Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Teachers in the United States PDF Download

Author: Jared Coopersmith
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages :

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Author: Jared Coopersmith
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 0

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Author: Danielle Battle
Publisher:
ISBN:
Category :
Languages : en
Pages : 65

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This report presents selected findings from the school principal 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 2007-08, there were an estimated 118,610 school principals in the United States; 90,470 were public school principals, 27,960 were private school principals, and 170 were BIE-funded school principals (table 1); (2) Among public school principals, 81 percent were non-Hispanic White, 11 percent were non-Hispanic Black, and 7 percent were Hispanic. Among private school principals, 87 percent were non-Hispanic White, 7 percent were non-Hispanic Black, and 4 percent were Hispanic (table 2); (3) About 50 percent of public school principals and 53 percent of private school principals were female (table 3); (4) Among public schools, more principals held a master's degree (61 pee) as their highest degree than a bachelor's degree or less (1 percent) or an education specialist/professional diploma (29 percent) or a doctorate/first professional degree (8 percent). Among private schools, more principals held a master's degree (50 percent) as their highest degree earned, compared to those with a bachelor's degree or less (33 percent) or an education specialist/professional diploma (10 percent) or a doctorate/first professional degree (7 percent) (table 4); (5) The average annual salary of public school principals was $85,700. Principals in public secondary schools earned more ($90,300) than principals in public elementary schools ($85,200) and in public combined schools ($75,800). Among private school principals, the average annual salary was $57,500. Principals in private secondary schools earned more ($75,100) than principals in private elementary schools ($55,500) and in private combined schools ($55,100) (table 5); (6) On average, public school principals spent 58.4 hours per week on all school-related activities, including 20.8 hours per week interacting with students. Private school principals, on average, spent 53.6 hours per week on all school-related activities, including 19.2 hours per week interacting with students (table 6); (7) Public school principals had, on average, 7.5 years of experience as a principal, of which 4.2 years were spent in their current school. Private school principals had, on average, 10.0 years of experience as a principal, of which 6.8 were spent in their current school (table 7); and (8) About 90 percent of public school principals reported having a major influence on hiring new full-time teachers at their school, while 94 percent of private school principals reported the same (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 12 footnotes.).

Author: Ashley Keigher
Publisher:
ISBN:
Category :
Languages : en
Pages : 62

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This report presents selected findings from the school 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 2007-08 SASS sample is a school-based stratified probability-proportionate-to-size (PPS) sample. The 2005-06 Common Core of Data (CCD) served as a starting point for the public school sampling frame, and the 2005-06 Private School Universe Survey (PSS) served as a starting point for the private school sampling frame. The public school sample was designed so that national-, regional-, and state-level elementary, secondary, and combined public school estimates can be made. The private school sample was designed so that national-, regional-, and affiliation-level estimates can be produced. BIE schools on the 2005-06 CCD were sampled with certainty, and thus national estimates for BIE schools can be produced. The selected samples include about 9,800 public schools, 180 BIE schools, and 2,940 private schools; 5,250 public school districts; 9,800 public school principals, 180 BIE school principals, and 2,940 private school principals; 47,440 public school teachers, 750 BIE teachers, and 8,180 private school teachers; and 9,800 public school library media centers and 180 BIE school library media centers. The data were collected via mailed questionnaires with telephone and field follow-up. The first questionnaires were mailed in September 2007, and data collection ended in June 2008. The unit response rates varied from 72 percent for private school principals to 88 percent for public school districts. Nonresponse bias analyses were performed when survey response rates for major reporting groups were less than 85 percent. Selected findings are reported in tabular form and include: (1) In the 2007-08 school year, there were an estimated 119,150 K-12 schools in the United States: 87,190 traditional public, 3,560 public charter, 180 BIE-funded, and 28,220 private schools, among which 52 percent of traditional public, 55 percent of charter, 85 percent of BIE-funded, and 19 percent of private schools enrolled students received Title I services; (2) About 72 percent of all public elementary schools had students who were identified as limited-English-proficient (LEP), with most LEP students students enrolled in elementary schools; (3) The racial and ethnic composition of students enrolled in public schools was 58 percent non-Hispanic White, 20 percent Hispanic, 16 percent non-Hispanic Black, 4 percent Asian/Pacific Islander, and 1 percent American Indian/Alaska Native; Among private schools, the racial and ethnic composition was 74 percent non-Hispanic White, 10 percent non-Hispanic Black, 9 percent Hispanic, 6 percent Asian/Pacific Islander, and 1 percent American Indian/Alaska Native; (4) On average, 81 percent of 12th-graders graduated with a diploma in public schools in 2006-07: 86 percent in rural schools, 81 percent and 80 percent in schools located in suburban areas and towns, respectively, and 72 percent in urban schools; (5) Including full-time and part-time staff, public schools employed about 73,230 instructional coordinators, 81,670 librarians, 125,590 school counselors, 361,730 student support services professional staff, approximately 898,790 aides, 269,350 secretaries and other clerical support staff, 401,310 food service personnel, and 369,210 custodial maintenance and security personnel; and (6) About 63 percent of public and 37 percent of private schools employed staff with academic specialist or coaching assignments. Four appendices are included: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 18 tables and 14 footnotes.).

Author: Conra D. Gist
Publisher: American Educational Research Association
ISBN: 0935302921
Category : Education
Languages : en
Pages : 1763

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Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 418

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Author: Nabeel Alsalam
Publisher: Government Printing Office
ISBN:
Category : Education
Languages : en
Pages : 412

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Author: Gregory A. Strizek
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 234

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Author: Edward J. Sabornie
Publisher: Taylor & Francis
ISBN: 1000635198
Category : Education
Languages : en
Pages : 776

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The Handbook of Classroom Management, Third Edition, is an authoritative treatment of the latest science and development in the study of classroom management in schools. Evidence-based classroom management practices and programs are essential to enhancing students’ academic, behavioral, social-emotional, and motivational outcomes across grade levels. This comprehensive volume collects scholarship and cutting-edge research for graduate students and faculty of psychology, teacher education, curriculum and instruction, special education, and beyond. The book has been thoroughly revised and expanded with updated coverage of foundational topics such as effective instruction, preventative strategies, positive behavior intervention and supports, family–school relationships, legal issues, and other related topics, while also giving new attention to social justice, students on the autism spectrum, and adaptations across urban, rural, and virtual contexts.

Author: Linda C. Tillman
Publisher: Routledge
ISBN: 1135128421
Category : Education
Languages : en
Pages : 1099

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The rapid growth of diversity within U.S. schooling and the heightened attention to the lack of equity in student achievement, school completion, and postsecondary attendance has made equity and diversity two of the principle issues in education, educational leadership, and educational leadership research. The Handbook of Research on Educational Leadership for Equity and Diversity is the first research-based handbook that comprehensively addresses the broad diversity in U.S. schools by race, ethnicity, culture, language, gender, disability, sexual identity, and class. The Handbook both highly values the critically important strengths and assets that diversity brings to the United States and its schools, yet at the same time candidly critiques the destructive deficit thinking, biases, and prejudices that undermine school success for many groups of students. Well-known chapter authors explore diversity and related inequities in schools and the achievement problems these issues present to school leaders. Each chapter reviews theoretical and empirical evidence of these inequities and provides research-based recommendations for practice and for future research. Celebrating the broad diversity in U.S. schools, the Handbook of Research on Educational Leadership for Equity and Diversity critiques the inequities connected to that diversity, and provides evidence-based practices to promote student success for all children.