1.02 2.87 2.54 3.18 2.15 0.30 3.05

750–999 33.1 0.99 3.47 3.01 2.98 2.17 # 3.68

1,000 or more 23.77 2.85 5.07 3.74 4.14 3.87 0.00 3.85
155

Table A2.11.—Standard errors for percentage distribution of private school teachers by age and average and median age of private school teachers, by affiliation and NCES typology: 1999–

2000 (table 2.11)

* The weighted overall teacher response rate was below 50 percent.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Teacher Survey.”

Under 30 Between 30 Between 50 55 years

Affiliation and NCES typology years and 49 years and 54 years and over Average age Median age

Total 0.43 0.61 0.40 0.36 0.13 0.25

Affiliation

Catholic 0.52 0.82 0.62 0.62 0.17 0.30

Friends 1.89 4.95 2.59 1.72 0.60 1.46

Episcopal 2.05 2.30 1.53 1.41 0.53 0.92

Hebrew Day (*) (*) (*) (*) (*) (*)

Solomon Schechter 2.82 2.79 1.23 1.36 0.50 0.75

Other Jewish (*) (*) (*) (*) (*) (*)

Lutheran, Missouri Synod 1.51 1.87 1.47 1.73 0.43 0.46

Lutheran, Wisconsin Synod 1.55 1.54 0.91 1.37 0.45 0.94

Evangelical Lutheran 0.90 1.71 1.14 1.02 0.27 0.35

Other Lutheran 2.82 9.05 2.13 12.84 2.19 4.25

Seventh-Day Adventist 2.88 3.11 2.45 2.86 1.04 1.67

Christian Schools International 1.91 3.57 2.34 1.70 0.59 1.46

American Association of Christian Schools (*) (*) (*) (*) (*) (*)

Association of Christian Schools International 1.13 2.16 1.52 1.39 0.48 0.64

National Association of Private Schools for

Exceptional Children 4.08 4.86 4.03 2.60 1.12 2.07

Montessori 2.79 4.30 2.45 2.10 0.61 1.38

Independent Schools 1.06 1.66 1.17 1.21 0.32 0.60

National Independent Private School Association 7.18 7.25 5.29 3.22 1.76 3.37

Other 1.37 1.56 0.90 0.98 0.39 0.82

NCES typology

Catholic 0.52 0.82 0.62 0.62 0.17 0.30

Parochial 0.80 1.27 0.85 0.91 0.25 0.46

Diocesan 0.98 1.39 1.09 0.90 0.33 0.57

Private Order 1.35 1.73 1.37 1.67 0.46 0.51

Other religious 0.79 1.10 0.68 0.62 0.25 0.44

Conservative Christian 1.01 1.77 1.19 1.08 0.39 0.52

Affiliated 1.19 1.28 0.90 0.87 0.34 0.69

Unaffiliated 2.40 2.27 1.20 1.36 0.64 0.81

Nonsectarian 0.94 1.31 0.94 0.75 0.27 0.64

Regular 1.23 1.67 1.30 1.08 0.40 0.80

Special emphasis 2.34 2.43 2.32 1.63 0.55 1.03

Special education 3.33 3.52 1.87 1.50 0.76 1.18

All members of National Association

of Independent Schools 0.95 1.45 1.12 1.12 0.28 0.47
156

Table A2.12.—Standard errors for percentage of full-time private school teachers who reported participating in various professional development activities in the past 12 months, by affiliation

and NCES typology: 1999–2000 (table 2.12)

* The weighted overall teacher response rate was below 50 percent.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Teacher Survey.”

Total Content and

number of In-depth study performance Student

full-time of content standards in Uses of discipline and Any

private school in main teaching main teaching Methods computers Student management in of listed

Affiliation and NCES typology teachers assignment field assignment field of teaching for instruction assessment the classroom activities

Total 8,843.6 0.68 0.66 0.70 0.88 0.66 0.77 0.52

Affiliation

Catholic 1,731.3 0.84 0.70 0.81 0.91 0.82 0.90 0.43

Friends 373.0 2.68 6.24 6.02 7.48 2.57 9.59 1.87

Episcopal 1,347.5 2.36 2.83 2.28 3.11 2.59 2.70 1.29

Hebrew Day (*) (*) (*) (*) (*) (*) (*) (*)

Solomon Schechter 186.6 1.56 2.84 2.17 2.53 1.84 2.89 1.07

Other Jewish (*) (*) (*) (*) (*) (*) (*) (*)

Lutheran, Missouri Synod 1,041.6 2.61 3.30 2.41 3.48 2.62 2.73 1.11

Lutheran, Wisconsin Synod 294.8 2.05 1.99 2.68 2.55 1.67 2.13 1.10

Evangelical Lutheran 43.2 1.73 1.94 1.71 1.71 1.81 1.82 1.31

Other Lutheran 54.4 3.80 8.77 6.36 7.04 4.94 4.21 3.10

Seventh-Day Adventist 464.7 4.51 4.16 4.71 4.30 3.75 3.86 2.63

Christian Schools International 1,109.2 2.81 3.30 2.53 3.19 3.93 2.83 2.32

American Association of Christian Schools (*) (*) (*) (*) (*) (*) (*) (*)

Association of Christian Schools International 2,056.8 2.33 2.43 2.15 2.17 2.14 2.60 1.51

National Association of Private Schools for

Exceptional Children 652.5 5.13 6.41 5.30 6.14 6.46 5.00 1.56

Montessori 819.9 5.83 6.14 5.14 3.47 5.00 5.39 6.76

Independent Schools 2,182.6 1.97 1.70 1.45 1.73 1.38 1.45 0.93

National Independent Private School 482.9 7.25 7.95 9.76 6.40 7.59 7.85 5.58

Other 6,601.4 2.09 1.62 2.08 2.51 1.70 2.12 1.62

NCES typology

Catholic 1,731.3 0.84 0.70 0.81 0.91 0.82 0.90 0.43

Parochial 768.5 1.20 1.34 1.30 1.35 1.52 1.37 0.57

Diocesan 1,148.8 1.44 1.54 1.40 1.57 1.41 1.56 0.71

Private Order 1,276.5 1.76 1.82 1.78 2.08 1.78 1.91 1.11

Other religious 4,979.2 1.37 1.35 1.37 1.51 1.16 1.34 1.00

Conservative Christian 2,448.8 1.97 2.28 1.85 1.96 1.83 2.13 1.40

Affiliated 2,495.4 1.58 1.68 1.84 2.35 1.93 1.71 1.47

Unaffiliated 3,107.4 3.11 2.59 2.93 3.27 2.06 2.51 2.60

Nonsectarian 5,392.4 1.77 1.51 1.57 1.91 1.60 1.49 1.14

Regular 4,412.5 2.12 2.00 2.12 2.30 1.69 1.68 1.31

Special emphasis 1,905.5 3.68 4.14 3.10 3.65 3.31 3.86 3.21

Special education 2,039.8 4.86 3.33 2.88 4.60 2.95 3.16 1.40

All members of National Association

of Independent Schools 2,757.0 2.02 1.52 1.47 1.66 1.37 1.46 0.90
157

Table A2.13.—Standard errors for average hours per week that full-time private school teachers were required to be at school and average hours worked outside regular school hours, by

affiliation, NCES typology, and selected characteristics: 1999–2000 (table 2.13)

See footnotes at end of table.

Average hours per week

spent outside of regular Average hours per week spent

Affiliation, school hours in school- outside of regular school hours

NCES typology, and Average hours per week related activities in school-related activities

selected characteristics required to be at school involving students not involving students

Total 0.08 0.07 0.10

Affiliation

Catholic 0.06 0.09 0.10

Friends 0.28 0.50 0.49

Episcopal 0.31 0.37 0.35

Hebrew Day (*) (*) (*)

Solomon Schechter 0.21 0.29 0.29

Other Jewish (*) (*) (*)

Lutheran, Missouri Synod 0.18 0.19 0.31

Lutheran, Wisconsin Synod 0.26 0.22 0.34

Evangelical Lutheran 0.13 0.15 0.21

Other Lutheran 1.04 0.61 0.99

Seventh-Day Adventist 0.43 0.35 0.55

Christian Schools International 0.23 0.28 0.43

American Association of Christian Schools (*) (*) (*)

Association of Christian Schools International 0.16 0.14 0.30

National Association of Private Schools for

Exceptional Children 0.79 0.55 0.59

Montessori 0.39 0.20 0.36

Independent Schools 0.20 0.21 0.22

National Independent Private School Association 0.43 0.49 0.65

Other 0.25 0.17 0.30

NCES typology

Catholic 0.06 0.09 0.10

Parochial 0.10 0.10 0.17

Diocesan 0.11 0.12 0.18

Private 0.18 0.26 0.21

Other religious 0.12 0.12 0.14

Conservative Christian 0.17 0.13 0.23

Affiliated 0.20 0.25 0.19

Unaffiliated 0.26 0.24 0.32

Nonsectarian 0.22 0.12 0.24

Regular 0.28 0.17 0.36

Special emphasis 0.57 0.31 0.28

Special education 0.29 0.23 0.32

All members of National Association

of Independent Schools 0.18 0.22 0.22
158

* The weighted overall teacher response rate was below 50 percent.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Teacher Survey.”

Table A2.13.—Standard errors for average hours per week that full-time private school teachers were required to be at school and average hours worked outside regular school hours, by

affiliation, NCES typology, and selected characteristics: 1999–2000 (table 2.13)—Continued

Average hours per week

spent outside of regular Average hours per week spent

Affiliation, school hours in school- outside of regular school hours

NCES typology, and Average hours per week related activities in school-related activities

selected characteristics required to be at school involving students not involving students

Region

Northeast 0.14 0.12 0.24

Midwest 0.15 0.11 0.15

South 0.14 0.12 0.14

West 0.22 0.14 0.18

Community type

Central city 0.11 0.10 0.15

Urban fringe/large town 0.10 0.10 0.13

Rural/small town 0.25 0.16 0.24

School level

Elementary 0.09 0.06 0.11

Secondary 0.12 0.15 0.14

Combined 0.17 0.14 0.22

Student enrollment

Less than 100 0.22 0.15 0.28

100–199 0.16 0.10 0.20

200–499 0.12 0.10 0.13

500–749 0.18 0.19 0.22

750–999 0.19 0.22 0.25

1,000 or more 0.38 0.39 0.62
159

Table A2.14.—Standard errors for average class size and student/teacher ratios in private elementary schools, secondary schools, and schools with combined grades, by affiliation and NCES typology:

1999–2000 (table 2.14)

# Too few sample cases.

† Not applicable.

* The weighted overall teacher response rate was below 50 percent.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Survey” and “Private School Teacher Survey.”

Average class Average class Average class Average class

Average class size for Average class size for size for size for

size for teachers in size for teachers in teachers in teachers in

Affiliation, teachers in departmen- Student/ teachers in departmen- Student/ self- departmen- Student/

NCES typology, self-contained talized teacher self-contained talized teacher contained talized teacher

and school level classes instruction ratio classes instruction ratio classes instruction ratio

Total 0.20 0.34 0.18 1.46 0.31 0.36 0.31 0.26 0.45

Affiliation

Catholic 0.22 0.44 0.17 # 0.22 0.19 # 1.39 0.60

Friends 0.55 # 0.21 # # # # 1.59 #

Episcopal 0.46 # 0.39 # 1.28 # # 0.52 0.33

Hebrew Day (*) (*) 0.63 (*) (*) # (*) (*) #

Solomon Schechter 0.27 # 0.10 † # # # # #

Other Jewish (*) (*) 0.73 (*) (*) # (*) (*) #

Lutheran, Missouri Synod 0.40 0.99 0.37 # 1.21 # # # #

Lutheran, Wisconsin Synod 0.39 # 0.31 # 0.54 # # # #

Evangelical Lutheran 0.38 0.63 0.55 † # # # # #

Other Lutheran 0.92 # 0.72 † # # # # #

Seventh-Day Adventist 0.63 # 0.48 † 1.24 # # # 0.69

Christian Schools International 0.55 1.89 0.62 # 1.41 # # 0.67 #

American Association of Christian Schools (*) (*) # (*) (*) # (*) (*) 0.34

Association of Christian Schools International 0.58 # 0.48 # 1.94 # 0.50 0.60 0.28

National Association of Private Schools for #

Exceptional Children # # # # # # 0.47 # 1.56

Montessori 0.68 # 0.96 † † † # # #

Independent Schools # # # # 0.20 0.17 0.44 0.27 0.19

National Independent Private School Association 1.56 # # # # # # # #

Other 0.68 0.60 0.59 # 1.35 0.98 0.50 0.56 0.84

NCES typology

Catholic 0.22 0.44 0.17 # 0.22 0.19 # 1.39 0.60

Parochial 0.26 0.53 0.16 # 0.56 0.24 # # #

Diocesan 0.45 0.75 0.34 # 0.34 0.23 # # #

Private # # # # 0.41 0.35 # 1.88 0.79

Other religious 0.34 0.43 0.35 # 0.96 0.91 0.38 0.33 0.66

Conservative Christian 0.63 1.19 0.44 # 1.50 # 0.46 0.49 0.21

Affiliated 0.27 0.55 0.37 # 0.77 0.38 0.91 0.47 0.62

Unaffiliated 0.65 0.64 0.81 # 1.79 1.64 1.02 0.61 2.42

Nonsectarian 0.64 0.67 0.55 # 0.57 0.86 0.57 0.37 0.34

Regular 0.75 0.74 0.83 # 0.59 1.20 0.65 0.40 0.41

Special emphasis 0.92 # 0.75 # 1.57 # # 0.93 0.98

Special education # # # # # # 0.39 0.58 0.53

All members of National Association

of Independent Schools 0.51 1.53 0.55 # 0.29 0.21 1.08 0.30 0.16

Elementary schools Secondary schools Combined grade schools
160

Table A2.15.—Standard errors for percentage of private school teachers who stated that crime was a serious problem or who reported being threatened or physically attacked at school, by

affiliation, NCES typology, and selected characteristics: 1999–2000 (table 2.15)

See footnotes at end of table.

Stated that Stated that student Reported being Reported being

Affiliation, Total number Stated that physical conflicts possession of threatened physically

NCES typology, and of private robbery or theft was among students were weapons was a with injury in the attacked in the

selected characteristics school teachers a serious problem a serious problem serious problem past 12 months past 12 months

Total 10,633.5 0.11 0.18 0.06 0.35 0.22

Affiliation

Catholic 1,836.3 0.12 0.12 0.06 0.23 0.14

Friends 445.0 0.00 0.00 0.00 0.31 #

Episcopal 1,522.7 # # # 0.87 #

Hebrew Day (*) (*) (*) (*) (*) (*)

Solomon Schechter 283.8 0.00 0.00 0.00 # 0.00

Other Jewish (*) (*) (*) (*) (*) (*)

Lutheran, Missouri Synod 1,220.2 # # 0.00 0.73 #

Lutheran, Wisconsin Synod 255.1 # 0.00 0.00 0.46 0.00

Evangelical Lutheran 44.6 0.00 # 0.00 0.25 #

Other Lutheran 76.7 # # 0.00 0.00 0.00

Seventh-Day Adventist 519.9 # 0.00 0.00 1.13 0.93

Christian Schools International 1,235.7#### 0.00

American Association of Christian Schools (*) (*) (*) (*) (*) (*)

Association of Christian Schools International 2,229.2 0.44 # # 0.51 0.40

National Association of Private Schools for

Exceptional Children 693.7 0.77 3.53 1.16 5.78 4.81

Montessori 982.9 # # # 1.08 0.97

Independent Schools 2,210.9 # # 0.00 0.33 0.23

National Independent Private School Association 588.8 0.00 0.00 0.00 3.32 #

Other 7,920.9 0.32 0.67 0.20 1.19 0.81

NCES typology

Catholic 1,836.3 0.12 0.12 0.06 0.23 0.14

Parochial 896.0 0.14 0.13 # 0.26 0.18

Diocesan 1,104.8 0.25 0.17 # 0.40 0.25

Private 1,466.4 0.29 0.37 0.00 0.59 0.47

Other religious 5,955.5 0.17 0.17 0.11 0.31 0.21

Conservative Christian 2,761.4 0.31 0.26 0.26 0.47 0.44

Affiliated 2,916.8 0.25 # 0.00 0.28 0.13

Unaffiliated 3,809.7 0.37 0.44 # 0.84 0.40

Nonsectarian 6,138.3 0.27 0.61 0.20 1.15 0.82

Regular 5,223.3 # # 0.00 0.59 0.09

Special emphasis 2,179.4 0.36 0.32 # 1.38 1.34

Special education 2,286.3 1.21 2.96 1.03 3.84 3.57

All members of National Association

of Independent Schools 2,996.9 0.25 # # 0.30 0.21
161

Table A2.15.—Standard errors for percentage of private school teachers who stated that crime was a serious problem or who reported being threatened or physically attacked at school, by

affiliation, NCES typology, and selected characteristics: 1999–2000 (table 2.15)—Continued

# Too few sample cases.

* The weighted overall teacher response rate was below 50 percent.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Private School Teacher Survey.”

