ERIC Number: ED418113
Record Type: Non-Journal
Publication Date: 1995-Feb
Reference Count: N/A
The Results of the 1993 Teacher List Validation Study (TLVS). Working Paper Series.
The Teacher List Validation Study was conducted to evaluate the quality of the Teacher Listing Record (TLR), a form used during the Schools and Staffing Survey (SASS) to obtain a list of teachers in each school. The SASS is a set of four inter-related surveys of public and private elementary and secondary schools, districts, teachers, and administrators conducted by the National Center for Education Statistics (NCES). For the first component of the study, 100 private and 100 public schools were selected for reinterview to determine whether the TLRs had been completed accurately. In the second component of the study, an additional 100 schools and 100 districts were reinterviewed to determine whether the TLR or the school questionnaire provided a more accurate account of teachers. Data suggest that public schools were more accurate listing teachers than were school districts. The types of errors usually made were characterized. Private schools incorrectly included nonteachers and incorrectly excluded teachers, although the instances were few in each teacher/nonteacher group. Both public and private schools were more accurate in listing teachers using the TLR than the SASS school questionnaire. Part-time teachers were most often omitted, and the types of nonteachers most often included erroneously were librarians and prekindergarten teachers. Two attachments describe the study sample and teacher/nonteacher categories for the report. (Contains 6 graphs and 14 tables.) (SLD)
Descriptors: Elementary Secondary Education, Interviews, Longitudinal Studies, National Surveys, Private Schools, Public Schools, Questionnaires, Responses, School Personnel, Tables (Data), Teacher Supply and Demand, Teachers, Validity
U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue N.W., Room 400, Washington, DC 20208-5652.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)