An Overviewof the

Schools andStaffing Survey

(SASS)

NATIONAL CENTER FOR EDUCATION STATISTICS JULY 1996

U.S. Department of EducationOffice of Educational Research and Improvement NCES 96-081

An Overviewof the

Schools andStaffing Survey

(SASS)

U.S. Department of EducationRichard W. RileySecretary

Office of Educational Research and ImprovementSharon P. RobinsonAssistant Secretary

National Center for Education StatisticsPascal D. Forgione, Jr.Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting,analyzing, and reporting data related to education in the United States and other nations. It fulfillsa congressional mandate to collect, collate, analyze, and report full and complete statistics on thecondition of education in the United States; conduct and publish reports and specialized analyses ofthe meaning and significance of such statistics; assist state and local education agencies in improv-ing their statistical systems; and review and report on education activities in foreign countries.

NCES activities are designed to address high priority education data needs; provide consistent,reliable, complete, and accurate indicators of education status and trends; and report timely, useful,and high quality data to the U.S. Department of Education, the Congress, the states, other educationpolicymakers, practitioners, data users, and the general public.

We strive to make our products available in a variety of formats and in language that is appropriateto a variety of audiences. You, as our customer, are the best judge of our success in communicatinginformation effectively. If you have any comments or suggestions about this or any other NCESproduct or report, we would like to hear from you. Please direct your comments to:

National Center for Education StatisticsOffice of Educational Research and ImprovementU.S. Department of Education555 New Jersey Avenue, NWWashington, DC 20208-5574

July, 1996

Contact:Summer D. Whitener(202) 219-1368

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INTRODUCTIONINTRODUCTION

In the mid 1980s, The National Center for Edu-cation Statistics (NCES) - a component of theOffice of Educational Research and Improve-ment in the U.S. Department of Education -conducted a number of surveys concerningschools and school personnel. These surveyswere designed to collect data on, amongother issues, the demographics of the studentpopulation, the varying demand for teach-ers in all regions of the nation, the educationalqualifications of school teachers and admin-istrators, and the working conditions ofteachers.

The surveys conducted during this time pe-riod included the Private School Surveys of1983–84 and 1985–86, the Public School Sur-vey of 1984–85, the Teacher Demand andShortage Survey of 1983–84. Data from thesesurveys have been used by Congress, stateeducation departments, federal agencies,private school associations, and educationalresearch organizations.

In 1985, NCES undertook a critical review andredesign of its elementary and secondaryschool data system, identifying gaps in con-tent and in design. As a result of this review,NCES working with the Rand Corporation re-designed that part of the elementary/sec-ondary system concerned with teacher de-mand and shortage, teacher and adminis-trator characteristics, school programs, andgeneral conditions in schools.

This effort resulted in a unified set of surveysthat facilitates comparison between publicand private schools and allows linkages ofteachers, schools, school districts, and admin-istrator data. The integrated set of surveys iscalled the Schools and Staffing Survey (SASS).A Teacher Followup Survey (TFS) is conducteda year after the SASS survey to collect infor-mation on the teacher’s employment andteaching status, educational activities and

future plans, and opinions on school climateand job perception.

SASS has four core components: the TeacherDemand and Shortage Survey, the SchoolPrincipal Survey, the School Survey, and theSchool Teacher Survey. These surveys weresent to public and private schools. Duringthe 1990–91 cycle an Indian School Question-naire was added. During the 1993–94 cycle,the following surveys were added: IndianSchool Teacher Questionnaire, Indian Princi-pal Questionnaire, a Student Records Ques-tionnaire (one version for all 3 school types:Public, Private and Indian), Library MediaCenter Questionnaire (Public, Private, andIndian), and Library Media Specialist/Librar-ian Questionnaire (Public, Private, andIndian).

The first cycle of the SASS was conductedduring the 1987–88 school year followed bythe 1988–89 TFS. The second cycle of the SASSwas conducted during the 1990–91 schoolyear followed by the 1991–92 TFS. The thirdcycle of the SASS was conducted during theschool year 1993–94 followed by the 1994–95TFS. The data tapes and CD Roms from thesesurveys are available through NCES. The nextexpected collection of the SASS will takeplace in 1998–99.