Stated that Stated that student Reported being Reported being

Affiliation, Total number Stated that physical conflicts possession of threatened physically

NCES typology, and of private robbery or theft was among students were weapons was a with injury in the attacked in the

selected characteristics school teachers a serious problem a serious problem serious problem past 12 months past 12 months

Region

Northeast 3,422.9 0.27 0.57 0.16 0.75 0.63

Midwest 3,520.5 0.16 0.20 0.05 0.68 0.36

South 6,079.4 0.11 0.15 0.05 0.38 0.25

West 2,646.4 0.35 0.41 0.30 0.67 0.56

Community type

Central city 6,053.6 0.14 0.18 0.10 0.46 0.29

Urban fringe/large town 6,047.3 0.14 0.35 0.10 0.46 0.38

Rural/small town 2,777.4 0.40 0.45 0.00 0.95 0.58

School level

Elementary 3,870.1 0.11 0.13 0.07 0.30 0.21

Secondary 2,908.9 0.36 0.41 0.28 0.79 0.28

Combined 8,136.6 0.18 0.38 0.09 0.73 0.55

Student enrollment

Less than 100 4,108.5 0.38 0.50 0.23 1.19 0.95

100-199 4,853.7 0.25 0.62 0.17 1.00 0.66

200-499 5,258.3 0.11 0.12 0.07 0.22 0.20

500-749 3,665.3 0.34 0.27 # 0.28 #

750-999 2,419.3 0.36 # # 0.30 #

1,000 or more 2,984.5 0.37### 0.00
162
163

Standard Error Tables f ables for Public Charter Schools,

Principals incipals, Teachers eachers, and School Libr ol Library Media Centers
164
165

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

Central city 8.28.2233.23,148.5Urban fringe/large town 6.9 6.6 240.7 3,272.5Rural/small town 5.8 5.5 142.0 1,039.6

School level

Elementary 5.9 5.1 187.7 2,238.7Secondary 6.4 5.9 185.22,951.8Combined 5.0 5.1 131.0 2,191.5

Student enrollment

Less than 100 6.8 6.3 105.0 436.0100–199 5.7 6.3 138.8 845.3200–349 5.6 5.1 132.0 1,439.2350–499 3.7 3.9 113.0 1,502.1500 or more 4.5 4.2 224.3 4,020.5

School origin

Newly created 6.6 7.1 274.4 3,483.1Pre-existing public school 4.4 4.6 191.6 2,760.3Pre-existing private school 4.0 4.289.7 871.2
166

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicCharter School Survey.”

West 1.18 134.1 153.5 341.5

Community type

Central city 1.04 110.8 133.2352.8Urban fringe/large town 1.17 124.5 133.7 340.6Rural/small town 1.79 191.9 228.8 435.6

School level

Elementary 0.86 93.6 114.6 245.7Secondary 1.63 175.1 227.4 517.0Combined 1.66 187.6 215.5 427.5

Student enrollment

Less than 100 1.44 188.4 194.7 457.0100–199 1.49 128.0 147.2 440.7200–349 1.54 168.2 180.0 464.5350–499 2.48 283.7 322.4 730.8500 or more 1.67 132.1 226.8 412.0

School origin

Newly created 0.92 85.6 97.6 272.1Pre-existing public school 0.98 172.6 221.5 351.7Pre-existing private school 2.37 198.0 265.2 639.7
167

Table A3.03.—Standard errors for percentage of public charter schools that required various teacher qualifications when considering teacher applicants, by selected characteristics:

1999–2000 (table 3.03)

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

Graduation Passing score

Full from a Passing on either Praxis

standard state state approved Passing score on Core Battery

Total number of certification teacher A major or score on STATE test OR Praxis II:

public charter in field preparation minor in field STATE test of of subject Subject

Selected characteristics schools to be taught program to be taught basic skills knowledge Assessment

Total 4.3 0.63 0.60 0.78 0.720.720.50

Region

Northeast 2.3 2.15 1.79 2.29 2.16 2.21 2.25

Midwest 2.9 1.22 1.21 1.49 1.41 1.43 0.82

South 3.1 1.24 1.24 1.09 1.12 1.07 1.03

West 3.6 1.06 1.121.27 1.15 1.16 0.68

Community type

Central city 8.20.96 0.821.05 1.021.020.68

Urban fringe/large town 6.9 1.06 1.27 1.31 1.28 1.27 0.88

Rural/small town 5.8 2.13 2.17 1.92 2.06 1.92 1.52

School level

Elementary 5.9 0.78 0.720.98 0.820.91 0.72

Secondary 6.4 1.75 1.64 1.91 1.90 1.71 1.33

Combined 5.0 1.77 1.74 1.68 1.74 1.621.15

Student enrollment

Less than 100 6.8 1.58 1.43 1.41 1.58 1.41 1.00

100–199 5.7 1.23 1.33 1.20 1.22 1.10 0.96

200–349 5.6 1.46 1.51 1.79 1.69 1.57 1.44

350–499 3.7 2.20 2.35 2.61 2.29 2.40 1.83

500 or more 4.5 1.39 1.48 1.58 1.54 1.91 1.65

School origin

Newly created 6.6 0.820.78 0.94 0.94 0.88 0.59

Pre-existing public school 4.4 1.36 1.58 1.64 1.47 1.58 1.51

Pre-existing private school 4.0 2.10 2.31 2.19 2.06 1.95 1.73
168

Table A3.04.—Standard errors for percentage of public charter elementary schools that offered a particular program or service, by selected characteristics: 1999–2000 (table 3.04)

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

Total number of A program for Extended day or

public charter Programs with Immersion in a students with before-school

elementary special instructional Talented/gifted foreign language discipline or adjust- Medical health or after-school

Selected characteristics schools approaches program program ment problems care services daycare programs

All elementary schools 5.9 0.87 0.77 0.69 0.96 0.86 0.89

Region

Northeast 2.6 3.06 1.76 2.59 2.76 2.55 2.19

Midwest 2.7 1.93 1.74 0.92 1.91 1.46 1.70

South 3.7 1.50 1.39 1.00 1.521.24 1.38

West 4.21.46 1.43 1.19 1.45 1.421.63

Community type

Central city 6.9 1.21 1.09 0.95 1.34 1.21 1.18

Urban fringe/large town 5.21.45 1.37 1.09 1.43 1.43 1.41

Rural/small town 3.6 2.41 2.46 1.79 2.62 1.97 2.38

Student enrollment

Less than 100 5.3 1.86 1.521.35 1.95 1.60 1.92

100–199 4.7 1.66 1.43 1.21 1.53 1.38 1.66

200–349 4.3 1.95 1.85 1.61 1.76 1.97 1.86

350–499 2.9 2.38 2.93 1.85 3.26 2.21 2.06

500 or more 3.0 2.09 1.90 1.60 2.23 2.12 1.79

School origin

Newly created 5.8 0.99 0.89 0.78 1.14 0.99 1.07

Pre-existing public school 2.8 2.15 1.62 1.70 1.75 1.73 2.02

Pre-existing private school 3.2 2.20 2.39 1.70 3.17 2.61 1.91
169

Table A3.05.—Standard errors for percentage of public charter secondary and combined schools that offered a particular program or service, by selected characteristics: 1999–2000 (table

3.05)

# Too few sample cases.

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

Total number Extended

of public A program day or

charter for beforesecondary Programs Immersion students with school or

and with special Talented/ in a foreign discipline or Medical after-school Advanced International Specialized Specialized

combined instructional gifted language adjustment health care daycare Placement Baccalaureate career Tech-Prep

Selected characteristics schools approaches program program problems services programs (AP) courses (IB) academy program(s)

Total 6.5 1.13 1.09 0.88 1.35 0.97 1.16 1.07 0.27 1.07 1.03

Region

Northeast 2.7 3.78 2.66 # 4.23 3.51 3.44 3.20 0.00 3.51 3.40

Midwest 3.5 2.07 1.74 1.23 2.15 1.96 1.93 1.79 0.00 2.18 1.77

South 3.6 2.17 2.40 1.58 2.47 2.30 2.12 2.28 1.01 2.31 1.93

West 4.7 1.97 1.98 1.54 2 .06 1.68 1.90 1.92 # 1.78 1.59

Community type

Central city 6.7 1.41 1.47 1.26 1.83 1.30 1.71 1.62 0.44 1.32 1.28

Urban fringe/large town 5.1 2.40 1.95 1.63 2.16 1.89 1.88 2.03 # 1.93 1.91

Rural/small town 4.9 2.07 2.43 2.33 2.88 2.48 2.54 2.52 0.00 2.69 2.76

School level

Secondary 6.4 1.621.49 1.39 1.78 1.33 1.43 1.45 # 1.39 1.21

Combined 5.0 1.65 1.65 1.20 1.74 1.76 1.85 1.60 0.42 1.53 1.68

Student enrollment

Less than 100 5.7 2.08 1.45 1.35 2.39 1.83 2.07 1.58 # 1.92 1.55

100–199 4.8 1.80 2.20 1.84 2.42 2.04 2.29 2.07 # 1.65 1.68

200–349 4.1 2.73 2.65 2.05 2.85 2.31 2.57 2.61 # 2.01 2.45

350–499 2.5 4.43 3.84 3.59 4.85 3.16 4.69 4.57 0.00 4.87 4.19

500 or more 3.6 3.29 3.40 3.023.523.08 3.16 3.12 0.00 3.31 2.81

School origin

Newly created 6.9 1.27 1.25 1.08 1.48 1.11 1.42 1.26 0.32 1.17 1.17

Pre-existing public school 3.7 3.29 2.65 1.14 2.72 2.49 2.23 2.58 # 2.69 2.31

Pre-existing private school 2.9 2.95 4.39 3.07 3.61 3.68 3.86 3.01 # 2.93 3.01
170

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicCharter School Survey.”

Region

Northeast 2.3 2.5 2.6 2.9 580.7 545.6Midwest 2.9 3.6 3.0 3.7 800.0 831.4South 3.1 3.9 3.6 4.0 992.4 991.6West 3.6 4.9 5.2 5.2 1,937.8 1,841.1

Community type

Central city 8.2 7.6 8.3 6.8 1,999.4 1,922.4Urban fringe/large town 6.9 4.7 6.1 5.8 1,442.3 1,193.1Rural/small town 5.8 4.4 5.6 4.4 491.4 416.6

School level

Elementary 5.9 6.0 5.8 6.3 1,727.9 1,751.9Secondary 6.4 4.9 6.3 4.4 1,482.9 1,418.0Combined 5.0 4.1 4.8 4.2 948.1 834.8

Student enrollment

Less than 100 6.8 5.2 6.5 5.2 262.3 221.6100–199 5.7 4.6 5.5 4.3 550.2 477.8200–349 5.6 4.1 5.4 4.2 826.4 687.5350–499 3.7 2.8 3.6 3.2 739.3 647.9500 or more 4.5 3.6 4.2 4.1 2,045.8 1,981.4

School origin

Newly created 6.6 6.5 7.0 6.7 1,706.8 1,582.4Pre-existing public school 4.4 3.5 4.1 3.7 1,601.3 1,482.7Pre-existing private school 4.0 2.8 3.8 3.0 471.0 450.2
171

Table A3.07.—Standard errors for percentage of public charter schools with various security measures, by selected characteristics: 1999–2000 (table 3.07)

# Too few sample cases.

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

A requirement

that all or Metal detectors

most students through Random Daily presence

Total number of A requirement stay on which all metal detector of police

public charter that visitors sign school grounds students must checks on or security Video

Selected characteristics schools in or check in during lunch pass each day students Drug sweeps personnel surveillance

Total 4.3 0.40 0.47 0.18 0.30 0.50 0.50 0.39

Region

Northeast 2.3 1.321.14 0.921.17 1.37 1.95 1.92

Midwest 2.9 0.86 1.12 0.28 0.59 0.97 0.94 0.96

South 3.1 0.74 0.68 0.39 0.73 1.06 0.96 0.81

West 3.6 0.70 0.97 # 0.49 0.80 0.75 0.57

Community type

Central city 8.20.46 0.70 0.27 0.46 0.51 0.76 0.62

Urban fringe/large town 6.9 0.73 0.90 0.33 0.49 0.89 0.74 0.71

Rural/small town 5.8 1.51 1.77 0.00 0.57 1.73 1.15 0.88

School level

Elementary 5.9 0.54 0.40 0.00 0.25 0.31 0.58 0.47

Secondary 6.4 0.84 1.53 0.67 1.11 1.37 1.51 1.35

Combined 5.0 0.97 1.21 0.45 0.81 1.81 1.25 1.25

Student enrollment

Less than 100 6.8 0.90 1.23 0.34 0.57 1.03 0.84 0.74

100–199 5.7 0.66 1.05 0.26 0.52 0.95 0.86 0.87

200–349 5.6 0.79 1.07 0.47 0.90 1.06 1.43 0.90

350–499 3.7 0.80 1.66 # 1.07 1.40 2.27 1.71

500 or more 4.5 0.87 0.92 # 0.97 1.17 1.48 1.33

School origin

Newly created 6.6 0.48 0.58 0.24 0.39 0.56 0.65 0.45

Pre-existing public school 4.4 0.83 1.37 0.00 0.78 1.25 1.24 1.08

Pre-existing private school 4.0 1.46 1.40 # 1.06 1.521.39 1.16
172

Table A3.08.—Standard errors for total number of public charter school library media centers, percentage of library media centers with state certified library media specialists, average number

of full-time or part-time state certified library media specialists, average number of students per full-time or part-time certified library media specialist, and average number of paid

other library staff, by selected characteristics: 1999–2000 (table 3.08)

# Too few sample cases.

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

Percentage Average number Average number

of library media of paid full-time of students per

Total number of centers with paid or part-time paid full-time or Average

Total number of public charter state certified state certified part-time certified number of

Selected public charter school library library media library media library media paid other

characteristics schools media centers specialists specialists specialist library staff

Total 4.3 7.0 0.79 0.01 16.33 0.02

Region

Northeast 2.3 2.6 2.28 0.04 42.92 0.06

Midwest 2.9 3.6 1.83 0.02 26.34 0.03

South 3.1 3.21.28 0.03 13.68 0.03

West 3.6 5.3 1.38 0.0232.77 0.04

Community type

Central city 8.26.20.94 0.01 36.88 0.02

Urban fringe/large town 6.9 4.4 1.26 0.02 20.24 0.04

Rural/small town 5.8 4.2 2.19 0.02 26.19 0.04

School level

Elementary 5.9 5.6 1.00 0.01 15.96 0.02

Secondary 6.4 4.1 2.28 0.04 69.55 0.06

Combined 5.0 3.9 2.00 0.02 32.55 0.05

Student enrollment

Less than 100 6.8 4.0 1.55 0.024.64 0.03

100–199 5.7 4.1 1.18 0.028.09 0.03

200–349 5.6 4.21.75 0.028.01 0.03

350–499 3.7 2.4 3.28 0.05 9.48 0.06

500 or more 4.5 3.9 1.77 0.03 21.78 0.05

School origin

Newly created 6.6 6.6 0.91 0.01 17.21 0.02

Pre-existing public school 4.4 3.4 1.96 0.03 21.62 0.05

Pre-existing private school 4.0 2.7 # 0.01 # 0.06

For schools with library media centers
173

Table A3.09.—Standard errors for percentage of public charter school principals with experience in teaching, administration, or other selected positions before becoming principals, by selected

characteristics: 1999–2000 (table 3.09)

# Too few sample cases.

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

Total number of Curriculum Assistant Athletic

public charter Department specialist or principal or Guidance Library media coach/athletic

Selected characteristics school principals Teacher head coordinator program director counselor specialist/librarian director

Total 4.3 0.46 0.76 0.720.78 0.39 0.28 0.60

Region

Northeast 2.4 1.17 2.13 2.03 2.33 1.07 0.00 1.88

Midwest 2.6 0.80 1.34 1.09 1.39 0.82 # 1.26

South 3.1 1.01 1.42 1.27 1.27 0.74 0.65 0.91

West 3.7 0.70 1.43 1.24 1.27 0.76 0.47 1.16

Community type

Central city 8.20.74 0.97 0.97 0.94 0.620.31 0.79

Urban fringe/large town 6.6 0.60 1.22 1.19 1.19 0.66 0.47 1.14

Rural/small town 5.5 0.97 2.16 1.88 2.22 1.10 0.70 1.74

School level

Elementary 5.1 0.53 0.87 0.83 0.85 0.47 0.320.78

Secondary 5.9 1.30 1.87 1.48 1.68 1.10 0.54 1.39

Combined 5.1 0.96 1.95 1.79 1.91 1.17 0.68 1.58

Student enrollment

Less than 100 6.3 0.90 1.35 1.25 1.49 0.94 0.63 1.27

100–199 6.3 0.99 1.27 1.14 1.20 0.86 0.44 1.14

200–349 5.1 0.93 1.57 1.63 1.67 0.93 # 1.49

350–499 3.9 1.54 2.26 2.72 2.48 1.87 # 2.18

500 or more 4.2 0.28 2.00 1.98 1.77 0.96 # 1.60

School origin

Newly created 7.1 0.58 0.91 0.83 0.90 0.47 0.35 0.76

Pre-existing public school 4.6 0.55 1.69 1.75 1.33 0.90 0.421.41

Pre-existing private school 4.2 1.25 1.94 2.10 2.12 1.11 0.95 1.63
174

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicCharter School Teacher Survey.”

