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No Child Left Behind Act 20011
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Schools and Staffing Survey…15
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Li, Da; Allen, Ann – Education and Urban Society, 2021
Research suggests that the limits of teacher autonomy are defined by educational policies. Educational policies, however, are driven by political culture. This study examines the relationship between teacher autonomy and political culture and how this relationship varies with teacher and school characteristics. Using the "2011-2012 Schools…
Descriptors: Educational Policy, Professional Autonomy, Politics of Education, Political Influences
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Wronowski, Meredith; Urick, Angela – Educational Policy, 2021
The purpose of this study is to examine changes in teachers' perception of their work during key periods of the accountability and assessment policy movement in the United States. We utilize a teacher perception of deprofessionalization and demoralization framework operationalized using the restricted Schools and Staffing Surveys data sets from…
Descriptors: Teacher Attitudes, Teacher Motivation, Teacher Morale, Accountability
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Curran, F. Chris – Education Policy Analysis Archives, 2017
Little research explores the relative influence of various stakeholders on school discipline policy. Using data from the SASS and ordered logistic regression, this study explores such influence while assessing variation across schools types and changes over time. Principals consistently rate themselves and teachers as the most influential…
Descriptors: School Policy, Discipline Policy, Governance, Charter Schools
Wang, Yuling – ProQuest LLC, 2015
The teacher empowerment process emphasizes professional development and participation (i.e., increasing professional status, skills, knowledge and providing the opportunity to participate in decision-making); however, whether these efforts eventually lead to the realization of teacher power remains a critical concern, especially considering that…
Descriptors: Teacher Empowerment, Participative Decision Making, Public School Teachers, National Surveys
Podgursky, Michael – Education Working Paper Archive, 2006
This paper examines reasons why personnel policy and wage setting differ between traditional public, private, and charter schools and the effects of these policies on academic measures of teacher quality. Survey and administrative data suggest that the regulatory freedom, small size of wage-setting units, and a competitive market environment make…
Descriptors: Personnel Policy, Wages, Differences, Public Schools
Pechman, Ellen M.; O'Brien, Eileen M.; Wodatch, Jessica K. – 1997
This paper addresses the potential of the National Center for Education Statistics (NCES) to measure education reforms in the United States through Schools and Staffing Survey (SASS). How the SASS can measure reform, the type of reform it should assess, and the elements of school reform that would best serve the needs of state and federal…
Descriptors: Data Collection, Educational Administration, Educational Change, Educational Finance
Bandeira de Mello, Victor; Broughman, Stephen P. – 1996
The Schools and Staffing Survey (SASS) is conducted through questionnaires mailed to teachers, principals, and district administrators in a sample of the nation's public and private schools. First conducted in 1987-88, the SASS is now planned for every 5 years, with a teacher followup 1 year after each SASS. The SASS provides data on the country's…
Descriptors: Educational Research, Elementary Secondary Education, Followup Studies, Institutional Characteristics
Boe, Erling E. – 1996
The Schools and Staffing Survey (SASS) and the Teacher Followup Survey (TFS) have been administered by the National Center for Education Statistics (NCES) in 1987-88, 1990-92, and 1993-95. The SASS is a large-scale survey of educational institutions in the United States. The TFS is conducted the year following the SASS to obtain more information…
Descriptors: Data Collection, Educational Policy, Elementary Secondary Education, Evaluation Utilization
Zheng, Henry Y. – 1996
As an integral part of the Schools and Staffing Survey (SASS) conducted by the National Center for Education Statistics (NCES) the School Administrator Questionnaire has been used to collect information from public and private school administrators regarding their demographic characteristics, academic background, professional training, and…
Descriptors: Data Collection, Educational Administration, Educational Policy, Elementary Secondary Education
Bobbitt, Sharon A. – 1992
The purpose, design, and key findings of the Schools and Staffing Survey (SASS) are discussed. The SASS is a triennial set of unified surveys conducted by the National Center for Education Statistics. In conjunction with a teacher follow-up survey, the SASS profiles the nation's elementary school and secondary school teaching force and analyzes…
Descriptors: Educational Policy, Educational Trends, Elementary School Teachers, Elementary Secondary Education
Choy, Susan P.; And Others – 1992
The Schools and Staffing Survey (SASS) is an integrated study of public and private schools, school districts, principals, and teachers. The survey was first conducted in the 1987-88 school year, again in 1990-91, and will be repeated at 3-year intervals. The 1987-88 sample consisted of 56,000 teachers in 9,300 public schools and 11,000 teachers…
Descriptors: Elementary School Teachers, Elementary Secondary Education, Followup Studies, National Surveys
National Center for Education Statistics (ED), Washington, DC. – 1994
The National Center for Education Statistics (NCES) integrated some of its national surveys of educational information into the Schools and Staffing Survey (SASS), which was initiated in 1987-88 and is being repeated at intervals to provide information about the nation's schools and their educators. The 1988-89 Teacher Followup Survey (TFS), a…
Descriptors: Career Planning, Data Analysis, Data Collection, Educational Planning
Boe, Erling E. – 1990
Following a brief discussion on the concept of teacher incentives, several types of teacher incentive research are described in relation to the Schools and Staffing Survey (SASS) of the National Center for Education Statistics. Original national data from SASS relating to teacher incentive pay programs are reported. The three types of studies of…
Descriptors: Databases, Elementary Secondary Education, Incentives, Merit Pay
Isaacs, Julia B.; Garet, Michael S.; Sherman, Joel D. – 1997
Data on private school finance are not available to inform educational policy discussions about private education. Because of interest in private school finances, the National Center for Education Statistics (NCES) contracted with the Pelavin Research Center of the American Institutes for Research to explore the feasibility of collecting data…
Descriptors: Budgets, Data Collection, Educational Finance, Elementary Secondary Education
Garet, Michael S.; Chan, Tsze H.; Isaacs, Julia B.; Sherman, Joel D. – 1997
Although policy makers have expressed interest in expenditures by private elementary and secondary schools, nationally representative data in this area are not available. In the absence of expenditure data it may nevertheless be possible to derive national estimates of total expenditures by private schools indirectly, by using the information that…
Descriptors: Catholic Schools, Data Collection, Educational Finance, Elementary Secondary Education