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ERIC Number: ED505837
Record Type: Non-Journal
Publication Date: 2009-Jun
Pages: 65
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: N/A
Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Teachers in the United States: Results From the 2007-08 Schools and Staffing Survey. First Look. NCES 2009-324
Coopersmith, Jared
National Center for Education Statistics
This report presents selected findings from the school teacher data files of the 2007-08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The public school sample was designed so that national-, regional-, and state-level elementary, secondary, and combined public school estimates can be made. Public schools include both traditional public and public charter schools. The private school sample was designed so that national-, regional-, and affiliation-level estimates can be produced. BIE schools on the 2005-06 Common Core of Data (CCD) were sampled with certainty, and thus national estimates for BIE schools can be produced. The School District data file includes responses from school districts to the School District Questionnaire along with the "district items" taken from the Public School Questionnaire (With District Items) completed by the subset of public schools that were not associated with "traditional" school districts. These schools include state-run schools, traditional public schools in single-school districts, and independent charter schools. Selected findings reported in tabular form include: (1) In the 2007-08 school year, there were an estimated 3,898,400 teachers in the United States. About 3,404,500 of them were in public schools, 489,500 were in private schools, and 4,400 were in BIE-funded schools (table 1); (2) About 83 percent of all public school teachers were non-Hispanic White, 7 percent were non-Hispanic Black, and 7 percent were Hispanic. Among all private school teachers, 86 percent were non-Hispanic White, 4 percent were non- Hispanic Black, and 6 percent were Hispanic (table 2); (3) The average age of teachers in traditional public schools (42.3 years) was greater than the average age of teachers in public charter schools (37.9 years). The average age of teachers in Catholic schools (45.6 years) was greater than the average age of teachers in Nonsectarian schools (43.2 years) (table 3); (4) On average, public school teachers had 13.0 years of full-time teaching experience. Private school teachers, on average, had 11.6 years of full-time teaching experience (table 4); (5) The percentage of public school teachers with a master's degree as their highest degree was higher in traditional public schools (45 percent) than in public charter schools (30 percent). Among private school teachers, the percentage with a master's degree as their highest degree was higher in Nonsectarian schools (38 percent) and Catholic schools (35 percent) than in Other Religious schools (28 percent) (table 5); (6) On average, regular full-time public school teachers spent 52.8 hours per week on all school-related activities, including 30.2 hours per week delivering instruction to students. Regular full-time private school teachers, on average, spent 52.1 hours per week on all school related activities, including 30.1 hours per week delivering instruction to students (table 6); (7) In 2007-08, the average annual base salary of regular full-time public school teachers ($49,600) was higher than the average annual base salary of regular full-time private school teachers ($36,300) (table 7); and (8) Among public school teachers of self-contained classes in elementary schools, the average class size was 20.3 students per class. Among private school teachers of self-contained classes in elementary schools, the average class size was 18.1 students per class (table 8). Four appendices are included: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 22 tables and 14 footnotes.)
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/help/orderinfo.asp
Publication Type: Information Analyses; Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED)
IES Funded: Yes
IES Cited: ED565704