Community type

Central city 0.63 0.70 0.36 0.29 0.16 0.30Urban fringe/large town 0.77 0.73 0.46 0.33 0.19 0.32Rural/small town 1.43 1.71 0.77 0.84 0.29 0.57

School level

Elementary 0.55 0.57 0.320.26 0.120.19Secondary 1.08 1.24 0.76 0.72 0.36 0.69Combined 1.15 1.19 0.66 0.50 0.26 0.59

Student enrollment

Less than 100 1.15 1.31 0.71 0.88 0.28 0.57100–199 1.35 1.26 0.64 0.39 0.25 0.32200–349 0.93 1.10 0.69 0.47 0.22 0.22350–499 1.24 1.01 0.78 0.45 0.30 0.56500 or more 0.81 0.87 0.58 0.420.23 0.40

School origin

Newly created 0.65 0.67 0.37 0.26 0.15 0.26Pre-existing public school 0.820.98 0.66 0.55 0.25 0.48Pre-existing private school 1.67 1.56 0.720.66 0.35 1.16
175

Table A3.11.—Standard errors for percentage of full-time public charter school teachers who reported participating in various professional development activities in the past 12 months, by

selected characteristics: 1999–2000 (table 3.11)

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

Content and

Total number of In-depth study performance

full-time public of content standards in Uses of Student discipline Any of

charter school in main teaching main teaching Methods computers Student and management listed

Selected characteristics teachers assignment field assignment field of teaching for instruction assessment in the classroom activities

Total 229.4 0.56 0.53 0.60 0.72 0.67 0.60 0.21

Region

Northeast 72.2 1.46 2.03 1.46 1.89 1.87 2.40 0.40

Midwest 177.3 0.98 0.79 1.25 1.25 1.53 1.23 0.38

South 105.4 0.921.06 0.95 0.920.821.31 0.36

West 151.4 0.91 0.95 0.95 1.34 0.96 1.11 0.44

Community type

Central city 213.4 0.80 0.79 0.79 1.11 0.96 0.70 0.34

Urban fringe/large town 199.6 0.85 0.90 0.79 0.97 0.84 1.00 0.31

Rural/small town 130.4 1.79 1.55 1.51 2.11 2.75 1.84 0.57

School level

Elementary 168.20.69 0.61 0.64 0.73 0.66 0.74 0.30

Secondary 162.6 1.68 1.83 1.27 1.67 1.79 1.57 0.62

Combined 103.6 1.19 1.33 1.23 1.80 1.32 1.24 0.43

Student enrollment

Less than 100 97.3 1.47 1.45 1.34 1.60 1.27 1.78 0.65

100–199 120.9 1.32 1.42 1.08 1.45 1.75 1.30 0.61

200–349 109.6 1.02 1.01 1.11 1.28 1.31 1.32 0.58

350–499 104.4 1.45 1.421.54 1.74 1.43 1.71 0.63

500 or more 191.7 1.08 1.22 1.00 1.43 0.95 1.26 0.25

School origin

Newly created 234.3 0.75 0.69 0.72 1.00 0.86 0.71 0.30

Pre-existing public school 158.4 1.00 1.06 0.92 1.20 0.91 1.38 0.26

Pre-existing private school 80.3 1.78 1.89 1.63 1.91 1.80 1.47 0.64
176

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicCharter School Teacher Survey.”

Northeast 0.15 0.20 0.23Midwest 0.06 0.11 0.13South 0.07 0.10 0.10West 0.08 0.10 0.12

Community type

Central city 0.07 0.08 0.10Urban fringe/large town 0.06 0.08 0.11Rural/small town 0.15 0.26 0.18

School level

Elementary 0.06 0.05 0.08Secondary 0.13 0.19 0.14Combined 0.120.11 0.16

Student enrollment

Less than 100 0.11 0.15 0.19100–199 0.09 0.16 0.14200–349 0.08 0.09 0.15350–499 0.13 0.15 0.27500 or more 0.09 0.11 0.12

School origin

Newly created 0.05 0.07 0.08Pre-existing public school 0.09 0.13 0.16Pre-existing private school 0.10 0.11 0.20
177

Table A3.13.—Standard errors for average class size and student/teacher ratios in public charter elementary schools, secondary schools, and schools with combined grades, by selected

characteristics: 1999–2000 (table 3.13)

# Too few sample cases.

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

Teacher Survey.”

Average class Average class Average class Average class

Average class size for Average class size for size for size for

size for teachers in size for teachers in teachers in teachers in

teachers in departmen- Student/ teachers in departmen- Student/ self- departmen- Student/

self-contained talized teacher self-contained talized teacher contained talized teacher

Selected characteristics classes instruction ratio classes instruction ratio classes instruction ratio

Total 0.10 0.45 0.08 1.14 0.621.35 0.66 0.320.28

Region

Northeast 0.32# 0.22 # 1.36 9.41 # 0.61 0.58

Midwest 0.29 0.68 0.19 # 1.79 0.58 0.58 0.56 0.29

South 0.19 0.81 0.12# 0.65 0.73 0.50 0.50 0.40

West 0.15 0.76 0.16 1.58 0.85 1.76 1.44 0.58 0.53

Community type

Central city 0.19 0.53 0.121.57 0.85 2.14 0.620.43 0.33

Urban fringe/large town 0.120.89 0.15 # 0.48 0.73 1.14 0.37 0.51

Rural/small town 0.28 # 0.29 # 2.92 2.58 0.64 0.78 0.62

Student enrollment

Less than 100 0.33 0.80 0.19 # 0.58 1.15 0.51 1.020.52

100–199 0.19 0.44 0.14 # 1.47 0.620.83 0.920.52

200–349 0.21 0.50 0.18 # 1.14 5.15 0.85 0.48 0.47

350–499 0.16 0.86 0.16 # 1.26 2.16 # 0.93 0.47

500 or more 0.14 1.21 0.21 # 1.03 7.48 1.47 0.50 0.68

School origin

Newly created 0.17 0.33 0.11 1.45 0.85 1.77 0.56 0.37 0.30

Pre-existing public school 0.121.30 0.13 # 1.05 0.50 1.75 1.05 1.26

Pre-existing private school 0.40 # 0.24 # 0.57 0.52 # 0.68 0.68

Elementary schools Secondary schools Combined grade schools
178

# Too few sample cases.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “PublicCharter School Teacher Survey.”

Northeast 79.5 0.40 0.75 0.00 1.16 0.78Midwest 204.2 0.41 0.66 0.10 0.91 0.53South 110.20.34 0.40 # 0.520.39West 175.0 0.28 0.36 0.09 0.54 0.27

Community type

Central city 233.2 0.21 0.40 0.07 0.51 0.38Urban fringe/large town 240.7 0.29 0.29 0.07 0.53 0.32Rural/small town 142.0 0.17 0.50 0.00 1.50 0.36

School level

Elementary 187.7 0.22 0.29 0.04 0.38 0.27Secondary 185.20.40 0.46 0.19 0.99 0.20Combined 131.0 0.27 0.39 # 0.79 0.69

Student enrollment

Less than 100 105.0 0.60 1.01 0.20 0.96 0.60100–199 138.8 0.33 0.520.13 0.86 0.50200–349 132.0 0.25 0.51 0.06 0.66 0.40350–499 113.0 0.16 0.46 # 0.86 0.57500 or more 224.3 0.39 0.33 # 0.54 0.40

School origin

Newly created 274.4 0.20 0.35 0.06 0.46 0.31Pre-existing public school 191.6 0.37 0.34 # 0.58 0.36Pre-existing private school 89.7 0.36 0.60 # 1.320.45
179

Standard Error Tables f ables for Bureau of Indian Affairs (BIA) Schools,

Principals incipals, Teachers eachers, and School Libr ol Library Media Centers
180
181

# Too few sample cases.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “IndianSchool Survey,” “Public School Survey,” “Public Charter School Survey,” “Indian School Principal Survey,” “Public School PrincipalSurvey,” “Public Charter School Principal Survey,” “Indian School Teacher Survey,” “Public School Teacher Survey,” and “Public CharterSchool Teacher Survey.”

Central city0.8 0.8 18.2 226.0Urban fringe/large town 2.4 1.8 65.8 838.0Rural/small town 4.4 4.2 122.0 1,488.3

School level

Elementary3.0 2.8 103.5 972.5Secondary2.5 2.3 68.9 710.6Combined 1.3 1.4 40.8 856.2

Student enrollment

Less than 100 2.8 2.5 56.5 211.1100–499 4.1 3.8 106.8 1,184.9500 or more 1.6 1.6 90.7 1,116.8
182

Table A4.02.—Standard errors for percentage of Bureau of Indian Affairs (BIA) elementary schools that offered a particular program or service, by selected characteristics: 1999–2000 (table

4.02)

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Indian School Survey,” “Public School Survey,” and “Public

Charter School Survey.”

A program for Extended dayor

Total number of Programs with Immersion in a students with before-school

BIA elementaryspecial instructional Talented/gifted foreign language discipline or adjust- Medical health or after-school

Selected characteristics schools approaches program program ment problems care services daycare programs

All elementary schools 3.0 2.09 1.80 1.66 1.61 1.70 2.05

Region

Northeast # # # # # # #

Midwest 2.8 5.33 0.57 5.25 4.03 4.06 5.52

South # # # # # # #

West 1.7 1.59 1.59 1.11 1.43 1.43 1.22

Community type

Central city # # # # # # #

Urban fringe/large town 1.9 4.51 6.57 2.93 4.62 4.48 3.17

Rural/small town 3.1 2.41 1.47 2.04 1.77 1.99 2.21

Student enrollment

Less than 100 2.3 5.87 6.39 # 6.80 6.48 6.25

100–499 3.1 2.22 1.59 1.73 1.59 1.80 2.17

500 or more # # # # # # #
183

Table A4.03.—Standard errors for percentage of Bureau of Indian Affairs (BIA) secondary and combined schools that offered a particular program or service, by selected characteristics: 1999–

2000 (table 4.03)

† Not applicable.

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Indian School Survey,” “Public School Survey,” and “Public

Charter School Survey.”

Extended

A program dayor

Total number for beforeof BIA Programs Immersion students with school or

secondarywith special Talented/ in a foreign discipline or Medical after-school Advanced International Specialized Specialized

and combined instructional gifted language adjustment health care daycare Placement Baccalaureate career Tech-Prep

Selected characteristics schools approaches program program problems services programs (AP) courses (IB) academyprogram(s)

All secondary and

combined schools 3.1 3.64 1.19 3.87 3.88 3.65 3.63 3.76 0.00 1.81 3.14

Region

Northeast 0.0††††††† †††

Midwest 2.4 # 1.79 # 8.17 6.90 # # 0.00 0.00 #

South # # # # # # # # # # #

West 1.7 3.43 1.01 3.70 3.13 3.95 3.39 2.67 0.00 3.42 3.71

Community type

Central city # # # # # # # # # # #

Urban fringe/large town ######## ###

Rural/small town 2.9 4.63 1.07 5.08 4.82 4.42 4.83 4.57 0.00 1.40 3.89

School level

Secondary2.5 5.28 0.00 5.31 6.13 5.41 5.50 5.70 0.00 2.54 4.44

Combined 1.3 4.18 2.91 4.79 4.05 4.64 4.52 3.07 0.00 # 3.89

Student enrollment

Less than 100 # # # # # # # # # # #

100–499 2.7 4.65 1.68 4.53 4.67 4.32 4.99 4.96 0.00 1.69 3.53

500 or more # # # # # # # # # # #
184

# Too few sample cases.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “IndianSchool Survey,” “Public School Survey,” and “Public Charter School Survey.”

Region

Northeast # # # # # #Midwest 3.7 3.6 3.7 3.6 934.7 926.2South # # # # # #West 2.6 2.1 2.4 2.4 869.7 853.5

Community type

Central city 0.8 # # # # #Urban fringe/large town 2.4 1.3 2.1 2.1 438.8 422.5Rural/small town 4.4 4.5 4.4 4.5 1,274.4 1,277.0

School level

Elementary 3.0 2.7 2.8 2.8 802.6 792.0Secondary 2.5 2.8 2.5 2.5 657.3 652.8Combined 1.3 1.2 1.3 1.3 474.3 475.1

Student enrollment

Less than 100 2.8 2.0 2.6 2.6 207.5 223.7100–499 4.1 3.9 4.0 4.1 1,079.7 1,060.5500 or more 1.6 1.5 1.6 1.6 729.6 726.7
185

Table A4.05.—Standard errors for percentage of Bureau of Indian Affairs (BIA) schools with various security measures, by selected characteristics: 1999–2000 (table 4.05)

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Indian School Survey,” “Public School Survey,” and “Public

Charter School Survey.”

A requirement

that all or Metal detectors

Total most students through Random Dailypresence

number A requirement stayon which all metal detector of police

of BIA that visitors sign school grounds students must checks on or securityVideo

Selected characteristics schools in or check in during lunch pass each daystudents Drug sweeps personnel surveillance

Total 4.1 0.74 1.22 # 0.68 1.75 1.59 1.73

Region

Northeast # # # # # # # #

Midwest 3.7 1.82 3.04 0.00 # 3.76 4.17 4.63

South # # # # # # # #

West 2.6 0.56 0.82 0.00 0.55 1.56 1.50 0.92

Community type

Central city0.8 2.99 2.41 0.00 0.00 3.86 4.49 #

Urban fringe/large town 2.4 0.68 0.00 0.00 # 2.82 3.81 2.54

Rural/small town 4.4 0.91 1.47 # 0.84 2.07 1.84 2.18

School level

Elementary3.0 0.31 1.02 # 0.79 1.58 1.83 1.60

Secondary2.5 3.20 4.80 0.00 # 5.67 5.11 5.84

Combined 1.3 1.92 0.00 0.00 # 4.87 4.24 3.84

Student enrollment

Less than 100 2.8 0.00 0.95 0.00 # 4.63 5.72 5.77

100–499 4.1 0.97 1.53 # 0.90 1.81 1.87 1.76

500 or more 1.6 1.65 1.88 0.00 0.00 6.58 5.37 #
186

Table A4.06.—Standard errors for total number of Bureau of Indian Affairs (BIA) school library media centers, percentage of library media centers with state certified library media specialists,

average number of full-time or part-time state certified library media specialists, average number of students per full-time or part-time certified library media specialist, and

average number of paid other library staff, by selected characteristics: 1999–2000 (table 4.06)

# Too few sample cases.

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

School Survey,” “Public School Library Media Center Survey,” and “Indian School Library Media Center Survey.”

Percentage Average Average number

of library media number of paid of students per

Total number centers with paid full-time or part- paid full-time or Average

of BIA school state certified time state certified part-time certified number of

Selected Total number library media library media library media library media paid other

characteristics of BIA schools centers specialists specialists specialist librarystaff

Total 4.1 3.9 1.58 0.02 8.21 0.03

Region

Northeast # # ####

Midwest 3.7 3.1 3.57 0.06 11.65 0.06

South # # # # # #

West 2.6 2.5 1.49 0.01 10.28 0.02

Community type

Central city 0.8 # # # # #

Urban fringe/large town 2.4 1.8 3.64 0.04 28.93 0.07

Rural/small town 4.4 4.1 1.81 0.03 8.26 0.03

School level

Elementary3.0 2.7 1.79 0.03 6.58 0.02

Secondary2.5 2.6 4.37 0.04 18.74 0.10

Combined 1.3 1.1 3.92 0.05 25.07 0.07

Student enrollment

Less than 100 2.8 2.1 5.62 0.06 1.74 0.11

100–499 4.1 3.5 1.74 0.02 5.84 0.03

500 or more 1.6 1.7 1.41 0.10 26.41 0.03

For schools with librarymedia centers
187

Table A4.07.—Standard errors for percentage of Bureau of Indian Affairs (BIA) school principals with experience in teaching, administration, or other selected positions before becoming

principals, by selected characteristics: 1999–2000 (table 4.07)

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Indian School Principal Survey,” “Public School Principal

Survey,” and “Public Charter School Principal Survey.”

Total number Curriculum Assistant Librarymedia Athletic coach/

of BIA school Department specialist or principal or Guidance specialist/ athletic

Selected characteristics principals Teacher head coordinator program director counselor librarian director

Total 3.8 0.53 1.74 1.64 1.52 1.22 0.62 1.75

Region

Northeast ########

Midwest 3.3 1.41 3.72 3.66 3.69 3.05 # 3.86

South 1.4 0.00 6.85 6.54 5.66 0.00 # 5.77

West 2.5 0.19 1.24 1.50 1.37 0.93 # 1.47

Community type

Central city0.8 0.00 3.11 4.24 3.57 0.00 0.00 3.62

Urban fringe/large town 1.8 0.00 3.36 3.27 2.81 # 0.00 3.73

Rural/small town 4.2 0.65 2.08 1.87 1.79 1.54 0.78 2.05

School level

Elementary2.8 0.16 1.79 1.69 1.64 1.05 0.91 1.75

Secondary2.3 2.52 5.54 4.60 5.55 4.17 0.00 5.44

Combined 1.4 0.00 4.45 4.21 4.62 3.10 0.00 4.82

Student enrollment

Less than 100 2.5 0.00 5.05 4.66 5.10 # # 4.55

100–499 3.8 0.70 1.83 1.79 1.63 1.34 0.81 1.84

500 or more 1.6 0.00 5.62 5.60 5.97 3.68 0.00 5.28
188

# Too few sample cases.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “IndianSchool Teacher Survey,” “Public School Teacher Survey,” and “Public Charter School Teacher Survey.”

Community type

Central city# 1.65 0.99 1.27 0.52 1.03Urban fringe/large town 1.31 6.27 1.91 7.97 1.71 2.23Rural/small town 0.63 1.41 0.69 1.25 0.24 0.58

School level

Elementary0.80 1.94 0.90 2.46 0.46 0.31Secondary1.51 3.44 1.46 1.79 0.38 0.36Combined 1.35 2.28 1.18 1.49 0.42 0.66

Student enrollment

Less than 100 1.10 9.16 2.57 11.42 2.42 4.86100–499 0.67 1.48 0.83 1.23 0.23 0.57500 or more 2.16 3.48 1.19 1.78 0.49 0.94
189

Table A4.09.—Standard errors for percentage of full-time Bureau of Indian Affairs (BIA) school teachers who reported participating in various professional development activities in the past 12

months, by selected characteristics: 1999–2000 (table 4.09)

# Too few sample cases.

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

and “Public Charter School Teacher Survey.”

