This report presents selected findings from the public school district data file 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.
This Statistical Analysis Report examines the percentage of public school teachers who held an in-field postsecondary major, in-field certification, or both, in a selection of high-school level main assignment fields. Teachers of these subjects were considered to be in-field majors if they held a major that they had earned at the bachelor's degree level or higher in the subject(s) that they taught.
This First Look introduces the data from the fifth administration (2003-04) of the Schools and Staffing Survey (SASS). It provides an overview of the SASS data for the school year 2003-04, with estimates for public, private, and Bureau of Indian Affairs (BIA)-funded schools and their staff. The SASS is the nation’s most extensive sample survey of elementary and secondary schools and the teachers and administrators who staff them.
This Statistics in Brief uses data from five administrations of the Schools and Staffing Survey to examine the distribution of weekly instructional hours by regular, full-time teachers, grades 1-4, of self-contained classrooms in four subjects: English/reading/language arts; arithmetic/mathematics; social studies/history; and science.
This Issue Brief reports the combination of certifications and majors and minors to which secondary-level history students are exposed and how these qualifications vary across schools with differing levels of student poverty, based on data from the 1999-2000 Schools and Staffing Survey (SASS).
The purpose of this report is to suggest ways to improve the school staffing information gathered through SASS. Spending on school-level personnel, including employees and personnel service providers, accounts for more than 85 percent of the expenditures at the school site. Obtaining better information on school staff can provide insights into the patterns of resource allocation in schools and the access of children to instructional and related services.
The purpose of this report is to develop an inflationary cost-of-education index that improves upon measures of inflation previously proposed and used by researchers in the field. This report presents a comprehensive measure of inflation for the prices of school inputs. The methodological approach builds on the same hedonic wage model used in previous work by Chambers (1995b) to develop a geographic cost-of-education index.
How much more or less does it cost in different jurisdictions to recruit and employ school personnel with similar characteristics into similar jobs and assignments? Using the NCES Schools and Staffing Survey (SASS), a cross-sectional teacher cost index (TCI) is developed.