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Author : Anonim
Publisher : Unknown
Page : 944 pages
File Size : 53,6 Mb
Release : 1996
Category : Educational surveys
ISBN : IND:30000106009016
Author : Kerry J. Gruber
Publisher : U.S. Government Printing Office
Page : 894 pages
File Size : 45,9 Mb
Release : 1996
Category : Electronic
ISBN : 0160489067
The volumes in this User Manual document the data collection of the 1993-94 Schools and Staffing Survey (SASS). Researchers who are ready to access the data file may go directly to the codebooks for each survey (Volumes II and III for the Restricted-Use and Public-Use versions respectively). This manual focuses on survey documentation, describing SASS components and data collection and analysis. The overall objective of the SASS is to collect the information necessary for a complete picture of American elementary and secondary education. The data collected permit detailed analyses of the characteristics of schools, principals, teachers, and students, and the linkage of SASS components enables researchers to examine relationships among these elements of education. The 1993-94 SASS contained seven surveys consisting of a teacher supply and demand questionnaire, questionnaires about principals, schools, teachers, students, library and media centers, and media specialists and librarians. The eighth component was the teacher followup survey. This report explores survey design and implementation, data collection (including sampling), edit procedures, data imputation procedures, weighting, and aspects of data analysis including variance estimation and reinterview methodology. Seven appendixes to this volume present supplemental details about survey methodology. (Contains 56 tables, 124 appendix tables, and 70 figures.) (SLD)
Author : Anonim
Publisher : Unknown
Page : 952 pages
File Size : 48,7 Mb
Release : 1996
Category : School principals
ISBN : STANFORD:36105023757201
Author : Anonim
Publisher : Unknown
Page : 0 pages
File Size : 41,9 Mb
Release : 1996
Category : School principals
ISBN : 0160489067
Author : Anonim
Publisher : Unknown
Page : 944 pages
File Size : 55,6 Mb
Release : 1996
Category : School principals
ISBN : PURD:32754066788195
Author : Anonim
Publisher : Unknown
Page : 934 pages
File Size : 47,9 Mb
Release : 1996
Category : Educational surveys
ISBN : UCLA:L0070994439
Author : Anonim
Publisher : DIANE Publishing
Page : 31 pages
File Size : 45,9 Mb
Release : 2024-06-30
Category : Electronic
ISBN : 9781428927087
Author : Anonim
Publisher : Unknown
Page : 948 pages
File Size : 53,6 Mb
Release : 1996
Category : Electronic
ISBN : MINN:31951D015337354
Author : David Monaco
Publisher : Unknown
Page : 292 pages
File Size : 45,5 Mb
Release : 1997
Category : Education
ISBN : UIUC:30112004755689
This technical report presents results of an analysis of unit response rates for the components of the 1993-94 Schools and Staffing Surveys (SASS). The study was motivated by the general need to evaluate and improve the quality of SASS data and to identify potential sources of nonsampling error associated with nonresponse in SASS. As background, the report describes the survey design and nonresponse adjustment procedures for each of the components of the SASS. A primary focus of the analysis is to compare the response rates for known characteristics of schools, administrators, teachers, school districts, libraries, librarians, and student records, and to assess the extent and pattern of these differences. Where possible findings from the 1993-94 analyses are compared to results from an exploratory analysis of response rates from the 1990-91 SASS. In addition, the hierarchical nature of response rates is examined, and a multivariate model of unit response is developed for one of the SASS components (public schools) to explain the relationship between these factors and the level of unit response. The following chapters are included: (1) "Overview"; (2) "SASS Core Components"; (3) "New SASS Components"; (4) "Summary of Significance Tests"; (5) "Hierarchical and Cross-Classified Testing"; (6) "Measurement of the Sampling Frame and Cooperation Rates"; (7) "Nonresponse Modeling for the Public School Component"; and (8) "Highlights and Recommendations." Appendixes contain response rate tables and a description of tests of association between response status and characteristics. (Contains 80 tables, 64 figures, and 34 references.) (SLD)
Author : Anonim
Publisher : Unknown
Page : 734 pages
File Size : 41,8 Mb
Release : 1988
Category : Educational surveys
ISBN : CHI:41118818
Author : D. Michael Pavel,Thomas R. Curtin
Publisher : Department of Education Office of Educational
Page : 292 pages
File Size : 54,5 Mb
Release : 1997
Category : Education
ISBN : PURD:32754066641485
This report summarizes findings of the 1993-94 Schools and Staffing Survey (SASS) with regard to schools that serve American Indian and Alaska Native students, and examines trends since 1990-91 when data were previously collected. In 1993-94, the Bureau of Indian Affairs (BIA) and federally recognized tribes with BIA funding operated 170 elementary and secondary schools. In addition, 1,244 public schools had high Indian enrollment (at least 25 percent American Indian and Alaska Native students). These two types of schools were typically small and located in rural areas and small towns. However, of the 491,936 American Indian and Alaska Native students enrolled in K-12 classes, 53 percent attended public schools with low Indian enrollment. Chapters contain many data tables and figures and provide information for the three school types on the following: (1) school and student profiles (school location and size, student race/ethnicity, school programs and services, student-to-staff ratios, graduation rates and requirements, free and reduced-price lunch rates, student linguistic characteristics, support services, and student outcomes); (2) principal characteristics and attitudes (educational background, teaching experience, specialized training, salaries, school goals, perceptions of school problems and influential groups, and career plans); (3) teacher characteristics (demography, qualifications, salaries, and perceptions of problems); (4) teacher supply and demand; and (5) trends since 1991. Appendices include technical notes, tables of estimates and standard errors, and additional resources on SASS. Contains 71 references and an index. (SV)
Author : Lori Thurgood
Publisher : Education Department
Page : 358 pages
File Size : 54,8 Mb
Release : 2003
Category : Education
ISBN : UOM:39015061857325
Author : National Center for Education Statistics
Publisher : Unknown
Page : 176 pages
File Size : 41,6 Mb
Release : 1996
Category : Educational statistics
ISBN : PURD:32754066627609
Author : Roger E. Levine
Publisher : DIANE Publishing
Page : 277 pages
File Size : 50,6 Mb
Release : 1998
Category : Public schools
ISBN : 9781428927391
Author : Richard M. Ingersoll,Kerry J. Gruber
Publisher : Unknown
Page : 82 pages
File Size : 54,6 Mb
Release : 1996
Category : Education
ISBN : UGA:32108027488553
This report investigated the extent to which students in public secondary schools are taught by teachers without basic qualifications in their assigned teaching fields--i.e., at least a college minor in the fields they teach--focusing on core academic subjects (mathematics, English, social studies, science). Analysis of the study data revealed that many students are taught by out-of-field teachers: 20 percent in English classes, 25 percent in mathematics, 39 percent in life science or biology, 56 percent in physical sciences classes, and over 50 percent in history or world civilization. Low-income schools had higher levels of out-of-field teaching than did more affluent schools; schools serving predominantly minority student populations did not have higher levels of out-of-field teaching than did schools serving predominantly white students. In several fields, students in both low-track and low-achievement-level classes were more often taught by out-of-field teachers than were students in high-track and high-achievement-level classes; however, predominantly minority classes did not have higher levels of out-of-field teaching than did predominantly white classes. Students in seventh and eighth grade classes were more often taught by out-of-field teachers than were senior high students. Data tables are included. Appendix A contains standard errors; Appendix B lists additional resources on the 1990-91 Schools and Staffing Survey, which served as the basis for the study. (Contains 31 references.) (ND)