Total Content and

number of In-depth studyperformance

full-time of content standards in Uses of Student discipline Anyof

BIA school in main teaching main teaching Methods computers Student and management listed

Selected characteristics teachers assignment field assignment field of teaching for instruction assessment in the classroom activities

Total 128.93 1.40 1.50 1.99 1.26 1.33 1.67 0.72

Region

Northeast # # # #####

Midwest 113.53 2.44 2.80 3.49 2.27 2.78 2.96 1.76

South # # # # # # # #

West 78.85 1.37 1.27 2.13 1.58 0.99 1.85 0.45

Community type

Central city18.09 2.26 2.45 3.04 2.64 2.98 3.79 0.84

Urban fringe/large town 62.33 4.43 3.32 7.77 2.71 3.21 6.67 0.69

Rural/small town 120.71 1.39 1.58 2.15 1.34 1.52 1.71 0.84

School level

Elementary98.76 1.65 1.88 2.22 1.52 1.67 1.86 0.37

Secondary68.08 3.77 3.18 5.28 2.86 4.36 3.79 0.99

Combined 36.68 3.29 3.25 3.41 3.09 2.80 3.75 3.44

Student enrollment

Less than 100 55.54 8.16 5.99 11.27 5.00 6.51 6.21 1.68

100–499 100.92 1.33 1.41 2.00 1.37 1.45 1.69 0.95

500 or more 89.76 2.87 4.34 3.77 3.07 4.26 3.24 0.62
190

# Too few sample cases.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “IndianSchool Teacher Survey,” “Public School Teacher Survey,” and “Public Charter School Teacher Survey.”

Northeast # # #Midwest 0.06 0.14 0.31South # # #West 0.04 0.11 0.12

Community type

Central city0.07 0.23 0.17Urban fringe/large town 0.03 0.31 0.35Rural/small town 0.05 0.10 0.16

School level

Elementary0.04 0.09 0.22Secondary0.08 0.26 0.27Combined 0.12 0.24 0.17

Student enrollment

Less than 100 0.04 0.49 0.51100–499 0.05 0.10 0.10500 or more 0.11 0.21 0.48
191

Table A4.11.—Standard errors for average class size and student/teacher ratios in Bureau of Indian Affairs (BIA) elementary schools, secondary schools, and schools with combined grades, by

selected characteristics: 1999–2000 (table 4.11)

# Too few sample cases.

† Not applicable.

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

School Survey,” “Indian School Teacher Survey,” “Public School Teacher Survey,” and “Public Charter School Teacher Survey.”

Average class Average class Average class

Average class size for Average class size for Average class size for

size for teachers in size for teachers in size for teachers in

teachers in departmen- Student/ teachers in departmen- Student/ teachers in departmen- Student/

self-contained talized teacher self-contained talized teacher self-contained talized teacher

Selected characteristics classes instruction ratio classes instruction ratio classes instruction ratio

Total 0.22 0.66 0.14 # 0.33 0.31 0.55 0.50 0.33

Region

Northeast # # # † † † † † †

Midwest 0.36 # 0.30 # 0.42 0.59 # # #

South # # # † # # † # #

West 0.28 # 0.12 # 0.36 0.26 0.41 0.36 0.39

Community type

Central city # # # † # # † † #

Urban fringe/large town # # 0.50 # # # # # #

Rural/small town 0.19 0.71 0.15 # 0.41 0.44 0.54 0.51 0.36

Student enrollment

Less than 100 # # 0.42 # # # # # #

100-499 0.18 0.64 0.13 # 0.38 0.40 0.75 0.61 0.36

500 or more 0.48 # # † # # # # #

Elementaryschools Secondaryschools Combined grade schools
192

# Too few sample cases.SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “IndianSchool Teacher Survey,” “Public School Teacher Survey,” and “Public Charter School Teacher Survey.”

Region

Northeast # # ####Midwest 113.7 0.93 1.55 0.36 1.34 0.96South # # # # # #West 78.5 0.43 0.60 0.16 0.72 0.38

Community type

Central city18.2 1.87 2.84 0.00 1.01 #Urban fringe/large town 65.8 1.26 # # 1.49 1.01Rural/small town 122.0 0.56 0.88 0.20 0.83 0.57

School level

Elementary103.5 0.60 1.02 0.14 0.87 0.69Secondary68.9 1.36 2.03 0.67 1.78 0.79Combined 40.8 0.85 1.14 # 1.96 0.62

Student enrollment

Less than 100 56.5 # 3.14 # 5.60 #100–499 106.8 0.57 0.89 0.22 0.77 0.62500 or more 90.7 0.34 1.96 # 0.90 0.77
193

Appendix B: endix B: endix B:

 SASS 1999–2000: SASS 1999–2000: SASS 1999–2000: E.D. Tabs Technical Notes
194
195

Technical Notes

I. Overview of SASS

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

for Education Statistics (NCES) that is collected from public, private, public charter, and Bureau of

Indian Affairs (BIA) schools nationwide. SASS provides information about teachers and administrators

and the general condition of America’s elementary and secondary schools. NCES initiated SASS in the

mid-1980’s in response to the need for information about critical aspects of teacher supply and demand,

the qualifications and working conditions of teacher and principals, and the basic conditions in schools

as workplaces and learning environments. SASS has been conducted four times: in school years 1987–

88, 1990–91, 1993–94, and 1999–2000 by the United States Census Bureau. For each administration of

SASS, NCES has reviewed the content to expand, retain, or eliminate topics covered in the previous

administration. In this way, the survey’s capability for trend analysis is maintained, yet at the same time

new topics are added to address current concerns.

In the first two administrations (1987–88 and 1990–91), SASS had five components: the School Survey,

the School Administrator Survey (now called the School Principal Survey), the Teacher Demand and

Shortage Survey (now called the School District Survey), the Teacher Survey, and the Teacher Followup

Survey with the latter survey conducted the year after the core surveys. SASS data from these first two

rounds provided a basis for addressing five major policy issues: teacher supply and demand, characteristics of elementary and secondary school teachers, teacher workplace conditions, characteristics of

school principals, and school programs and policies.

For the third administration (1993–94), the addition of the School Library Media Center Survey, the

School Library Media Specialist/Librarian Survey, and the Student Records Survey resulted in a system

of eight surveys. These new surveys addressed policy issues regarding student participation in school

programs and services, resource allocations to library facilities, and qualifications of librarians.

The fourth administration (1999–2000) of SASS consisted of the following six survey components: the

School District Survey, the Principal Survey, the School Survey, the Teacher Survey, the School Library

Media Center Survey, and the Teacher Followup Survey. The Teacher Followup Survey, administered the

year following the administration of the other five components, will be the subject of a future report and

will not be discussed further in this report. The questionnaires were modified slightly to meet the needs

of public, private, public charter, and BIA schools (for further explanation of public charter and BIA

schools, see section IV). The details of the content changes and issues addressed are outlined in section

II.

II. Survey Content: 1999–2000

A. Components

For the 1999–2000 school year (round 4), the SASS was changed in the following ways:

• A public charter component (which included the Public Charter School Principal Questionnaire,

the Public Charter School Questionnaire, and the Public Charter School Teacher Questionnaire)

was added. The Public Charter School Questionnaire served as a continuation of the Office of

Educational Research and Improvement’s National Study of Charter Schools.

• Elements of the School District Questionnaire were incorporated into the Public Charter School

Questionnaire because many public charter schools do not have district affiliations. To minimize
196

respondent burden, some of the elements of the Public School Library Media Center Questionnaire were included on the Public Charter School Questionnaire.

• In addition to the paper SASS questionnaires, Internet reporting options were developed for the

Public School and Private School Library Media Center Questionnaires.

B. Content Changes

Prior to the 1999–2000 SASS administration, two extensive field tests were undertaken (for further

explanation of the field tests, see section V). As a result of these field tests, the following additions and

deletions were made to the SASS questionnaires between the 1993–94 and 1999–2000 administrations.

1. Additions and Enhancements

a. School District Questionnair uestionnaire (formerly called the alled the Teacher Demand and Shortage

Questionnair uestionnaire):

• Percentage of payroll dedicated to school staff benefits

• Oversight of home-schooled students and public charter schools

• Use of school performance reports

• Existence of migrant education programs and number of migrant students

• Procedures for recruiting and dismissing teachers

b. School Questionnair uestionnaire:

• Number of computers, access to the Internet, and whether there is a computer coordinator

in the school

• Availability of certain types of curricular options

• How special education students’ needs are met

• Changes in the school year or weekly schedule

• The enrollment capacity of schools

• Whether schools have programs for disruptive students

c. Principal Questionnair uestionnaire (formerly called the School Administr dministrator

Questionnair uestionnaire):

• Principals’/school heads’ frequency of engaging in various school and school-related activities

• Perceived degree of influence of principals and other groups (state, local, school, and parents) in setting performance standards for students

• Barriers (e.g., personnel policies, inadequate documentation, lack of support, stress) to

dismissing poor or incompetent teachers

• Rewards or sanctions for success or failure to meet district or state performance goals

• Means for assessing progress on school improvement plan
197

d. Teacher Questionnair uestionnaire:

• Training, teacher induction, teacher professional development expanded

• Uses of achievement tests by teachers

• The use of computers for instruction

• Decision-making practices

e. School Libr ol Library Media Center Questionnair uestionnaire:

• Additional technology

• Collaboration and policy

• Copyright dates of reference materials

2. Deletions eletions

a. School District Questionnair uestionnaire:

• Number of teachers laid off

• Counts of students by grade level

b. Teacher Questionnair uestionnaire:

• Breaks in teaching service

• Number and type of undergraduate courses taken

c. Student Records Questionnair uestionnaire (this sur e (this survey was not conducted in the 1999–2000

SASS)

d. School Libr ol Library Media Specialist/Libr ecialist/Librarian Questionnair uestionnaire (this sur e (this survey was not

conducted in the 1999–2000 SASS) ed in the 1999–2000 SASS)

C. Final Content of 1999–2000 SASS

The following is a brief summary of the content areas for the 1999–2000 SASS. As needed, the individual School District, School, Principal, Teacher, and School Library Media Center Questionnaires

were modified slightly to accommodate the organizational and structural differences of public, private,

public charter, and BIA school sectors.

• The School District Questionnaire obtained information such as enrollment and teacher counts,

graduation requirements, district policies regarding hiring and compensation of teachers, accountability, and other measures of recent reforms. Race/ethnicity data on the student population and

the teacher work force were also collected. The applicable sections for private, public charter, and

BIA schools were incorporated into the Private, Public Charter, and BIA School Questionnaires.

• The School Questionnaires (public, private, public charter, and BIA schools) obtained information

about conditions on schools such as student characteristics, staffing patterns, student/teacher ratios, types of programs and services offered, length of school day, and high school graduation

rates. The private school version of the questionnaire included items for identifying the religious

or other affiliation of the school. The public charter school version included items contained on

the School District and School Library Media Center Questionnaires.
198

• The Principal Questionnaires (public, private, public charter, and BIA schools) obtained information about the age, sex, race/ethnicity, training, experience, salary, benefits, opinions, and attitudes

of school principals/headmasters. The questions required both objective responses (e.g., number

of years of teaching experience) and subjective responses (e.g., rating the seriousness of school

problems). The data from this survey provide insight into the qualifications of school principals,

the problems that they view as serious, and their perceptions of their influence on school policies.

• The Teacher Questionnaires (public, private, public charter, and BIA schools) collected data from

teachers regarding their education and training, teaching assignment, teaching experience, certification, teaching workload, perceptions and attitudes about teaching, job mobility, and workplace

conditions. This information permits analyses of how these factors affect movement into and out

of the teaching profession.

• The School Library Media Center Questionnaires (public, private, and BIA schools) obtained

information about library media centers such as education and experience of library staff, organization, expenditure, technology, and library media center collections. While the School Library

Media Center Questionnaire was not sent to the public charter schools, a subset of the questions

was included in the Public Charter School Questionnaire. In addition to the paper questionnaires,

the School Library Media Center Questionnaires were available via the Internet for the public and

private schools. The Internet versions were identical in content to the paper questionnaires.

Copies of the 1999–2000 SASS questionnaires may be obtained on the Internet at http://nces.ed.gov/

surveys/sass or by e-mail to SASSdata@ed.gov.

III. Target Populations, Sampling Frames, and Comparisons of Estimates

A. Target Populations

For 1999–2000 SASS administration the following nationally representative samples were surveyed; or,

in the case of public charter schools and BIA schools, the entire national populations, were surveyed.

• School Districts: School districts that employed elementary and/or secondary level teachers and

were in operation in school year 1999–2000 (e.g., public school districts, state agencies that operated schools for special student populations, such as inmates of juvenile correctional facilities, and

cooperative agencies that provided special services to more than one school district). Entities that

authorize public charter schools are not included, unless they are also public school districts.

• Schools: Public schools, private schools, and BIA schools with students in any of grades 1–12 and

in operation in school year 1999–2000. Public charter schools open during the 1998–99 school

year and still open in the 1999–2000 school year.

• Principals: Principals of the targeted school populations.

• Teachers: Teachers in the targeted school populations who taught students in grades K–12 in

school year 1999–2000.

• School Library Media Centers: School Library Media Centers in public, private, and BIA schools.

B. Sampling Frames

1. Public Schools

The SASS was designed to support estimates at the national, regional, and state levels for public

school districts, schools, principals, teachers, and school library media centers. The public school

sampling frame was based on the 1997–98 school year Common Core of Data (CCD), a file of
199

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. Public schools not

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

were not included. The frame contains 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, or

postsecondary students, 88,266 schools remained on the public school frame.

2. Private Schools

The SASS was designed to provide the most detailed private school estimates at the affiliation

level. The sampling frame for private schools was derived from affiliation lists, because state

coverage of private schools is uneven. The sampling frame for private schools was the 1997–98

Private School Survey (PSS), updated with more current information from 1998–99 private school

association lists (Broughman and Colaciello 1999). A list frame consisting of 28,164 schools

was the primary private school frame. An area frame was used to identify schools not included

on the list frame and thereby compensate for the undercoverage of the list frame. The area frame

was taken from the 1997–98 PSS because there was no opportunity to update it prior to SASS

data collection. See Cole et al. (forthcoming) for more detail. The area frame consisted of 140

schools drawn from a sample of 3,142 counties throughout the nation, representing an estimated 1,760 schools.

The affiliation group for a school was determined in a hierarchical order; that is, if more than

one definition applied, the school was classified into the first group that applied:

1) Military—membership in the Association of American Military Colleges and Schools;

2) Catholic—affiliation as Catholic or membership in the National Catholic Education Association or the Jesuit Secondary Education Association;

3) Friends—affiliation as Friends or membership in the Friends Council on Education;

4) Episcopal—affiliation as Episcopal or membership in the National Association of Episcopal

Schools;

5) Hebrew Day—membership in the National Society for Hebrew Day Schools;

6) Solomon Schechter—membership in the Schechter Day Schools;

7) Other Jewish—any other Jewish affiliation;

8) Missouri Synod—membership in the Lutheran Church, Missouri Synod;

9) Wisconsin Synod—affiliation as Evangelical Lutheran, Wisconsin Synod or membership in

the Evangelical Lutheran Church, Wisconsin Synod;

10) Evangelical Lutheran—affiliation as Evangelical Lutheran Church in America or membership in the Association of Evangelical Lutheran Churches;

11) Other Lutheran—any other Lutheran affiliation;

12) Seventh-Day Adventist—affiliation as Seventh-Day Adventist or membership in the General

Conference of Seventh-Day Adventists;

13) Christian Schools International—membership in Christian Schools International;

14) American Association of Christian Schools—membership in the American Association of

Christian Schools;
200

15) Association of Christian Schools International—membership in the Association of Christian

Schools International;

16) National Association of Private Schools for Exceptional Children—membership in the National Association of Private Schools for Exceptional Children;

17) Montessori—membership in the American Montessori Society or other Montessori associations;

18) National Association of Independent Schools—membership in the National Association of

Independent Schools;

19) National Independent Private School Association—membership in the National Independent Private School Association;

20) Other—no affiliation with or membership in any of the groups listed above.

3. Public Charter Schools

The universe of 1,122 public charter schools was identified from a list provided by the Office of

Educational Research and Improvement (OERI) as described in The State of Charter Schools

2000 (2000). The OERI list was used since not all of the public charter schools were listed on the

Common Core of Data (CCD). 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. To be included in the 1999–2000 SASS population of public charter schools, public charter schools were

required to still be open as a public charter school during the 1999–2000 school year. One

hundred and 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.

4. Bureau of Indian Affairs Schools

The universe of BIA schools was identified from the 1997–98 list of schools provided by the

Bureau of Indian Affairs. For the 1997–98 school year, there were 197 schools in the Department of Interior’s Bureau of Indian Affairs, Office of Indian Education Programs (OIEP) “Education Directory” (Bureau of Indian Affairs 1998). Collecting and analyzing data from BIA

schools is complicated because some BIA-funded schools are operated as public schools or public charter schools. For the 1999–2000 SASS, 65 BIA-funded schools overlapped with the CCD

public school frame. These schools remained on the SASS public school frame and were administered the public school questionnaires. Similarly, the public charter school population also

included 8 BIA-funded schools. These schools were treated as eligible public charter schools and

were given the public charter school questionnaires. Of the original 197 schools listed in the

OIEP “Education Directory” for 1997–98, 124 were considered BIA schools; 65 were considered to be public schools; and 8 were considered to be public charter schools. Table B-1 shows

how the 197 BIA schools were assigned to SASS for the 1999–2000 data collection.

The difference between the eligible cases and the number of interviews is due to unit nonresponse,

that is, schools that were eligible to participate but which failed to provide enough information

to qualify as a completed questionnaire. Responding cases have an adjustment for unit nonresponse

in the final weight. The nonresponse adjustment factor is different for each sector.

Starting from the 197 schools in the OIEP Directory, only 169 of the listed entities are considered to be schools meeting the eligibility requirements of SASS: the facility must provide educa-
201

tional services for any of grades 1 through 12. Some of the OIEP listings were for dormitories or

schools that provided only pre-school or adult educational services and thus are ineligible for the

SASS. Out of these 169 schools, 152 were school respondents. If all of the BIA schools had

responded to the Indian School Questionnaire, the weighted count of BIA schools in SASS would

be 169. Some of the OIEP Directory schools’ information came from the Public School or Public

Charter School respondents and the nonresponse weighting adjustment was based on the probability of selection for those samples, rather than for the universe of OIEP Directory schools.