The U.S. Bureau of the Census was the datacollection agent for the SASS. They conductthe SASS under NCES legislation “to collect,and analyze, and disseminate statistics andother data related to education in the UnitedStates and in other nations” (Section 406(b)of the General Education Provisions Act, asamended [20 U.S.C. 122le-1]). The SASS wasa mail-out/mail-back survey. Except for thequestionnaires sent to school districts and toprivate schools, telephone followup was com-puter assisted in the 1993-94 cycle. The Stu-dent Records Questionnaire had a few per-sonal visit interviews. A main feature of theSASS data collection was the ability to link the

An Overview of theAn Overview of theSchools and Staffing Survey (SASS)Schools and Staffing Survey (SASS)

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SASSSASS3. Demographic characteristics, educa-tional background and experiences of thenations’s elementary and secondary schoolprincipals;

4. Teacher salaries, teacher retirementplans, teacher incentive plans, and staff train-ing programs;

5. Estimates of teachers, by race, certifi-cation status, teaching experiences and train-ing;

6. Characteristics of newly hired teachersand the sources of supply of new teachers;

7. The demographic and economic char-acteristics of current and former teachers(movers, leavers, and stayers);

8. Data on students, programs, and ser-vices used; and

9. Data on school libraries (supplies andmaterials) and librarian’s salaries, benefits,and educational background.

Furthermore, the SASS sample has been de-signed to support the following types of esti-mates and comparisons:

different components to examine the char-acteristics of the schools, principals, teach-ers, and students.

SASS and TFS data are available in two ver-sions: the public-use data; and, for NCES-approved researchers, the restricted-usedata. The public-use versions place individualdata such as salaries into general categoriesand reduce the level of geography available.Researchers who meet a set of qualificationsdescribed later may obtain restricted-usedata containing individual-level data thatpermit linkage between all the SASS compo-nents for statistical research purposes.

NCES encourages educators, policy makers,and researchers to make further use of thesedata. On the pages that follow, readers willfind descriptions of the contents of the fourSASS components and the TFS, a discussionof the survey design, operational proceduresused to collect these data, sample selectionprocedures, the imputation system for itemnonresponse, and other technicalinformation.

For more information on the survey designand procedures, see Quality Profile For SASS:Aspects of the Quality of Data in the Schoolsand Staffing Surveys (SASS), (Jabine, T., NCES94-340). The information below describes the1993-94 SASS, unless otherwise noted.

RESEARCH OBJECTIVES AND POLICY ISSUESRESEARCH OBJECTIVES AND POLICY ISSUES

The analytical objectives for the 1993-94 SASSaddress several major areas of concern. Edu-cators and educational policy makers mayuse data from SASS to characterize and ana-lyze:

1. The nation’s public and private elemen-tary and secondary teaching force;

2. The nation’s elementary and second-ary public and private schools, their programsand policies;

• national estimates for public and pri-vate schools, teachers, and administra-tors;

• state estimates for public schools,teachers, school libraries, and librarians;

• state/elementary, state/secondary,and national combined public school es-timates;

• private school association estimatesand grade level estimates;

• estimates of change from 1988 to 1994in school level characteristics;

• national estimates of school charac-teristics for schools with greater than 19.5%Indian enrollment;

• national estimates of public and pri-vate school student demographics;

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SASSSASSmatter and/or grade level). The informationgathered through this form is used to selectthe sample for the SASS Teacher Survey.

The Teacher Demand and Shortage SurveyTeacher Demand and Shortage Surveywas mailed only to public school districts.Comparable data for private and BIA schoolswere collected on the Private School andIndian School questionnaires. The question-naire is divided into five sections. The first sec-tion requested information about studentenrollment in the school district. The secondsection requested information about thenumber of teachers (in full-time-equivalents-FTEs), teacher qualifications, new hires, andhiring criteria. The third section requested in-formation about library media specialists/li-brarians. The fourth section requested infor-mation about programs and services pro-vided by the school district. The last section,on district policies, requested information onteacher salary schedules, staff training incen-tives, and high school graduationrequirements.

