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|REL 2021094||Pathways to Teaching: Teacher Diversity, Testing, Certification, and Employment in Washington State
The number and percentage of students of color are growing in Washington state, yet the teacher workforce remains largely White (non-Hispanic). This means that few students of color have teachers who share their race or ethnicity, which could have consequences for student achievement and wellbeing. To better understand the state’s shortage of teachers of color, this study investigated six steps in the teacher preparation and career pathway at which teacher candidates and teachers are likely to drop out or leave the profession: three teacher preparation tests, certification, employment, and retention. Among all teacher candidates who took at least one of these steps during 2010-19, Hispanic candidates and non-Hispanic candidates of color were less likely than White candidates to complete each step, took longer to complete each step, and were less likely to become a certificated educator in a Washington K-12 public school. The descriptive findings suggest that education policymakers consider revising policies and programs to increase the number of teachers of color. The state has already made changes, such as revising testing requirements for teacher candidates.
|REL 2021081||Analyzing Teacher Mobility and Retention: Guidance and Considerations Report 2
This applied research methods report is a guide for state and local education agency policymakers and their analysts who are interested in studying teacher mobility and retention. This report is the second in a two-part set and builds on the foundational information in report 1. This report presents guidance on how to interpret differences in mobility and retention rates by teacher, school, or district characteristics; analyze year-to-year trends in mobility and retention; compare mobility and retention rates across districts or states; and examine how the implementation of a policy related to teachers might be associated with teacher mobility or retention.
|REL 2021080||Analyzing Teacher Mobility and Retention: Guidance and Considerations Report 1
This applied research methods report is a guide for state and local education agency policymakers and their analysts who are interested in studying teacher mobility and retention. This report provides the foundational information needed to answer policy-relevant research questions related to teacher mobility and retention and presents the decision points and steps necessary for conducting basic mobility and retention analyses.
|NCES 2021241||Baccalaureate and Beyond (B&B:08/18): First Look at the 2018 Employment and Educational Experiences of 2007–08 College Graduates
This report describes outcomes of 2007–08 bachelor’s degree recipients in 2018, about 10 years after graduation. Outcomes include financial well-being, student loan borrowing and repayment, postbaccalaureate enrollment, employment history, earnings, job characteristics, and teaching status.
|NCES 2020142REV||Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School Teacher and Private School Teacher Data files.
|REL 2020033||Retention, Mobility, and Attrition among School and District Leaders in Colorado, Missouri, and South Dakota
Educators from Colorado, Missouri, and South Dakota share concerns about changes in school and district leadership. They have expressed interest in better understanding school and district leader mobility and attrition, and related factors. This report describes the proportions of school and district leaders who remained in leadership positions in the same schools or districts (stayers), transferred to leadership positions in different schools or districts (movers), or took nonleadership positions or left the state public school system (leavers) in Colorado, Missouri, and South Dakota. The report also describes the extent to which characteristics of principals, schools, and districts were associated with the likelihood of principals being movers or leavers rather than stayers. The authors used administrative data from 2015/16 to 2018/19, provided by the state education agencies. Results suggest that the proportions of school and district leaders who were stayers after one year ranged from 77 to 82 percent and that the proportions of stayers after three years ranged from 51 to 56 percent. After three years, younger principals were more likely to be movers and older principals were more likely to be leavers, compared to their peers. Principals who identified as a racial/ethnic minority and those who earned lower salaries were also more likely to be movers or leavers. In addition, principals were more likely to move from or leave schools that the state identified as needing additional support for improvement and schools in lower-performing districts. Findings suggest that decisionmakers may wish to better understand the causes of leader mobility and attrition and enhance supports for younger principals, principals who identify as a racial/ethnic minority, and principals in low-performing schools.
|NCES 2020321||2017-18 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2017-18 National Teacher and Principal Survey (NTPS) restricted-use data files. The 6 files (Public School Principal, Private School Principal, Public School, Private School, Public School Teacher, and Private School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual, which includes a codebook for each file.