Therefore, these nonresponse weighting adjustments did not reflect the OIEP universe total of

169. The weighted count of 177 BIA schools across all sectors is considered to be the eligible

BIA-funded school universe for the 1999–2000 SASS. The 152 BIA schools that were respondents weighted to 177 with the nonresponse adjustment.

The weighted estimates for the schools, principals, and teachers that only received the Indian

School questionnaire are presented in appendix C for those researchers using the restricted-use

data files.

C. Comparisons of Estimates

Comparisons between public, private, public charter, and BIA school respondents are possible at the

national or regional levels. It is also possible to compare public school respondents by state; private

school respondents by affiliation; and private and BIA school respondents at the regional level.

The teacher survey was designed to support comparisons between new and experienced teachers, teachers of classes designed for students with Limited-English Proficiency and other teachers, and teachers of

different racial/ethnic backgrounds at the national level.

Other comparisons are possible at the national level. All other comparisons should be made with attention to the number of respondents in each comparison group as well as to the estimated variance.

I V. Sample Selection Procedures and Sample Sizes

A. Sample Selection Procedures

Schools are the primary sampling unit in SASS. Public schools were selected to be representative at the

national and state levels; private schools were selected to be representative at the national and association levels. The entire universe of public charter schools, open during the 1998–99 school year and still

open in school year 1999–2000, and the entire universe of BIA schools operating in school year 1997–

98 were included in the survey. Although the data on public charter and BIA schools are from the

universes of these schools, the estimates still have standard errors due to nonresponse weighting adjustments. More detail is available in Cole et al. (forthcoming).

Once schools were selected, school districts associated with selected public schools were included in the

sample as well. School districts associated with public charter schools were not included in the sample,

Table B-1.—Assignment of Bureau of Indian Affairs directory schools, by sector: 1999–2000

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all

components, special tabulations from the response rate data files).

Number of

Sector OIEP schools Eligible cases interviews

Total 197 169 152

Public school 65 43 35

BIA school 124 120 116

Public charter school 861
202

unless they were also associated with a public school in the sample. Hence, the sample consisted of the

set of school districts that were associated with the SASS public school sample. Once schools were

selected, principals were included in the sample. For public, private, and BIA schools, school library

media centers were included in the sample as well.

Each selected school was asked to provide a list of their teachers and teacher assignments. These lists

made up the teacher sampling frame. Seven percent of public schools, 15 percent of private schools, 9

percent of public charter schools, and 3 percent of BIA 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. forthcoming).

Based on the information collected on teachers from schools, teachers were assigned to strata depending

on the following teacher characteristics:

1)Teacher’s race is reported as Asian or Pacific Islander;

2)Teacher’s race is reported as American Indian or Alaska Native;

3)Teachers who teach classes designed for students with Limited-English Proficiency;

4)Teachers in their first, second, or third year of teaching; or

5)Teachers not classified in any of the above groups.

This mutually exclusive assignment was done in the order of priority from 1) to 5). The probability of

selection of teachers within these strata varied, depending upon the number of teachers within each

sector. See Cole et al. (forthcoming) for a more detailed description of the teacher sample allocation

procedures.

B. Sample Sizes

The number of in-scope or eligible cases is sometimes referred to as the achieved sample size. This

number excludes the out-of-scope cases, which were drawn for the sample but were not eligible for

interview. For example, a school which had closed or a teacher who had left the country would be

considered out-of-scope.

The number of interviews is the number of in-scope (eligible) cases minus the eligible noninterview

cases. The number of interviews is the unweighted number of cases that responded to enough items to be

considered a valid respondent. The noninterview cases include eligible cases that refused or returned

questionnaires with too little valid data to be considered complete interviews for the survey.

Table B-2 provides information on the number of units sampled, the number found to be in-scope, and

the number of complete interviews obtained in each component and sector of the 1999–2000 SASS.

Table B-3 shows the number of in-scope and number of interviewed cases for each public sector questionnaire, by state. Table B-4 reports the same information for each private sector questionnaire, by

NCES private school typology. Tables B-5 and B-6 report the same information for public charter and

BIA sectors, respectively.
203

Table B-2.—Number of districts, schools, principals, teachers, and school library media centers, by sector and interview status: 1999–

2000

† Not applicable.

NOTE: The number of in-scope cases in sample excludes out-of-scope or ineligible cases. Reasons for an out-of-scope designation

include a school closure or a principal or teacher no longer employed by the school.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all

components, special tabulations from the response rate data files).

Interview status Total Public Private Public charter BIA

District

Sample 5,465 5,465 † † †

In-scope 5,386 5,386 † † †

Interviews 4,690 4,690 † † †

School

Sample 14,697 9,893 3,558 1,122 124

In-scope 13,890 9,527 3,233 1,010 120

Interviews 12,029 8,432 2,611 870 116

Principal

Sample 14,697 9,893 3,558 1,122 124

In-scope 13,696 9,404 3,185 988 119

Interviews 12,260 8,524 2,734 891 111

Teacher

Sample 72,058 56,354 10,760 4,438 506

In-scope 65,34251,811 9,472 3,617 442

Interviews 52,404 42,086 7,098 2,847 373

School library media center

Sample 13,575 9,893 3,558 † 124

In-scope 11,447 8,858 2,480 † 109

Interviews 9,905 7,715 2,086 † 104
204

Table B-3.—Number of in-scope cases in sample and number of interviews for public school districts, schools, principals, teachers, and school

library media centers, by state: 1999–2000

NOTE: The number of in-scope cases in sample excludes out-of-scope or ineligible cases. Reasons for an out-of-scope designation include a

school closure or a principal or teacher no longer employed by the school.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999-2000 (all public school

components, special tabulations from the response rate data files).

Number Number of Number Number of Number Number of Number Number of Number Number of

State in-scope interviews in-scope interviews in-scope interviews in-scope interviews in-scope interviews

50 States and DC 5,386 4,690 9,527 8,432 9,404 8,524 51,811 42,086 8,858 7,715

Alabama 91 85 229 219 229 214 1,248 993 220 198

Alaska 43 39 193 150 189 172899 731 173 132

Arizona 97 87 202 176 201 182 1,116 906 187 162

Arkansas 120 112 161 149 160 150 930 769 160 145

California 327 263 464 379 457 394 2,875 2,208 362 281

Colorado 83 76 169 151 168 151 943 803 163 144

Connecticut 9265 165 138 161 140 851 640 154 134

Delaware 19 15 66 53 66 57 277 222 60 54

District of Columbia 1 1 66 52 66 55 325 225 60 50

Florida 56 48 234 210 231 210 1,230 974 214 197

Georgia 98 92182170 182171 901 733 180 164

Hawaii 1 1 98 81 98 89 507 43298 95

Idaho 79 72169 162165 157 900 754 159 142

Illinois 159 141 202 182198 183 1,102 902175 156

Indiana 123 110 166 155 166 153 906 759 160 141

Iowa 124 112 170 158 169 161 929 786 168 154

Kansas 125 119 163 155 163 147 921 785 161 144

Kentucky 100 90 171 158 166 145 886 701 157 134

Louisiana 64 56 213 185 212 194 1,016 802 195 167

Maine 109 88 152142152147 851 711 135 122

Maryland 23 17 166 114 166 122 729 568 163 114

Massachusetts 119 93 165 139 164 141 922 690 159 140

Michigan 159 143 198 178 193 181 987 807 172143

Minnesota 132115 183 168 175 165 1,057 852167 150

Mississippi 113 98 202 189 200 183 1,061 875 192 161

Missouri 128 118 181 168 176 166 1,017 849 170 151

Montana 145 124 184 168 169 162 1,253 1,078 172 157

Nebraska 117 104 163 151 161 149 938 821 158 140

Nevada 17 14 126 105 125 111 533 416 121 105

New Hampshire 84 67 118 108 116 108 620 512 114 102

New Jersey 153 125 181 145 179 155 876 683 168 138

New Mexico 57 52180 164 179 161 835 654 172 140

New York 199 170 330 275 326 267 1,606 1,220 301 256

North Carolina 86 73 198 187 197 177 897 729 184 159

North Dakota 113 99 181 164 179 167 1,061 898 164 137

Ohio 157 130 186 173 185 178 977 821 179 166

Oklahoma 231 206 362 317 361 329 2,041 1,719 355 320

Oregon 88 77 167 142167 149 893 745 162 150

Pennsylvania 148 129 182 164 181 161 1,000 810 167 153

Rhode Island 35 26 99 91 96 83 409 311 95 92

South Carolina 60 55 168 151 165 151 837 659 162141

South Dakota 127 117 215 187 209 193 1,253 1,054 180 152

Tennessee 87 80 181 163 179 155 1,331 1,089 175 151

Texas 317 282 455 409 447 420 2,718 2,183 423 376

Utah 33 32168 150 165 158 826 710 157 135

Vermont 95 67 117 101 115 105 550 439 116 105

Virginia 82 74 172147 172150 1,360 1,126 155 138

Washington 124 111 196 173 192 181 1,055 833 180 159

West Virginia 56 48 163 150 163 148 816 658 139 112

Wisconsin 148 133 174 152173 157 1,018 826 173 149

Wyoming 42 39 131 114 130 119 722615 122107

media center

Public school library

Public district Public school Public principal Public teacher
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Table B-4.—Number of in-scope cases in sample and number of interviews for private schools, principals, teachers, and school library

media centers, by NCES typology: 1999–2000

NOTE: The number of in-scope cases in sample excludes out-of-scope or ineligible cases. Reasons for an out-of-scope designation

include a school closure or a principal or teacher no longer employed by the school.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all private

school components, special tabulations from the response rate data files).

Table B-5.—Number of in-scope cases in sample and number of interviews for public charter schools, principals, and teachers: 1999–

2000

Number Number of Number Number of Number Number of

in-scope interviews in-scope interviews in-scope interviews

All states and District of Columbia 1,010 870 988 891 3,617 2,847

Public charter school Public charter principal Public charter teacher

NOTE: The number of in-scope cases in sample excludes out-of-scope or ineligible cases. Reasons for an out-of-scope designation

include a school closure or a principal or teacher no longer employed by the school.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all public

charter school components, special tabulations from the response rate data files).

Table B-6.—Number of in-scope cases in sample and number of interviews for Bureau of Indian Affairs (BIA) schools, principals,

teachers, and school library media centers: 1999–2000

NOTE: The number of in-scope cases in sample excludes out-of-scope or ineligible cases. Reasons for an out-of-scope designation

include a school closure or a principal or teacher no longer employed by the school.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all BIA

school components, special tabulations from the response rate data files).

Number Number of Number Number of Number Number of Number Number of

in-scope interviews in-scope interviews in-scope interviews in-scope interviews

All states and District of Columbia 120 116 119 111 442 373 109 104

BIA school library

BIA school BIA principal BIA teacher media center

Number Number of Number Number of Number Number of Number Number of

NCEStypology in-scope interviews in-scope interviews in-scope interviews in-scope interviews

All private schools 3,233 2,611 3,185 2,734 9,472 7,098 2,480 2,086

Catholic 912 787 911 821 3,285 2,542 840 738

Parochial 435 385 434 398 1,531 1,182 396 351

Diocesan 303 254 303 271 1,069 840 281 240

Private Order 174 148 174 152 685 520 163 147

Other religious 1,592 1,254 1,559 1,313 4,325 3,174 1,107 905

Conservative Christian 454 340 449 370 1,041 731 297 229

Affiliated 671 538 668 568 2,027 1,519 529 453

Unaffiliated 467 376 442 375 1,257 924 281 223

Nonsectarian 729 570 715 600 1,862 1,382 533 443

Regular program 387 288 383 303 1,073 806 327 263

Special emphasis 189 156 181 159 465 312 109 96

Special education 153 126 151 138 324 264 97 84

Private school Private principal Private teacher

Private school library

media center
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V. Pre-testing Activities tivities

Four stages of testing were undertaken in preparation for the 1999–2000 SASS:

• Testing to make improvements to the Public and Private School Teacher Questionnaires;

• Testing to make improvements to the Teacher Listing Form (TLF);

• Testing of new modules of questions for all SASS questionnaires; and

• Final testing of re-designed SASS questionnaires.

Cognitive interviews were conducted with teachers in 1995 to evaluate the overall format of the 1993–

94 teacher questionnaires, and to investigate questions that were identified as problematic during the

1993–94 survey (Jenkins and Von Thurn 1996; Jenkins and Dillman 1993; Jenkins 1994).

The Teacher Listing Form (TLF), the form used to construct the sampling frame for teachers and select

a sample of teachers, was studied in both 1995 and 1997. In 1997, a formal split panel test was conducted to compare alternative versions of the TLF (Zukerberg and Lee 1997).

A field test was conducted in spring 1998 to evaluate new modules of questions. School and principal

questionnaires were mailed to approximately 250 public schools and 250 private schools. Teacher questionnaires were mailed to approximately 550 public teachers and 550 private teachers. District questionnaires were mailed to approximately 250 school districts. The test of the revised questionnaires did

not follow the usual SASS data collection procedures, where the goal is to obtain the highest possible

response rates. Instead, the intent was to obtain enough data on all questionnaire items to perform a

thorough evaluation of them. Telephone follow-up of some nonrespondents was conducted to evaluate

administration of the questions by phone. The questionnaires used for the field test were abbreviated

versions that included primarily newly developed items and some core items asked on previous versions.

The completed questionnaires were evaluated using the following three methodologies: professional

review of questionnaires, behavior coding, and cognitive interviews (Zukerberg 1999).

In the Fall of 1998, a field test was conducted that used the questionnaires proposed for use in the full

scale 1999–2000 SASS. Approximately 500 of each of the following questionnaires were mailed: all

public sector (district, school, principal, teacher, and school library media center) and all private sector

(school, principal, teacher, and school library media center). As with the Spring field test, the intent was

to obtain enough questionnaires to evaluate how well they operated. An additional evaluation component added to the Fall field test was usability testing of the Internet reporting option of the School

Library Media Center Questionnaire (Zukerberg 1999).

VI. Data Collection Procedures

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

School District Questionnaire were designated by the district office in response to a notification letter.

The school questionnaires were addressed to the school principal or school head but may have been

filled out by other school staff. The school library media center questionnaires were addressed to the

librarian, staff, or other library media center specialist in charge of the library. The principal and teacher

questionnaires were sent to the sampled individuals. Each component began with a mailout phase,

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. Table B-7 depicts both the specific data collection activity and the

time frame in which it occurred.
207

VII. SASS Reinterview Program

SASS included a reinterview program for its school and teacher surveys. The purpose of this reinterview

program was to evaluate the reliability of the data from selected SASS questions by estimating each

question’s response variance; that is, to measure the consistency in response between the original survey

and the reinterview. High response variance indicates a problem with the design of the question or the

nature of the data being collected by that question. The questions chosen for reinterview were considered to be critical to the SASS survey or suspected to be problematic. All reinterviews were conducted by

mail. Most reinterview respondents received their reinterview questionnaire between three and four

weeks from the date that they mailed back their original questionnaire. Only original survey cases

completed by mail were eligible for reinterview. For a discussion of questions that exhibited moderate or

high response variance, see the 1999–2000 SASS Reinterview Report (Ennis and Miller 2001).

VIII. Use of Impr se of Improved Technology

A. Questionnair uestionnaire Printing

The 1999–2000 SASS was the first administration of SASS to use customized printing of questionnaires.

DocuPrint equipment allows for printing data specific to any respondent on any page. For SASS, DocuPrint

was used to:

• Print respondent’s identification information on the questionnaires;

• Provide information to specific respondents to avoid definitional problems;

• Change wording for a split panel test of a method to improve the School Library Media Center

(LMC) Internet reporting rate; and

• Personalize letters to respondents.

Table B-7.—Data collection time schedule: 1999–2000

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all

components).

Activity Date of activity

Introductory letters mailed to school districts August 1999

Introductory letters and teacher listing forms mailed to schools August 1999

Census field representatives called school districts to obtain the

name of a contact person to whom the School District

Questionnaire should be addressed September 1999

Lists of teachers provided by schools September 1999–January 2000

First mailing of questionnaires to:

Principals September 1999

School Library Media Centers September 1999

School Districts September 1999

Schools October 1999

Teachers December 1999–March 2000

Second mailing of questionnaires to:

Principals October 1999

School Library Media Centers November 1999

School Districts November 1999

Schools November 1999

Teachers February–March 2000

Telephone and field follow-up of mail nonrespondents November 1999–June 2000
208

B. Imaging of Questionnair uestionnaires

In previous administrations of SASS, Census Bureau staff keyed completed questionnaires. The 1999–

2000 SASS used imaging technology. The recognition program captured 75.4 percent of the questionnaire fields (13,414,588 of 17,792,365 fields) completed on the questionnaires. Traditionally, these

fields went to a keyer/operator for 100 percent verification. In this administration of SASS, only 5,374,580

fields (30.2 percent) were 100 percent verified (verified fields included those not recognized by the

program plus a random sample of 7.8 percent of the recognized fields). Imaging the questionnaires was

found to be faster, less costly, and as accurate as keying. The results of imaging were:

• Data capture by imaging questionnaires, rather than by keying them, was completed using approximately one-half of the resources used in the previous round of SASS. Additionally, the data

capture was completed earlier than in the previous round.

• Imaging was less expensive than traditional keying. Although some keying was required for data

that could not be read by the equipment, cost savings still were realized.

• The quality of the image data capture operation was comparable to the traditional keying. The

estimated overall operator error rate for the 1999–2000 surveys was 0.24 percent. This compares

to a historical operator error rate of 0.28 to 0.36 percent when all data items were keyed.