The data obtained from the Teacher Demandand Shortage Survey provide indicators ofteacher demand and shortage and esti-mates of the number of teachers who holdcertification in their field of assignment in1993–94. Additions to the 1993-94 TeacherDemand and Shortage questionnaire weremade in the areas of staffing and district pro-grams and policies. School districts wereasked to provide the number of itinerant FTEteachers, the number of FTE media special-ists/librarians who were laid off, and whetheror not the district has an agreement with ateacher’s union or organization for the pur-pose of collective bargaining or meet-and-confer discussions. Districts were asked aboutprograms for children in the years before kin-dergarten, the provision of Chapter 1 services,and participation in the National SchoolLunch Program. Questions concerning com-munity service requirements for the class of1994 and if districts have written policies re-garding drug, alcohol, and tobacco use/abuse were also added to the 1993-94 SASS.

• national estimates for the Bureau ofIndian Affairs (BIA) schools, teachers, ad-ministrators, students, libraries, and librar-ians;

• national estimates for public and pri-vate school libraries, librarians, and stu-dents by school level and urbanicity;

• national estimates for private schoollibraries, librarians, and students by ma-jor affiliation (Catholic, Other religious,and Non-sectarian).

• What is the extent of turnover in thenation’s teaching force?

• What are the sources of newteachers?

• Do the nation’s teachers haveaadequate academic backgrounds?

• Are the nation’s school administratorsfully prepared to carry out their functionsas educational and managerial leaders?

• How are school programs and poli-cies related to teacher turnover and at-trition?

• How do geographic location, com-munity size, and school size affect stu-dents’ access to programs and services?

• What are the academic requirementsfor graduation in the United States, andhow do they vary by state and type ofschool?

SASS data can then be used to address, atleast in part, policy issues like the following:

SURVEY CONTENTSURVEY CONTENT

The Teacher Listing FormTeacher Listing Form was mailed at thebeginning of the school year to all public,private, and BIA schools in the SASS sampleto obtain a complete list of all the teachersemployed at each school. The form includesspace for schools to indicate the race/ethnicity of each teacher, whether theteacher is “new” (less than 3 years of experi-ence), whether the teacher is bilingual and/or teaching English as a Second Language,and the teacher’s assignment (subject

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SASSSASSThe School Principal SurveySchool Principal Survey obtained infor-mation about the age, sex, race/ethnicity,and perceptions of school principals/schoolheads. Questions required both objectiveresponses (e.g., number of years of teachingexperience) and judgmental responses (e.g.,ranking the seriousness of school problems).The data derived from this survey describecharacteristics of school principals/schoolheads and provide an insight into whichschool problems administrators view as seri-ous and how they perceive their influenceon school policies. In 1993-94, three versionsof the School Principal Questionnaires weresent respectively to the principals or headsof public schools, private schools, and BIAschools. The three versions contained onlyminor differences in phrasing to reflect pos-sible differences in governing bodies and po-sition titles between public schools, privateschools, and BIA schools.

The 1993-94 questionnaire for the School Prin-cipal Survey was expanded from previouscycles to collect information on secondbachelor’s and master’s degrees, the collegeor university from which the bachelor’s de-gree was received, grade levels for the schoolpreviously served as principal, and numberof years served in school positions other thanas a principal or teacher. Additional locus-of-control items have been included, and thenumber of school problems rated for serious-ness has been increased. One area whichcan be considered as completely new cov-ers breaks in service as a principal.

The School SurveySchool Survey questionnaires were sentto public schools, private schools, and Bureauof Indian Affairs schools. The private schoolversion of the questionnaire included itemsfor identifying the religious or other affiliationof the school. Private and BIA School Ques-tionnaires also asked about the number ofteachers (in FTEs), hiring criteria, incentives forstaff training, and high school graduation re-quirements (this information was obtained forpublic schools through the Teacher Demandand Shortage Survey). All versions of this sur-vey obtained information about schools suchas student enrollment, staffing patterns,

teaching vacancies, teacher turnover, typesof programs and services offered, length ofschool day and school year, high schoolgraduation rates, and college applicationrates.