|NCES 2019241||Baccalaureate and Beyond (B&B:16/17): A First Look at the Employment and Educational Experiences of College Graduates, 1 Year Later
This report describes outcomes of 2015–16 bachelor’s degree recipients 1 year after graduation. Outcomes include time to degree, amount borrowed for undergraduate education, postbaccalaureate enrollment, employment status, earnings and job characteristics, and steps taken toward a career in teaching. These findings are based on data from the first follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:16/17), a nationally representative longitudinal sample survey of students who completed the requirements for a bachelor's degree during the 2015–16 academic year.
|NCES 2016641||K–12 Teaching Experience Among 2007–08 College Graduates: 2012
Using data from the second follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:08/12), these Web Tables show the proportion of 2007–08 college graduates who had taught or prepared for teaching or were considering teaching in 2012. The tables address the factors influencing graduates’ decisions to teach, the types of schools in which they taught, subjects taught, and their satisfaction with teaching. In each table, the estimates are presented separately for groups of graduates who differed on such characteristics as sex, race and ethnicity, age, undergraduate major field of study, cumulative undergraduate grade point average, bachelor’s degree institution level and control, highest degree attained, preparation or certification to teach, and teaching experiences. For graduates who taught after graduation but were not teaching in 2012, the tables include information on the reasons that graduates left teaching.
|NCES 2014041||2008/09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09) - Full-scale Methodology Report
The 2008/09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09), conducted for the U.S. Department of Education’s National Center for Education Statistics (NCES), collected information primarily about students’ education and employment in the first year following receipt of their bachelor’s degree.
This report describes the methodology and findings of the B&B:08/09 data collection, which included a student interview, a transcript data collection, and an administrative data records match.
|NCES 2013311||Characteristics of Public School Districts in the United States: Results From the 2011–12 Schools and Staffing Survey
This First Look report provides selected findings from the Schools and Staffing Survey Public School District Data File regarding public school districts that were in operation during the 2011-12 school year. The data include information on district size, teacher salary and benefits, and graduation requirements.
|NCES 2013154||Early K–12 Teaching Experiences of 2007–08 Bachelor's Degree Recipients
These Web Tables use data from the first follow-up of the 2008 Baccalaureate and Beyond (B&B:08/09) study to display a wide range of information on demographic characteristics, teaching preparation, and educational experiences of 2007–08 first-time bachelor’s degree recipients who taught K–12 for the first time by 2009. In addition to undergraduate experiences, tables display information on teaching-related characteristics of K–12 employment 1 year after bachelor’s degree completion. Results are shown by selected student demographic, enrollment, and teaching preparation characteristics.
|NCES 2011236||2008–09 Baccalaureate and Beyond
Longitudinal Study (B&B:08/09): A First Look at Recent College Graduates
This report describes the enrollment and employment experiences of a national sample of college graduates one year after their 2007-08 graduation.
Data presented include education financing; postbaccalaureate enrollment; student loan repayment; and employment, particularly employment in teaching.
|NCES 201002||2008/09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09) Field Test Methodology Report - Working Paper Series
This report describes the methodology and findings for the field test of the 2008/2009 Baccalaureate and Beyond Longitudinal Study (B&B:08/09). These students, who completed their bachelor’s degree requirements during the 2007-08 academic year, were first interviewed as part of the 2008 National Postsecondary Student Aid Study (NPSAS:08) field test. BPS:08/09 is the first follow-up of this cohort. The B&B:08/09 field test was used to plan, implement, and evaluate methodological procedures, instruments, and systems proposed for use in the full-scale study scheduled for the year following graduation from a bachelor’s degree program. The report provides the sampling design and methodologies used in the field test. It also describes data collection outcomes, including response rates, interview burden, and results of incentive, mailing, and prompting experiments. In addition, the report provides details on the evaluation of data quality for reliability of responses, item nonresponse, and question delivery and data entry error. Recommendations for the full-scale study are provided for the sampling design, locating and tracing procedures, interviewer training, data collection, and instrumentation.
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