C. Survey Design and Documentation System

One of the goals of the 1999–2000 SASS was to automate design, processing, and documentation activities more fully. Developing Surveys (DevSurv), software developed by staff in the Special Surveys Division of Statistics Canada, was used to perform many functions and activities. Specifically, the Census

Bureau used DevSurv to produce Computer Assisted Telephone Interview (CATI) specifications, spreadsheets for testing scenarios, database structures or record layouts for the survey data files, codebooks, as

well as code to read the microdata files. The DevSurv software used information stored in a Paradox

database. The information entered included such things as question text, response categories, specifications for edits, and specifications for derived variables. More information about the DevSurv software

can be found in the 1999–2000 Schools and Staffing: Data File User’s Manual (Tourkin et al. forthcoming).

IX. Response Rates

A. Survey Response Rates

The unweighted questionnaire, weighted questionnaire, and weighted overall response rates for each

questionnaire are listed in table B-8. The weighted response rates for each component of SASS are

detailed in tables B-9, B-10, B-11, and B-12. Table B-9 provides public school response rates by state for

districts, schools, principals, teachers, and school library media centers. Table B-10 lists private school

response rates by private school typology for schools, principals, teachers, and school library media

centers. Table B-11 provides response rates for public charter schools, principals, and teachers. Table B12 provides response rates for BIA schools, principals, teachers, and school library media centers. The

response rate tables are useful as an indication of possible nonresponse bias.

The unweighted response rates were calculated by dividing the number of interview cases by the total

number of eligible cases. 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 weight.

The basic weight for each sample case is the inverse of the probability of selection.
209

Table B-8.—Weighted and unweighted questionnaire response rates and weighted overall response rates, by survey: 1999–2000

† Not applicable.

* Weighted questionnaire response rate times the rate of cooperation with the teacher listing operation.

NOTE: Weighted using inverse of the probability of selection.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all

components, special tabulations from the response rate data files).

Weighted questionnaire Weighted overall

Survey Unweighted questionnaire response rate response rate*

Public School Teacher Listing Form 93.1 92.2 †

Private School Teacher Listing Form 85.8 87.0 †

Public Charter School Teacher Listing Form 91.3 91.4 †

BIA School Teacher Listing Form 97.5 97.8 †

Public School District 87.1 88.6 †

Public School 88.5 88.5 †

Private School 80.8 79.8 †

Public Charter School 86.1 86.1 †

BIA School 96.7 96.7 †

Public School Principal 90.6 90.0 †

Private School Principal 85.8 84.8 †

Public Charter School Principal 90.2 90.2 †

BIA School Principal 93.3 93.3 †

Public School Teacher 81.2 83.1 76.6

Private School Teacher 74.9 77.2 67.2

Public Charter School Teacher 78.7 78.6 71.8

BIA School Teacher 84.4 87.4 85.5

Public School Library Media Center 87.1 94.7 †

Private School Library Media Center 84.1 87.7 †

BIA School Library Media Center 95.4 95.4 †
210

Table B-9.—Final weighted response rates for public school districts, schools, principals, teachers, and school library media centers, by

state: 1999–2000

* Weighted questionnaire response rate times the rate of cooperation with the teacher listing operation.

NOTE: Weighted using inverse of the probability of selection.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all public

school components, special tabulations from the response rate data files).

Teacher Teacher Overall teacher School library

State Districts Schools Principals listing form questionnaire response rate* media centers

50 States and DC 88.6 88.5 90.0 92.2 83.1 76.6 94.7

Alabama 94.295.8 95.4 95.0 83.3 79.2 98.3

Alaska 91.6 77.0 89.1 98.7 83.0 81.9 75.3

Arizona 92.0 88.4 89.6 98.3 84.0 82.6 91.9

Arkansas 94.7 94.0 92.9 97.5 84.3 82.2 99.5

California 89.8 81.3 85.9 91.4 78.271.5 83.6

Colorado 91.292.0 88.8 95.6 88.3 84.4 99.4

Connecticut 77.1 81.8 86.4 94.0 79.8 75.0 94.6

Delaware 78.9 80.0 86.3 94.4 83.7 79.1 90.0

District of Columbia 100.0 77.9 82.0 90.6 71.7 65.0 81.7

Florida 83.4 90.1 92.2 92.6 80.4 74.4 97.9

Georgia 94.7 97.3 93.6 96.5 85.0 82.1 99.6

Hawaii 100.0 82.2 90.6 91.9 86.0 79.0 97.3

Idaho 90.4 97.1 95.4 97.3 88.4 86.0 98.2

Illinois 95.5 91.9 92.4 97.3 83.5 81.3 97.8

Indiana 89.5 92.8 93.9 92.1 88.6 81.6 98.1

Iowa 91.6 93.3 95.6 96.5 87.4 84.4 96.1

Kansas 95.6 95.1 88.296.5 87.9 84.8 100.0

Kentucky 91.1 91.9 88.1 96.284.9 81.7 94.8

Louisiana 87.7 85.6 91.7 92.4 82.5 76.2 98.4

Maine 76.0 93.6 97.0 93.5 86.8 81.2100.0

Maryland 74.6 68.0 72.5 76.2 83.6 63.7 75.2

Massachusetts 79.0 85.9 88.0 95.3 78.1 74.4 97.7

Michigan 90.0 89.5 93.9 87.9 83.6 73.5 95.9

Minnesota 85.7 93.1 93.9 93.5 84.7 79.298.5

Mississippi 88.4 93.5 92.5 93.3 85.8 80.1 95.1

Missouri 93.8 92.9 92.9 93.6 86.5 81.0 96.6

Montana 89.1 90.4 96.1 96.4 90.1 86.9 96.8

Nebraska 92.4 95.4 94.2 91.3 89.9 82.1 95.6

Nevada 82.4 84.9 88.8 97.2 80.9 78.6 95.8

New Hampshire 73.8 91.1 93.5 94.4 85.3 80.5 96.1

New Jersey 78.5 80.1 83.8 98.0 80.8 79.288.5

New Mexico 90.1 92.3 88.1 84.0 84.7 71.1 96.4

New York 84.0 80.8 79.5 95.9 76.8 73.7 93.0

North Carolina 85.294.6 85.3 87.7 83.3 73.1 92.7

North Dakota 85.0 90.1 93.1 84.5 87.0 73.5 93.3

Ohio 84.0 94.3 96.3 91.9 86.6 79.6 97.6

Oklahoma 89.5 87.9 92.0 93.3 86.2 80.4 98.5

Oregon 89.3 88.8 90.5 89.6 86.9 77.8 97.2

Pennsylvania 88.9 87.0 86.283.3 81.9 68.297.3

Rhode Island 73.3 91.7 86.4 89.7 78.8 70.7 97.0

South Carolina 92.5 86.5 92.5 91.9 80.6 74.1 91.4

South Dakota 92.3 91.9 93.2 95.6 85.3 81.5 97.7

Tennessee 94.4 91.5 87.6 94.286.5 81.5 94.5

Texas 90.4 89.1 93.9 95.5 84.1 80.3 96.1

Utah 97.4 89.1 94.295.3 87.2 83.1 99.0

Vermont 68.9 89.0 92.6 87.5 82.0 71.8 100.0

Virginia 90.8 84.3 87.3 91.285.277.7 95.0

Washington 91.286.3 91.4 96.5 81.7 78.8 95.2

West Virginia 85.7 92.1 91.7 91.4 84.2 77.0 96.3

Wisconsin 90.3 88.0 89.4 94.1 84.6 79.6 94.6

Wyoming 93.7 88.9 91.0 95.9 89.1 85.5 98.5

Teachers
211

Table B-10.—Final weighted response rates for private schools, principals, teachers, and school library media centers, by NCES

typology: 1999–2000

* Weighted questionnaire response rate times the rate of cooperation with the teacher listing operation.

NOTE: Weighted using inverse of the probability of selection.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all private

school components, special tabulations from the response rate data files).

Teacher Teacher Overall teacher School library

NCES typology Schools Principals listing form questionnaire response rate* media centers

All private schools 79.8 84.8 87.0 77.267.287.7

Catholic 87.2 90.7 92.3 79.8 73.7 92.3

Parochial 88.4 91.3 92.3 78.8 72.7 92.9

Diocesan 85.8 91.0 93.3 82.0 76.5 91.2

Private Order 84.286.3 88.5 79.0 69.9 92.0

Other religious 77.1 82.4 84.5 73.6 62.2 83.6

Conservative Christian 74.6 83.9 80.271.9 57.7 79.1

Affiliated 75.7 79.284.4 75.6 63.8 87.9

Unaffiliated 80.8 83.1 88.9 73.6 65.4 84.8

Nonsectarian 74.5 81.0 85.0 77.8 66.1 86.3

Regular program 65.6 71.4 79.8 78.6 62.7 81.5

Special emphasis 85.8 90.5 87.5 70.8 62.0 92.1

Special education 76.5 87.9 92.283.7 77.291.5

Teachers

Table B-12.—Final weighted response rates for BIA schools, principals, teachers, and school library media centers: 1999–2000

* Weighted questionnaire response rate times the rate of cooperation with the teacher listing operation.

NOTE: Weighted using inverse of the probability of selection.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all BIA

school components, special tabulations from the response rate data files).

Teacher Teacher Overall teacher School library

Schools Principals listing form questionnaire response rate* media centers

BIA 96.7 93.3 97.8 87.4 85.5 95.4

Teachers

Table B-11.—Final weighted response rates for public charter schools, principals, and teachers: 1999–2000

† Not applicable.

* Weighted questionnaire response rate times the rate of cooperation with the teacher listing operation.

NOTE: Weighted using inverse of the probability of selection.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all public

charter school components, special tabulations from the response rate data files).

Teacher Teacher Overall teacher School library

Schools Principals listing form questionnaire response rate* media centers

Public charter 86.1 90.291.4 78.6 71.8 †

Teachers
212

B. Nonresponse Bias Analysis

A nonresponse bias analysis was conducted for each of the components of the 1999–2000 SASS. The

analysis included two steps to evaluate the extent of potential bias introduced by school district

nonresponse, school nonresponse, school principal nonresponse, teacher nonresponse, and school library nonresponse.

First, unweighted and weighted response rates for each of the SASS components were examined to find

large response rate differences overall and by selected characteristics of schools. For public school,

public charter school, and BIA school related SASS surveys, the selected school characteristics were:

state, region, community type, school instruction level, and student enrollment. For private school related SASS surveys, the selected school characteristics were: region, affiliation, NCES typology, community type, school instruction level, and student enrollment.

The results from the first step were used to identify the set of SASS components and subgroups for which

the response rates were relatively low (i.e., less than 75 percent). Then, in the second step, for subgroups

of schools among SASS components that did not attain at least a 75 percent response rate, SASS basic

weighted estimates were compared to the corresponding population value obtained from the Common

Core of Data (CCD) or Private School Survey (PSS) frames. Significant differences between the distribution of the respondent units and the frame distribution would suggest a potential bias due to nonresponse.

Estimates calculated for selected subgroups of the district component included the number of schools,

the number of teachers, and the number of students in the district. For the school, principal, and library

media center components, the percentage of minority students, the number of teachers, and the number

of students in the school were calculated for use in the evaluation. For the teacher components, the

number of teachers and the number of students were calculated for use in the evaluation.

When considering unit nonresponse, even at levels below 75 percent, there is no evidence to point to a

substantial bias in SASS estimates.

The detailed results of these bias analyses are reported in Nonresponse Bias Analysis for the 1999–2000

Schools and Staffing Survey (SASS) (Bokossa, Salvucci, and Ghosh forthcoming).

C. 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. For SASS, the unweighted item response rates

ranged from 10 percent to 100 percent. Tables B-13 and B-14 provide a brief summary of the item

response rates. The item response rates in these tables are unweighted, and do not reflect additional

response loss due to respondents’ refusal to participate in the survey. None of the items presented in this

report had a response rate below 70 percent. All items with a response rate below 70 percent will be

examined for bias and, in some cases, will not be included on the data file.
213

Table B-13.—Summary of unweighted item response rates, by survey: 1999–2000

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all

components, special tabulations from the response rate data files).

Percent of items with Percent of items with Percent of items with

Range of item a response rate of a response rate of a response rate of

Survey response rate 90 percent or more 75–89 percent less than 75 percent

School district survey 50–100 78 20 2

School survey

Public 67–100 85 12 3

Private 45–100 44 51 5

Public Charter 39–100 70 24 6

BIA 60–100 87 10 3

Principal survey

Public 40–100 95 2 3

Private 42–100 97 2 1

Public Charter 48–100 96 1 3

BIA 15–100 94 2 4

Teacher survey

Public 48–100 89 7 4

Private 10–100 83 11 6

Public Charter 16–100 82 10 8

BIA 12–100 82 10 8

School library media center survey

Public 40–100 70 27 3

Private 51–100 65 25 10

BIA 54–100 58 32 10
214

Table B-14.—Items with unweighted response rates of less than 75 percent, by survey: 1999–2000

NOTE: Numbers in this table refer to questionnaire item numbers, while letters or parenthetical descriptions refer to sub-items. The first

item number presented in this table, 6A, is sub-item A on the School District Survey.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000 (all

components, special tabulations from the response rate data files).

Survey Items

School district survey 6A, 6B, 6C, 39C, 47B

School survey

Public 9B, 11A(0-9), 11A(10-20), 11A(21+), 32A(part-time), 32B(part-time), 33B, 50

Private 8A, 8B, 8C, 8F, 11(0-9), 11(10-20), 11(21+), 22D, 22E, 29B, 52C, 52D, 52E, 52F, 55A, 55B, 55C,

55D, 56B, 90

Public Charter 10A, 10B, 10C, 12(0-9), 12(10-20), 12(21+), 18O, 18O(importance), 35B, 38C(4yr), 38C(2yr),

38C(tech), 46B, 46C, 54A, 69D, 69E, 69F, 71A, 71B, 71C, 71D, 72B, 83B, 90, 92

BIA 10(0-9), 10(10-20), 10(21+), 30C(4-year), 30C(2-year), 30C(tech), 32E, 45A, 45B, 45C, 45D

Principal survey

Public 10A(7), 10B(5), 10C(5), 10G(5), 31

Private 28

Public Charter 10A(7), 10B(5), 10C(5), 10G(5), 31

BIA 10A(5), 10B(3), 10C(3), 10G(3), 21I, 29

Teacher survey

Public 38(11, code), 38 (11, enrollment), 38(12, code), 38 (12, enr), 38(13, code), 38 (13, enr),

38(14, code), 38 (14, enr), 38(15, code), 38 (15 enr), 50E(8)

Private 4C (code), 37, 38 (8, code), 38 (8, enrollment), 38 (9, code), 38 (9, enr), 38 (10, code),

38 (10, enr), 38 (11, code), 38 (11, enr), 38 (12, code), 38 (12, enr), 38 (13, code), 38 (13, enr),

38 (14, code), 38 (14, enr), 38 (15, code), 38 (15, enr)

Public Charter 4C (code), 37, 38 (6, code), 38 (6, enrollment), 38 (7, code), 38 (7, enr) 38 (8, code), 38 (8, enr),

38 (9, code), 38 (9, enr), 38 (10, code), 38 (10, enr), 38 (11, code), 38 (11, enr), 38 (12, code),

38 (12, enr), 38 (13, code), 38 (13, enr), 38 (14, code), 38 (14, enr), 38 (15, code), 38 (15, enr),

50E(8)

BIA 2, 11D3(year), 11D5(year), 37, 38(4, code), 38(7, code), 38 (7, enrollment), 38(8, code),

38 (8, enr), 38(9, code), 38 (9, enr), 38(10, code), 38 (10, enr), 38(11, code), 38 (11, enr),

38(12, code), 38 (12, enr), 38(13, code), 38 (13, enr), 38(14, code), 38 (14, enr), 38(15, code),

38 (15, enr), 50E(8)

School library media center survey

Public 6 (yes/no), 8, 22D (acquired), 22E (total)

Private 6 (yes/no), 7 (yes/no), 8 (yes/no), 9, 22B(total), 22C (total), 22D (acquired), 22D (total),

22E (total), 25 (Europe), 25 (government), 25 (space), 25 (medicine)

BIA 5 (yes/no), 5 (< 1/2 time), 5(1/2 time), 5 (3/4 time), 5 (total), 6 (yes/no), 7 (yes/no), 19B (2),

21B (total), 21C (total), 21D (total), 21E (total)
215

X. 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 SASS

(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 (PSS) or the Common Core of Data (CCD), 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.

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. For example, if a respondent did not report

that the school had programs with special instructional approaches (18a) on the public school questionnaire, the response (1 = yes or 2 = no) for a similar school was imputed to item 18a of the incomplete

record. If a respondent did not answer how many male students attended the school (8), the ratio of

male students to the K–12 enrollment for a similar school was used to impute an entry to item 8 (i.e.,

SCHOOL A item 8 = SCHOOL A ENROLLMENT multiplied by the ratio of SCHOOL B item 8 to

SCHOOL B ENROLLMENT). The source and method for imputation are identified in the data file by

the “imputation flag” variable. For example, f_s0111=7 indicates that a donor (similar school) was used

to impute variable s0111 of the Public School Questionnaire.

Values were imputed for items with missing data on records that had been classified as interviews

(Interview Status Records (ISR) =1). In-scope cases that failed to meet the ISR criteria were classified as

noninterviews (ISR=2). The specifics of the ISR requirements varied by survey, but required that a

certain number of critical items and a percentage of the remaining items had non-missing values. The

number of critical items required ranged from 2 to 6 items per survey and the percentage of additional

remaining items required was between 2 and 10 percent. Noninterview adjustment factors were used

during the data weighting process to compensate for data that were missing because the sample case was

a noninterview.

XI. Weighting

Weighting of the sample units from the public sector was carried out to produce national and state

estimates for public districts, schools, principals, and teachers. The private sector was weighted to

produce national and association group estimates. Public charter and BIA schools 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.
216

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

thereby making up for deficiencies in the sample selected.

• Second Stage Ratio Adjustment Factor—applies to private schools and controls the SASS sample

estimates to the 1999–2000 Private School Survey (PSS) totals. This adjustment forces the SASS

estimates to agree with PSS totals for certain key characteristics.