Additions to the 1993-94 School Survey ques-tionnaires from previous cycles include newitems on National Education Goals for theyear 2000 (e.g., school safety and policies toprevent alcohol and other drug use by stu-dents), school governance, Limited-EnglishProficient students, and preschool activities.On the Public and BIA School questionnaires,a new item on American Indian/Alaska Na-tive courses was added. A few items, such ascounts of staff and free or reduced-pricelunch participation, were reworded to clarifythe meaning of the question for respondents.A number of formatting changes were alsomade to aid the flow of the questionnaire.

The Teacher SurveyTeacher Survey questionnaires were sentto teachers in public schools, private schools,and BIA schools. The three versions of thequestionnaire were virtually identical. The sur-vey collected data from teachers regardingtheir education and training, teaching assign-ment, teaching experience, certification,teaching workload, perceptions and atti-tudes about teaching, job mobility, and work-place conditions.

The questionnaire for the 1993-94 TeacherSurvey features expanded certification cat-egories (including alternative teacher certifi-cation), an expanded section on teacherprofessional development and in-serviceeducation, questions about benefits received(comparable to questions in the administra-tor questionnaire), and a return to the 1987-88 SASS teacher opinion items.

In 1993-94, a Student RecordsStudent Records componentwas added to the SASS. The questionnairesolicits information about a student that canbe answered by a school administrator usingthe student's school record. The survey pro-vides information on the types of services stu-dents receive, and the types of math andscience courses they are enrolled in. The stu-dents can be linked to their schools andteachers.

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SASSSASSin public and private schools who teach stu-dents in grades K–12, and schools that havelibraries and librarians (library mediaspecialists).

ESTIMATESESTIMATES

SASS was designed to provide estimates forpublic schools at both the national and statelevels; private schools were selected to berepresentative at the national and associa-tion levels; and all the BIA schools were in-cluded in the survey.

The 1993–94 SASS selected 13,000 schools(9,784 public, 3,360 private, and 176 BIA) andadministrators, and 68,000 teachers (56,736public, 11,548 private), 5,500 school districtsassociated with the selected schools and 100districts not associated with schools, 6,900 stu-dents, and 7,600 libraries and librarians.

SAMPLING FRAMESSAMPLING FRAMES

The 1991–92 Common Core of Data (CCD)served as the sampling frame for the publicschool sample. These data are collectedannually by the NCES from all state educa-tion agencies. This frame includes regularpublic schools, Department of Defense op-erated military base schools, and specialpurpose schools such as special education,vocational, and alternative schools. Schoolsoutside of the United States, and schools thatonly teach prekindergarten, kindergarten orpostsecondary students were deleted fromthe file.

The sampling frame for private schools wasthe 1991–92 Private School Survey, updatedwith 1992–93 association lists. This data col-lection uses two components to develop es-timates of the number of private schools inthe United States. A list frame was the pri-mary private school frame and an area framewas used to identify schools not included onthe list frame and thereby compensate forthe undercoverage of the list frame.

The 1993-94 SASS included, for the first time, asupplemental Library Survey.Library Survey. The supplementconsists of two questionnaires — one focus-ing on the library and media equipment andservices made available to students and theother focusing on the qualifications and work-ing conditions of the school library mediaspecialist/ librarian. Both surveys were sent topublic schools, private schools, and BIAschools.

The Teacher Followup SurveyTeacher Followup Survey (TFS) was sentthe year following the SASS in school year1994–95 to a sample of participants in theSASS Teacher Survey. These questionnaireswere of two types: a version for participantswho were still teaching, and another versionfor those who had left the teaching profes-sion. In addition to questions about employ-ment and teaching status and about possiblesources of dissatisfaction with teaching as aprofession, the questionnaires included ques-tions about family size and income. Dataderived from the TFS allow for comparativeanalysis of public and private school teacherjob satisfaction and movement within andout of the teaching profession.