• 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).

XII. Reliabilit eliability

SASS estimates are based on samples with the following exceptions: public charter schools, BIA schools,

and four private school affiliations (the Association of Military Colleges and Schools, Friends Council

on Education, Solomon Schechter Day Schools, and any Lutheran affiliation other than Lutheran Church—

Missouri Synod, Evangelical Lutheran Church in America, or Wisconsin Evangelical Lutheran Synod).

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 error. This

section describes SASS nonsampling error sources, followed by a discussion of sampling error, its estimation, and its use in data analysis (Jabine 1994; Kalton et al. 2000).

A. Nonsampling onsampling Variabilit iability

Nonsampling errors are attributed to many sources, including:

• Inability to obtain information about all cases in the sample (Monaco et al. 1998; Scheuren et al.

1996)

• Definitional difficulties

• Differences in the interpretation of questions

• Inability or unwillingness on the part of the respondents to provide correct information

• 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

• Undercoverage (Hammon 2001; Lee, Burke, and Rust 2001)

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).
217

B. Sampling ampling Variabilit iability

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.

The sample estimate and its standard error enable one to construct confidence intervals, or 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 2000). Information about variance estimation

software for complex sample surveys can be obtained from http://www.fas.harvard.edu/~stats/survey~soft/

survey~soft.html.

The 1999–2000 standard error methodology has been altered with respect to the handling of certainty

schools: in earlier SASS administrations, it was assumed that there was no variance associated with

certainty schools, and that all error from certainty schools reflected bias. In 1999–2000, it was decided

to assume that nonresponse from certainty schools followed a random process and so certainty schools

could have variance due to this random process.

XIII. Statistical Tests

The tests of significance used in this analysis are based on Student’s t statistics. As the number of comparisons that are conducted at the same significance level increases, it becomes more likely that at least

one of the estimated differences will be significant merely by chance, that is, will be erroneously identified as different from zero. Even when there is no statistical difference between the means or percentages

being compared, there is a 5 percent chance of getting a significant t value of 1.96 from sampling error

alone. As the number of comparisons increases, the chance of making this type of error also increases.

In order to correct significance tests for multiple comparisons, a Bonferroni adjustment was used (Hayes

1988). This method adjusts the significance level for the total number of comparisons made with a

particular classification variable. All the differences cited in this report are significant at the 0.05 level of

significance after a Bonferroni adjustment.

XIV. Data Files

There are currently two types of data files produced for the 1999–2000 SASS: restricted-use response

rate files, which contain all cases in the original samples, and the restricted-use analysis files, which

contain only those cases for which interviews were obtained. The restricted-use analysis files are fully

imputed and weighted. The files used to generate the estimates in this report were the following:
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Response rate Restricted-use

ID Questionnaire data files analysis data files

16A Public teacher list 01/04/2001 Not applicable

16B Private teacher list 01/03/2001 Not applicable

16C Indian teacher list 01/03/2001 Not applicable

16D Public Charter teacher list 01/03/2001 Not applicable

1A District 02/13/2001 03/05/2002

2A Public Principal 07/11/2001 03/14/2002

2B Private Principal 07/11/2001 03/14/2002

2C Indian Principal 06/25/2001 03/14/2002

2D Public Charter Principal 06/25/2001 03/14/2002

3A Public School 07/02/2001 03/06/2002

3B Private School 07/03/2001 04/30/2002

3C Indian School 06/25/2001 03/06/2002

3D Public Charter School 06/25/2001 03/06/2002

4A Public Teacher 07/19/2001 03/14/2002

4B Private Teacher 07/19/2001 03/14/2002

4C Indian Teacher 08/29/2001 03/14/2002

4D Public Charter Teacher 09/05/2001 03/14/2002

LS1A Public School Library Media Center 07/24/2001 05/21/2002

LS1B Private School Library Media Center 07/24/2001 05/21/2002

LS1C Indian School Library Media Center 04/10/2001 05/21/2002

Public-use files are not available at the time of this report. These files will be released following disclosure risk analysis and review. Additionally, data used to produce the estimates for the BIA tables were

run from an internal Census Bureau analysis file that combines BIA or public-use cases from the public,

charter, and BIA files. This file will not be included among the restricted-use files that are released from

SASS. Analysts may recreate this file by merging all BIA cases on the public, public charter, and Indian

files using the BIA-flag variable. The actual number of BIA schools, principals, teachers, and school

library media centers taken from the Indian files only are shown in table C1 (see appendix C, Bureau of

Indian Affairs Weighted Estimates). The estimates are provided so that analysts working with these files

have benchmark counts for their work.

The final restricted-use datasets for the 1999–2000 SASS will all be created at one time and have similar

file creation dates.

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 (e.g., an x percent increase in the number of teachers having certification) 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 other changes detailed in Cole et al. (forthcoming).

The primary reasons for change include the following:

• Questionnaires were substantially revised. Questions were reworded based on the results of cognitive testing. The order of questions on the questionnaires was also changed.
219

• The sampling frame has changed somewhat over time. For example, the introduction of public

charter schools into the educational system has affected estimates of noncharter public schools as

well as public schools overall.

• Definitions and concepts have changed over time. For example, a more precise definition of a

library media center is provided on the school questionnaire than has been provided in the past.

One major change to note is a change in the “community type” variable used in this report. The Common Core of Data (CCD) changed the Census Bureau’s geographic coding of public schools in metropolitan and nonmetropolitan areas as of school year 1998–99. The definitional change was to redefine

“rural” into two codes: code 7 remains as “rural outside a metropolitan area,” while the new code 8 is

for “rural within a metropolitan area.” This recognizes the areas that are rural, even though the entire

surrounding places may be defined as part of a metropolitan area. At the same time, there has been more

reporting and assignment of locale codes for public schools using a more precise system of physical

addresses (although some public schools still are using mailing addresses). The physical address allows

for a more precise coding than at the ZIP code level of the mailing address of a public school. The

change in the method of assigning locale codes has resulted in some cases shifting from one locale code

prior to the 1998–99 school year to another as of 1998–99 and subsequent years. The 3-level urbanicity

variable now includes the code 8 rural areas in the “urban fringe/large town” category, rather than as

part of the “rural/small town” category. This definitional and operational change may result in some

comparisons of schools by community type or locale over time that do not reflect actual change, but

merely a shift in the distribution of schools by community type due to the difference in definition of

rural areas or method of community type assignment.

XVI. References

Bokossa, M., Salvucci, S., and Ghosh, D. Forthcoming. Nonresponse Bias Analysis for the 1999–2000

Schools and Staffing Survey (SASS). 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.

Broughman, S.P. and Colaciello, L.A. 1999. Private School Universe Survey, 1997–98 (NCES 1999–

319). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S.

Government Printing Office.

Bureau of Indian Affairs. 1998. Office of Indian Education Programs: Education Directory. Washington, DC: U.S. Government Printing Office.

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.

Ennis, S.R. and Miller, D.E. 2001. Reinterview Report—Response Variance in the 1999–2000 Schools

and Staffing Survey. Washington, DC: U.S. Bureau of the Census. Unpublished memorandum.

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.

Hayes, W.L. 1988. Statistics (4th ed.). New York, NY: Holt, Rinehart, and Winston.
220

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.

Jenkins, C.R. 1994. “Questionnaire Research in the Schools and Staffing Survey: A Cognitive Approach.”

Papers Presented at Meetings of the American Statistical Association. (NCES 94–01). U.S. Department

of Education. Washington, DC: National Center for Education Statistics Working Paper.

Jenkins, C.R. and Dillman, D.A. 1993. “Combining Cognitive and Motivational Research Perspectives

for the Design of Respondent-Friendly Self-Administered Questionnaires.” Papers presented at the annual meeting of the American Association for Public Opinion Research. St. Charles, Illinois.

Jenkins, C.R. and Von Thurn, D. 1996. Cognitive Research on the Teacher Listing Form for the Schools

and Staffing Survey (NCES 96–05). U.S. Department of Education. Washington, DC: National Center

for Education Statistics Working Paper.

Kalton, G. and Kasprzyk, D. 1986. The Treatment of Missing Survey Data. Survey Methodology 12(1):

1–16.

Kalton G., Winglee, M.W., 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. 2000. A Bootstrap Variance Estimator for Systematic PPS Sampling (NCES 2000–04). U.S.

Department of Education. Washington, DC: National Center for Education Statistics Working Paper.

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.

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.

Office of Educational Research and Improvement. 2000. The State of Charter Schools 2000. Washington, DC: U.S. Department of Education.

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.

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.

Zukerberg, A.L. 1999. 1998 Pretest and Questionnaire Revisions. Washington, DC: U.S. Bureau of the

Census. Unpublished memorandum.

Zukerberg, A.L. and Lee, M. 1997. Further Cognitive Research on the Schools and Staffing Survey

(SASS) Teacher Listing Form (NCES 97–23). U.S. Department of Education. Washington, DC: National

Center for Education Statistics Working Paper.
221

Appendix C: endix C: endix C: Bureau of Indian Affairs Weighted Estimates
222
223

Table C-1.—Number of Bureau of Indian Affairs (BIA) schools, principals, teachers, and students in schools reported solely in the BIA

Education Directory, by selected characteristics: 1999–2000

Selected characteristics Schools Principals Teachers Students

Total 120 119 2,353 30,101

Region

Northeast # # # #

Midwest 23 22 560 5,213

South # # # #

West 93 93 1,711 23,855

Community type

Central city10 11 191 2,396

Urban fringe/large town 20 20 272 4,238

Rural/small town 90 88 1,890 23,468

School level

Elementary84 84 1,397 19,667

Secondary15 15 338 4,182

Combined 21 20 617 6,252

Student enrollment

Less than 100 14 15 # 1,046

100–499 96 93 1,866 23,179

500 or more # 11 393 #

# Too few sample cases.

NOTE: This table includes respondents that completed the Indian SASS questionnaires. This table does not include respondents

completing Public or Public Charter questionnaires that were also in the Bureau of Indian Affairs Education Directory.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Indian

School Survey,” “Indian School Principal Survey,” and “Indian School Teacher Survey.”

Table C-2.—Standard errors for number of Bureau of Indian Affairs (BIA) schools, principals, teachers, and students in schools reported

solely in the BIA Education Directory, by selected characteristics: 1999–2000

Selected characteristics Schools Principals Teachers Students

Total 0.6 0.6 40.4 495.7

Region

Northeast # # # #

Midwest 1.4 1.4 41.8 360.5

South # # # #

West 1.4 1.3 50.6 657.5

Community type

Central city0.8 0.8 18.2 226.0

Urban fringe/large town 1.2 1.2 25.1 293.7

Rural/small town 1.4 1.4 48.6 572.0

School level

Elementary0.7 0.8 23.6 324.3

Secondary0.3 0.3 12.8 200.5

Combined 0.9 0.9 36.8 363.5

Student enrollment

Less than 100 0.7 0.7 # 54.1

100–499 1.3 1.3 47.7 417.2

500 or more # 1.0 46.4 #

# Too few sample cases.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999–2000, “Indian

School Survey,” “Indian School Principal Survey,” and “Indian School Teacher Survey.”

Bureau of Indian Affairs Weighted Estimates
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225

Appendix D: endix D: endix D: Glossary
226
227

Glossary

The following survey terms are defined as they apply to the Schools and Staffing Survey (SASS).

A

Advanced Placement (AP) courses. The SASS questionnaires do not provide a definition of this term. A

general definition is a course designed to prepare students for the Advanced Placement subject assessments that are administered by the College Board. To learn more about AP exams, see http://

www.collegeboard.org/ap/index.html on the Internet.

Affiliation. SASS uses 20 categories into which all private schools are divided based on religious orientation and association membership. These categories are Catholic, Friends, Episcopal, Hebrew Day,

Solomon Schechter, Other Jewish, Missouri Synod Lutheran, Wisconsin Synod Lutheran, Evangelical

Lutheran, Other Lutheran, Seventh-Day Adventist, Christian Schools International, American Association of Christian Schools, Association of Christian Schools International, National Association of Private Schools for Exceptional Children, Montessori, Independent Schools, National Independent Private

School Association, Other, and Military schools. Schools with multiple affiliations are classified by their

first affiliation in the above list. These categories represent the private school sampling strata for SASS,

therefore, the SASS private school sample is designed to support estimates for each of these affiliation

categories. Membership in the National Association of Independent Schools (NAIS) is not used to determine the private school affiliation for SASS and is reported separately. Schools in NAIS may come from

any affiliation category.

Automated circulation. The SASS questionnaires do not provide a definition for this term. A general

definition is that the circulation of library materials process is automated, i.e., computerized.

Average. The arithmetic mean.

B

Bureau of Indian Affairs (BIA) School. Any school included in the 1997–98 Office of Indian Education

Programs: Education Directory is a BIA-funded school. This directory was the population frame for the

Indian School component of the 1999–2000 SASS. Schools listed in the BIA directory receive federal

funds but may be operated by a local school district, a local tribe, or as a public charter school. Prior to

the 1998–99 school year, states may have reported some BIA-funded schools to the Common Core of

Data (CCD) and that would result in duplicate reporting. For the 1999–2000 SASS, any BIA-funded

school was flagged as a BIA school, but if a school was also reported on CCD, that school received a

Public School Questionnaire. CCD now reports all BIA-funded schools separately from the state counts.

Similarly, for BIA-funded schools appearing on the public charter school frame, those schools, if eligible,

received a Public Charter School Questionnaire.

C

Certification. A license or certificate awarded to teachers by the state to teach in a public school.

Charter School. See Public Charter School.

Charter School Origin. See Public Charter School Origin.

Class size. Number of students taught by a teacher in a self-contained classroom, or average number of

students per class taught by a teacher that provides departmentalized instruction.

Combined school. See school with combined grades.

Common Core of Data (CCD). The Common Core of Data is a group of surveys that acquire and

maintain public elementary and secondary education data from the 50 states, the District of Columbia,

and the outlying areas through the state-level (or equivalent) education agencies. Information about
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staff and students in public schools is collected annually at the school, LEA (Local Education Agency or

School District), and state levels. Information about revenues and expenditures is also collected at the

state level.

Community Type. A three-level categorization based on the eight-level U.S. Census Bureau definition of

locale. A central city school is a school located in a large or midsize central city. An urban fringe/large

town school is a school located in the urban fringe of a large or midsize city, in a large town, or in a rural

area within an urbanized metropolitan area. A rural/small town school is a school located in a small

town or rural setting.

Content. This term is not defined in the SASS questionnaires. A general definition is a division or field of

organized knowledge, such as English or mathematics.

Content and performance standards. This term is not defined in the SASS questionnaires. A general

definition is a set of goals, objectives, or criteria expressed either numerically as a statistical average or

philosophically as an ideal of excellence that students should attain in specific subject matter (content),

or the level of attainment students should actually accomplish (performance).

D

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.

Distance learning. The SASS library media center/library questionnaires define distance learning as programs in which lessons are taught via television, satellite, or computer network.

District. A Local Education Agency (LEA), or public school district, is defined as a government agency

that employs elementary or secondary level teachers and is administratively responsible for providing

public elementary and/or secondary instruction and educational support services.

E

Elementary school. See school, elementary.

Extended day or before-school or after-school daycare. The SASS questionnaires specify that these programs are available at the school in any of grades K–12 or comparable ungraded levels, regardless of

funding source, as identified by the school.

F

Free or reduced-price lunches. A federally funded program to aid schools in providing an adequate

lunch at school. Schools are reimbursed to provide meals to students, either free or for a reduced-price.

See the description of the National School Lunch Program.

Full standard state certification in field to be taught. This term is not defined in the SASS questionnaires.

A general definition is a license or certificate awarded to teachers by the state to teach a specific field or

subject area in that state. In this report, eligible certificates include regular or standard state certificates

or advanced professional certificates. Provisional, temporary, or emergency certificates are not included.

I

Individual Education Plan. An Individual Education Plan (IEP) is required for all students with an

identified disability under the Individuals with Disabilities Education Act (IDEA). Each public school

child who receives special education and related services must have an IEP. Each IEP must be designed

for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work

together to improve educational results for children with disabilities.
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International Baccalaureate (IB). The SASS school questionnaires define this program as a high school

degree program internationally licensed by the International Baccalaureate Organization. For more

information, see http://www.ibo.org/ on the Internet.

L

Library Media Center. See School Library Media Center.

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.

M

Magnet school program. The SASS district questionnaire defines a magnet school program as a program

in which some or all schools in the district offer enhancements such as special curricular themes or

methods of instruction, which are intended to attract students from outside their normal attendance

area.

Main assignment field. The field in which the teacher teaches the most classes, as indicated by the

teacher.

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. In this

report, majors and minors include only those earned at the bachelor’s degree level or higher.

Median. The midpoint of the data or where precisely 50 percent of the values lie above it, and 50 percent

lie below it.

Methods of teaching. This term is not defined in the SASS questionnaires. A general definition is a set of

instructional practices or processes that teachers employ. Methods of teaching may include cooperative

learning, individualized systems of instruction, peer and cross-age tutoring, etc.

N

National School Lunch Program. The National School Lunch Program (NSLP) is a federally assisted

meal program operating in public and nonprofit private schools and residential child care institutions. It

provides nutritionally balanced, low-cost or free lunches to children each school day. School districts

and independent schools that choose to take part in the lunch program get cash subsidies and donated

commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must

serve lunches that meet federal requirements, and they must offer free or reduced-price lunches to eligible children. School food authorities can also be reimbursed for snacks served to children through age

18 in after-school educational or enrichment programs.

National School Lunch Program, Approved. To be approved for a free or reduced-price lunch, a student

must be eligible and must be enrolled in a school or district that participates in the National School

Lunch Program. In addition, the student’s family must fill out an enrollment form to apply for a free or

a reduced price lunch.