Although the Private School SurveyPrivate School Survey (PSS) isnot part of the SASS, it is used as the SASS sam-pling frame for private schools. PSS providesinformation on student enrollment, length ofschool year and school day, graduation andcollege application rates, number of teach-ers, and religious affiliation and associationmembership. It is conducted on all privateschools in the nation. Since both the PSS andSASS were administered in 1993-94, specialsteps were taken to avoid sending both ques-tionnaires to the private schools in the SASSsample. The private schools in the SASSsample were not sent a PSS questionnaire;instead, the PSS items were embedded in theSASS private school questionnaire.

TARGET POPULATIONTARGET POPULATION

The target populations for the 1993–94 SASSwere public school districts, public, private,and BIA schools with students in any of grades1–12, principals of those schools, teachers

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SASSSASSThe Indian frame consisted of a list of all el-ementary, secondary, and combined schoolsthat the BIA operated or funded during the1991–92 school year. The entire list of theseschools was included in the SASS sample.

The population of teachers included teach-ers who were employed by the public, pri-vate, and BIA schools described above dur-ing the fall of 1993. The sample of teacherswas selected from a list of all teachers whotaught students in grades K–12 for eachschool in sample.

The population of students included anyonein grades K–12 who was taught by a teacherdescribed above during the fall of 1993. Thesample of students was selected from classrosters obtained for sampled class periodsfrom a subsample of the total sample ofteachers. Teachers were subsampled frompublic, private, and BIA schools.

EDITSEDITS

Questionnaires returned by individual respon-dents and those completed by field repre-sentatives in the telephone followup weresent to the Census Bureau. Upon receipt,clerks assigned codes to each questionnaireto indicate its status — e.g. complete inter-view, refusal, deceased (for teachers and stu-dents), school no longer exists. Fractions wererounded to whole numbers. Other codeswere assigned when applicable.

The next step in processing was to make apreliminary determination of each case’s in-terview status (ISR) — i.e., whether it was aninterview, a noninterview, or was an out-of-scope respondent. After this step a computerpreedit program generate a list of caseswhere problems occurred as defined by editspecifications, depending on each survey.After preedit corrections were made, eachfile was subjected to another computer edit.This edit consisted of a range check, a con-sistency edit, and a blanking edit.

After the completion of the range check,consistency edit, and blanking edit, therecords were put through another edit tomake a final determination of whether thecase was eligible for the survey, and, if so,whether sufficient data had been collectedfor the case to be classified as an interview.A final interview status recode (ISR) value wasassigned to each case as a result of the edit.

IMPUTATIONIMPUTATION

For questionnaire items that should havebeen answered but were not, values wereimputed by (1) using data from other itemson the questionnaire, (2) extracting data froma related component of the SASS, (3) extract-ing data from the sample file (PSS or CCD),and (4) extracting data from the record for asample case with similar characteristics (com-monly known as the “hot deck” method forimputing for item nonresponse).

WEIGHTINGWEIGHTING

Sample units were weighted to produce na-tional and state estimates for public and BIAschools, teachers, administrators, LEAs (pub-lic only), students (nationally only), libraries,and librarians. The private sector wasweighted to produce national and affiliationgroup estimates.

RESPONSE RATESRESPONSE RATES

Below are the unweighted and weightedquestionnaire response rates for the SASScomponents. The unweighted response ratesare defined as the number of in-scope re-sponding questionnaires divided by the num-ber of in-scope sample cases. The weightedresponse rates are defined the same way,using the base weight (inverse of the prob-ability of selection) of the record.

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Weighted and unweighted SASS questionare response rates, 1993-94 Weighted and unweighted SASS questionare response rates, 1993-94

Unweighted Unweighted Weighted WeightedSurvey Type response rateSurvey Type response rate response rate response rate11

Teacher Demand and Shortage (LEA) 93.1 93.9

Public School Administrator 96.6 96.6Private School Administrator 90.3 87.6Indian School Administrator 98.7 98.7

Public School 92.0 92.3Private School 84.1 83.2Indian School 99.3 99.3

Public Teacher2 88.9 88.2Private Teacher3 80.6 80.2Indian Teacher 87.1 86.6

Public School Student4 90.2 91.2Private School Student5 87.6 88.4Indian School Student6 93.7 92.7

Public School Library 91.1 89.9Private School Library 77.7 68.8Indian Library 89.4 89.4

Public School Librarian 93.5 92.3Private School Librarian 83.9 76.5Indian Librarian 88.3 88.3

11Weighted using the inverse of the probabitlity of selection.Weighted using the inverse of the probabitlity of selection.22These rates do not include the 5 percent of public schools that did not provide teacher list.These rates do not include the 5 percent of public schools that did not provide teacher list.33These rates do not include the 9 percent of private schools that did not provide teacher list.These rates do not include the 9 percent of private schools that did not provide teacher list.44These rates do not include the 12 percent of public schools that did not participate in student sampling.These rates do not include the 12 percent of public schools that did not participate in student sampling.55These rates do not include the 21 percent of private schools that did not participate in student sampling.These rates do not include the 21 percent of private schools that did not participate in student sampling.66These rates do not include the 6 percent of Indian schools that did not participate in student sampling.These rates do not include the 6 percent of Indian schools that did not participate in student sampling.

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Summary of unweighted item response rates by SASS questionnare, 1993-94 Summary of unweighted item response rates by SASS questionnare, 1993-94

Percent of Percent of Percent of Percent of

items with a items with a Range of items with a Range of items with a re- re-sponsesponse

item response rate of item response rate of response rate of 90% response rate of 90% less than less thanQuestionareQuestionare rates or more 75% rates or more 75%

LEAs (SASS- 1A) 67-100% 91% 1%

Principals Public (SASS-2A) 65-100% 92% 4% Private (SASS-2B) 55-100% 90% 6% Indian (SASS-2C) 72-100% 91% 1%

Schools Public (SASS-3A) 83-100% 83% 0% Private (SASS-3B) 61-100% 77% 3% Indian (SASS-3C) 70-100% 84% 1%

Teachers Public (SASS-4A) 71-100% 91% 0% Private (SASS-4B) 69-100% 89% 1% Indian (SASS-4C) 70-100% 84% 3%

Students (SASS-5) Public 90-100% 97% 0% Private 84-100% 97% 0% Indian 79-100% 88% 0%

Libray Media Center Public (LS-1A) 57-99% 81% 5% Private (LS-1B) 66-99% 80% 4% Indian (LS-1C) 61-100% 82% 1%

Librarians Public (LS-2A) 61-100% 87% 6% Private (LS-2B) 50-100% 80% 11% Indian (LS-2C) 56-100% 87% 5%

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SASSSASSCHANGES IN SASS DESIGN AND CONTENTCHANGES IN SASS DESIGN AND CONTENTFROM 1991 TO 1994FROM 1991 TO 1994

Several changes in survey procedures, de-sign, and content were made between thecompletion of the second cycle of the SASS(1990–91) and the implementation of the thirdcycle of the SASS in school year 1993–94.

Design ChangesDesign Changes

Below is a summary of the changes made tothe 1993–94 sample design.

1. To improve the precision of the 1993–94private sector estimates, the 1991–92 PrivateSchool Survey (PSS) was used as a samplingframe. The private school stratum definitionswere based on the 1991–92 school reports ofassociation membership and affiliation.

2. Private school weights were adjusted sothat the total number of private schools inthe 1993–94 SASS agrees with the total num-ber of private schools in the 1993–94 PSS.

3. For the private sector, the sample wasreallocated to publish estimates for one ad-ditional association, making a total of 19 as-sociations.

4. In the 1993–94 SASS, a library/librariansurvey was initiated, as well as a student ad-ministrative records survey.

5. The cutoff for the identification of aNative American school was changed froman enrollment greater than 25 percent to anenrollment greater than 19.5 percent.