National School Lunch Program, Eligible. Students are eligible for free or reduced-price lunch based on

their family income. Children from families with incomes at or below 130 percent of the poverty level

are eligible for free lunches. Those between 130 percent and 185 percent of the poverty level are eligible

for reduced-price lunches.

NCES Typology. See typology.
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O

Other library staff. The SASS library media center/library questionnaires define other paid library staff

as full-time and part-time staff who are not certified as library media specialists and full-time and parttime library aides or clerical staff.

P

Praxis Core Battery test. A standardized national teacher general assessment administered by the Educational Testing Service that measure reading, writing, and mathematics skills vital to all teacher candidates. These assessments are designed to be taken early in the teacher’s college career. For more information, see http://www.teachingandlearning.org/licnsure/praxis/index.html on the Internet.

Praxis II: Subject Assessment. The SASS questionnaires do not provide a definition. A general definition

is a standardized national teacher assessment of subject content administered by the Educational Testing

Service. These assessments measure candidates’ knowledge of the subjects they will teach, as well as

how much they know about teaching that subject. For more information, see http://

www.teachingandlearning.org/licnsure/praxis/index.html on the Internet.

Private School. A private school is defined as a school not in the public system that provides instruction

for any of grades 1–12 (or comparable ungraded levels). The instruction must be given in a building that

is not used primarily as a private home.

Program. A plan or system under which action may be taken toward a goal. A set of services or initiatives offered by a school.

Programs with special instructional approaches. The SASS school questionnaires offer Montessori, selfpaced instruction, open education, and ungraded classrooms as examples of these types of school programs.

Public Charter School. A public charter school is a public school that, in accordance with an enabling

state statute, has been granted a charter exempting it from selected state or local rules and regulations.

A public charter school may be a newly created school or it may previously have been a public or private

school. The sector includes public charter schools open during the 1998–99 school year and still open in

the 1999–2000 school year.

Public Charter School Origin. Public charter schools can originate in one of three ways:

• A newly created school that was not a, or part of a, public or private school before becoming a

public charter school.

• A pre-existing public school that was a, or part of a, public school before becoming a public

charter school.

• A pre-existing private school that was a, or part of a, private school before becoming a public

charter school.

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. They include regular, special education, vocational/technical, alternative, and

public charter schools. 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.
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R

Region.

• Northeast: Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, New

York, New Jersey, Pennsylvania.

• Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, North Dakota, South Dakota, Nebraska, Kansas.

• South: Delaware, Maryland, District of Columbia, Virginia, West Virginia, North Carolina,

South Carolina, Georgia, Florida, Kentucky, Tennessee, Alabama, Mississippi, Arkansas, Louisiana, Oklahoma, Texas.

• West: Montana, Idaho, Wyoming, Colorado, New Mexico, Arizona, Utah, Nevada, Washington, Oregon, California, Alaska, Hawaii.

Required working hours. Refers to the time teachers are required to spend at school. It does not include

time spent before school, after school, or on the weekends on school-related activities.

S

Salary schedule. The SASS questionnaires do not provide a definition. A general definition is a listing of

teacher salary levels offered by the school or district by which teacher salaries are determined. The

schedule is often based on years of experience and degrees earned.

School with combined grades. A combined school or combined grade school has one or more of grades

K–6 and one or more of grades 9–12; for examples, schools with grades K–12, 6–12, 6–9, or 1–12 were

classified as having combined grades. Schools in which all students are ungraded (i.e., not classified by

standard grade levels) are also classified as combined.

School, elementary. A school is classified as elementary if it has one or more of grades K–6 and does not

have any grade higher than grade 8; for example, schools with grades K–6, 1–3, or 6–8 are classified as

elementary. Schools with only kindergarten or prekindergarten were not included in the survey.

School, secondary. A school is classified as secondary if it has one or more of grades 7–12 and does not

have any grade lower than grade 7; for example, schools with grades 9–12, 7–9, 10–12, or 7–8 are

classified as secondary.

School-related activities. School-related activities are activities that teachers may engage in and may or

may not involve student interaction. School-related activities involving student interaction include coaching, field trips, and transporting students. School-related activities not involving student interaction

include preparation, grading papers, parent conferences, and attending meetings.

School Library Media Center. The SASS questionnaires define a School Library Media Center as an

organized collection of printed and/or audiovisual and/or computer resources which is administered as

a unit, is located in a designated place or places, and makes resources and services available to students,

teachers, and administrators. A School Library Media Center may be called a library, media center,

resource center, information center, instructional materials center, learning resource center, or some

other name.

Secondary school. See school, secondary.

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.

Specialized career academy. The SASS school questionnaires define this term as a curriculum that integrates academic and vocational courses, organized around broad career areas.
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Specialized tech-prep program. The SASS school questionnaires define this term as vocational-technical

instruction in the last two years of high school designed to prepare students for two years of postsecondary

vocational instruction.

Special Education School. Special education schools focus primarily on direct instructional activities

required to educate students with mental handicaps, such as mental retardation; physical handicaps,

such as hearing- and speech-impairment, and learning disabilities, such as dyslexia.

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 postsecondary institution

and approved by a state, that trains people to assume the responsibilities of a member of the education

profession.

State certified library media specialist. The SASS library media center/library questionnaires define this

term as paid professional staff who are certified by the state as library media specialists by meeting the

state’s regular or standard certification requirements in the library media specialty area. Includes those

who have completed all necessary course work and are eligible for full certification upon completion of

a probationary period.

Student assessment. The SASS teacher questionnaires provide methods of testing, evaluation, and performance assessment as examples of student assessment activities.

Student/teacher ratio. Total number of students in the schools divided by the number of full-time equivalent

teachers in the school.

T

Talented/gifted program. The SASS school questionnaires define these programs as programs designed

for students with specifically identified talents or exceptional academic achievement.

Tardiness. Tardiness refers to a student coming to school or class after the designated starting time,

missing part of a class.

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.

Teacher induction program. The SASS questionnaires do not provide a definition for this term. A general definition is a formal process by which new teachers are introduced to teaching once they have

completed their university-based preparation. Common elements of teacher induction programs include

mentoring or support systems, training, individual-based inservice, and teacher assessment.

Test of basic skills. The SASS questionnaires do not provide a definition for this term. A general definition is a test given to prospective teachers to measure basic skills, such as their reading, writing, and

mathematics abilities.

Test of subject knowledge. The SASS questionnaires do not provide a definition for this term. A general

definition is a test given to prospective teachers to measure their knowledge in a specific discipline or

field of organized knowledge.

Title I. The SASS school questionnaires define Title I as a federally funded program that provides educational services, such as remedial reading or remedial mathematics, to children who live in areas with

high concentrations of low-income families. Title I can be administered as a targeted assistance or

schoolwide program.
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Title I, schoolwide. The SASS questionnaires do not provide a definition of this term. A schoolwide Title

I program refers to schools that use Title I funds to improve the effectiveness of the entire school. These

programs are intended to strengthen the school’s overall capacity and develop more comprehensive

strategies for helping students from low-income families.

Title I, targeted assistance. The SASS questionnaires do not provide a definition of this term. A targeted

assistance Title I program is a program at a school that targets Title I funds to specific students identified

as in need of assistance. It provides categorical funding for qualified students only.

Traditional Public School. Traditional public schools are the subset of all public schools that are not

public charter schools. They include regular, special education, vocational/technical, and alternative

schools. They also include schools in juvenile detention centers, schools located on military bases and

operated by the Department of Defense, and Bureau of Indian Affairs-funded schools operated by local

public school districts. See also the definitions for public and public charter schools.

Typology. Categories (three major with three sub-categories each) into which private schools are divided based on religious orientation, association membership, and program emphasis: 1) Catholic—

parochial, diocesan, private; 2) Other religious—affiliated with a Conservative Christian school association, affiliated with a national denomination, unaffiliated; 3) Nonsectarian—regular, special program emphasis, special education.
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Appendix E: endix E: endix E: Table Crosswalk, by Sector
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Table Crosswalk, by Sector

* No table on this topic for this sector.

Public Bureau of

Table topic Public Private charter Indian Affairs

Total number of schools, principals, teachers, and students 1.01 2.01 3.01 4.01

Percentage of school districts or schools with a salary schedule

and average teacher salary schedules for various levels of

earned degrees and experience 1.02 2.02 3.02 (*)

Percentage of public school districts with various types of

school choice policies, and the number of students enrolled in

districts from outside their home districts 1.03(*) (*) (*)

Percentage of districts or schools that required various teacher

qualifications when considering teacher applicants 1.04 2.033.03 (*)

Percentage of elementary schools that offered a particular

program or service 1.05 2.04 3.04 4.02

Percentage of secondary and combined schools that offered a

particular program or service 1.06 2.05 3.05 4.03

Number of schools with Title I students, schools with students

eligible for free or reduced-price lunches, schools that

participated in the National School Lunch Program, and number

of prekindergarten through twelfth grade students eligible

and approved for free or reduced-price lunches 1.07 2.06 3.06 4.04

Percentage of schools with various security measures 1.08 2.07 3.07 4.05

Total number of school library media centers, percentage of

library media centers with state certified library media specialists,

average number of full-time or part-time state certified library

media specialists, average number of students per full-time or

part-time certified library media specialist, and average number

of paid other library staff 1.09 2.08 3.08 4.06

Percentage of school library media centers with selected

equipment and services 1.10 2.09 (*) (*)

Percentage of principals with experience in teaching,

administration, or other selected positions before becoming

principals 1.11 2.10 3.09 4.07

Percentage of public school principals who reported that the

parent association had a great deal of influence over various

school activities and percentage of principals and teachers who

reported that lack of parent involvement was a serious problem

at their school 1.12 (*) (*) (*)

Percentage distribution of teachers by age and average and

median age of school teachers 1.132.11 3.10 4.08

Percentage of full-time teachers who reported participating in

various professional development activities in the past 12 months 1.14 2.12 3.11 4.09

Average hours per week that full-time teachers were required to

be at school and average hours worked outside regular school

hours 1.15 2.133.12 4.10

Average class size and student/teacher ratios 1.16 2.14 3.13 4.11

Percentage of teachers who stated that crime was a serious

problem or who reported being threatened or physically attacked

at school 1.17 2.15 3.14 4.12

Percentage of public school teachers who agreed or strongly

agreed with various statements regarding the working conditions

in their school or classroom 1.18 (*) (*) (*)

Percentage of public school teacher who taught students on

Individual Education Plans (IEP) or Limited-English Proficient (LEP)

students and the percentage with 8 or more hours of training on

how to teach IEP or LEP students 1.19 (*) (*) (*)
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Appendix F: Schools and Staffing Survey 1999–2000 Content Framework
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241

1. Teacher Capacity

1.1. Individual Characteristics of Teachers

1.1.1. Individual Information

1.1.2. Attitudes (e.g., satisfaction)

1.1.3. Subject Area

1.1.4. Grade Level

1.1.5. Income/Benefits

1.2. Teacher Quality

1.2.1. Basic Qualifications

1.2.1.1. Licensure

1.2.1.2. Academic Preparation

1.2.1.3. Experience

1.2.2. Quality Assessments

1.2.2.1. Teacher Perceptions

1.2.2.2. External Assessments

1.3. Teacher Career Paths

1.3.1. Recruitment and Hiring

1.3.2. Entry into Teaching

1.3.3. Teacher Preparation

1.3.4. Induction of New Teachers

1.3.5. Exits

1.4. Professional Development

1.4.1. Design

1.4.1.1. Type

1.4.1.2. Influence on Design

1.4.2. Delivery

1.4.3. Content

1.4.4. Sponsors and Support

1.4.5. Outcomes

2. School Capacity

2.1. Organization and Management

2.1.1. Policy and Practice

2.1.1.1 Decision Making

2.1.1.2 Salary and Benefits

2.1.1.3 Hiring Practices—

Teachers

2.1.1.4 Hiring Practices—Other

2.1.1.5 Professional Development

2.1.1.6 Other

2.1.2. Administration

2.1.2.1 Individual Characteristics

2.1.2.2 Management

2.1.2.3 Attitudes

2.1.2.4 Academic Preparation

2.1.2.5 Experience

2.1.2.6 Other Training

2.1.2.7 Salary/Benefits

2.1.3. Programs

2.1.3.1 Limited English Proficiency

2.1.3.2 Pre-School

2.1.3.3 Special Education

2.1.3.4 Student Behavior

2.2. School Processes

2.2.1. Teacher Influence on Policy

2.2.2. Control in Classroom

2.2.3. Perceptions

2.2.4. Content

2.2.5. Conditions for Teaching and

Learning

2.3. Curriculum and Instruction

2.3.1. Curriculum Offerings

2.3.2. Instructional Standards

2.3.3. Instructional Organization and

Practices

2.3.4. Outcomes

2.3.5. Resources

2.4. Parental Involvement

2.4.1. Encouraging Parental Involvement

2.4.2. Type and Degree

2.5. School Safety and Student Behavior

2.5.1. Perceptions

2.5.2. Behavioral Measures

2.6. Basic School Characteristics

2.6.1. Community

2.6.2. Student Population

2.6.3. Teacher Population

2.6.4. Private

2.6.4.1 Affiliation

2.6.4.2 Teacher

2.6.4.3 Tuition

2.6.4.4 Other

2.6.5. Enrollment

2.6.6. Grade Level

2.6.7. Admission

2.6.8. Other

3. District Capacity

3.1 District Characteristics

3.1.1 Enrollment

3.1.2 Grade Levels

3.1.3 Student Population

3.1.4 Teacher Population

3.1.5 Other

Schools and Staffing Survey 1999–2000

Content Framework
242

3.2 District Policy and Practice

3.2.1 Hiring Practices—Teacher

3.2.2 Hiring Practices—Other

3.2.3 Programs

3.2.4 Salary and Benefits

3.2.5 Professional Development

3.2.6 Other

4. School Library Media Center Capacity

4.1 LMC Specialist Qualifications

4.2 Support Staff Characteristics

4.3 Facilities

4.4 Resources

4.4.1 Expenditures for Library Materials

4.4.2 Collection Characteristics

4.5 Technology

4.5.1 Automated Circulation System

4.5.2 Digital Media, Databases, and

Internet

4.6 Scheduling

4.6.1 Flexible or Fixed

4.6.2 Frequency of Visits

4.6.3 Schedule Decision-making

4.7 Collaboration with Teachers
243

Appendix G: endix G: endix G: Additional Resources on the Schools and Staffing Survey (SASS) y (SASS)
244
245

Additional Resources on the Schools and Staffing Survey (SASS) y (SASS)

SASS products may be obtained online at http://nces.ed.gov/surveys/SASS/ or in printed versions free of

charge while supplies last from:

U.S. Department of Education

ED Pubs

P.O. Box 1398

Jessup, MD 20794–1398

1–877–4ED–PUBS

Other Reports on the 1999–2000 SASS Collection

• Qualifications of the Public Teacher Workforce: 1987–88 to 1999–2000 (NCES 2002–603).

• Schools and Staffing in the United States: A Statistical Profile, 1999–2000 (forthcoming).

• America’s Teachers: Profile of a Profession, 1999–2000 (forthcoming).

• SASS by State, 1999–2000 (forthcoming).

• Public Charter Schools in the United States, 1999–2000 (forthcoming).

• Characteristics of American Indian and Alaska Native Education, Results from the 1999–2000

SASS (forthcoming).

• Private Schools in the United States: A Statistical Profile, 1999–2000 (forthcoming).

• 1999–2000 Schools and Staffing Survey: Sample Design and Estimation (forthcoming).

Selected Reports on Earlier SASS Collections

• Schools and Staffing in the United States: A Statistical Profile, 1987–88 (NCES 92–120)

• Schools and Staffing in the United States: A Statistical Profile, 1990–91 (NCES 93–146)

• Schools and Staffing in the United States: A Statistical Profile, 1993–94 (NCES 96–124)

• America’s Teachers: Profile of a Profession, 1993–94 (NCES 97–460)

• Public and Private School Principals in the United States: A Statistical Profile, 1987–88 to 1993–

94 (NCES 97–455)

• SASS by State, 1993–94 Schools and Staffing Survey: Selected State Results (NCES 96–312)

• Job Satisfaction Among America’s Teachers: Effects of Workplace Conditions, Background Characteristics, and Teacher Compensation (NCES 97–471)

• Private Schools in the United States: A Statistical Profile, 1993–94 (NCES 97–459)

• Characteristics of American Indian and Alaska Native Education (NCES 97–451)

• Teacher Supply in the U.S.: Sources of Newly Hired Teachers in Public and Private Schools,

1988–91 (NCES 2000–309)

• In the Middle: Characteristics of Public Schools With a Focus on Middle Schools (NCES 2000–

312)

• Public School Districts in the United States: A Statistical Profile: 1987–88 to 1993–94 (NCES

98–203)
246

• School Library Media Centers: 1993–94 (NCES 98–282)

• Time Spent Teaching Core Academic Subjects in Elementary Schools: Comparisons Across Community, School, Teacher, and Student Characteristics (NCES 97–293)

• SASS 1993–94: A Profile of Policies and Practices for Limited English Proficient Students: Screening Methods, Program Support, and Teacher Training (NCES 97–472)

Selected Technical Reports on Earlier SASS Collections

• Quality Profile for SASS Rounds 1–3: 1987–1995 (NCES 2000–308)

• 1993–94 Schools and Staffing Survey: Sample Design and Estimation (NCES 96–089)

Public-use Data

• The Schools and Staffing Survey (SASS) and Teacher Followup Survey (TFS): Electronic Codebook

and Public-Use Data for Three Cycles of SASS and TFS (NCES 98–312)

Questionnair uestionnaires

• SASS and PSS Questionnaires 1993–94 (NCES 94–674) http://nces.ed.gov/surveys/SASS

• SASS and PSS Questionnaires 1999–2000 (NCES 2000–310) http://nces.ed.gov/surveys/SASS

A list of conference papers and working papers, on technical and methodological topics, is available on

our Web site at http://nces.ed.gov/surveys/SASS