6. All the Bureau of Indian Affairs schoolswere included in the 1993-94 SASS.

7. Computer Assisted Telephone Interview(CATI) facilities were used extensively for thenonresponse followup of the teacher survey,librarian survey, library survey, public schoolsurvey, and administrator survey.

8. Teacher lists from sample schools werekeyed to provide better control over samplesizes by stratum and to improve the effective-ness of the sort.

9. Administrators who teach were eligiblefor the teacher sample in addition to receiv-ing an administrator questionnaire.

New ComponentsNew Components

For the 1993–94 school year, three compo-nents were added to the SASS:

The Student Records QuestionnaireStudent Records Questionnaire whichcollected student data from school adminis-trative records;

The Library Media Center QuestionnairesLibrary Media Center Questionnaireswhich collected data on school libraries;

The Library Media Specialist/Librarian Ques-Library Media Specialist/Librarian Ques-tionnairestionnaires which collected data on schoollibrarians;

Content ChangesContent Changes

The following data items were added to eachsurvey.

Teacher Demand and Shortage Question-Teacher Demand and Shortage Question-nairenaire was expanded to include additionalquestions on participation in prekindergarten,federal lunch, Chapter 1, and choice pro-grams; new data were collected on com-munity service requirements for high schoolgraduation, position abolishment due to bud-get cuts, emergency certification, policies ondiscipline and or drug use, and incentives forcompletion of training or college courses.

School Principal QuestionnaireSchool Principal Questionnaire was ex-panded to include questions on where theprincipal’s college degree was earned, aswell as information on other degrees. Othernew items included if principal ever taught,breaks in his/her education career, and theyear when he/she will be eligible for retire-ment.

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SASSSASSSchool QuestionnaireSchool Questionnaire was expanded to in-clude additional questions on Limited EnglishProficiency (LEP), prekindergarten, job place-ment, tech-prep, drug, alcohol, AmericanIndian programs.

Teacher QuestionnaireTeacher Questionnaire was expanded to in-clude questions on where his/her collegedegrees were earned, information on otherdegrees, certification in what he/she wascurrently teaching, opinions about violencein the school, and year when eligible for re-tirement.

TIMINGTIMING

The 1993–94 school district, principal, library,and librarian questionnaires were mailed inOctober 1993; school questionnaires andabout three-fourths of the teacher question-naires were mailed in early December. Datacollection for all SASS components ended inSpring 1994.

CONFIDENTIALITY PROTECTION MEASURESCONFIDENTIALITY PROTECTION MEASURES

SASS data are released in accordance withthe provisions of the General Education Pro-visions Act (GEPA) [20-USC 1221e-1] and theCarl D. Perkins Vocational Education Act.

Under Public Law 100-297, the National Cen-ter for Education Statistics is responsible forprotecting the confidentiality of individualrespondents and releases data for statisticalpurposes only. Record matching or deduc-tive disclosure by any user is prohibited.

To ensure that the confidentiality provisionscontained in PL 100-297 have been fullyimplemented, procedures for disclosureavoidance were used in preparing public-usemicrodata for release. Every effort was madeto provide the maximum research informa-tion consistent with reasonable confidential-ity protections.

The data are made available in on abridgedform to researchers and the general public.Identification items on these public-use dataare coded or deleted to protect the confi-dentiality of survey participants. Research-ers who meet a set of qualifications may ob-tain restricted-use data containing codes thatfacilitate linkage between surveys for statisti-cal research purposes.

DATA PRODUCTSDATA PRODUCTS

Public-Use DataPublic-Use Data

In the public-use data all state identifiers andstratum codes have been removed to pre-vent the disclosure of identities of individualadministrators, teachers, and students. De-tailed affiliation codes for private schoolshave been collapsed into three categories:Catholic, Other Religious, and Non-sectarian.On the Administrator and Teacher file income,age, and college or university, were codedinto categories for the public-use data. CDROMS are the principal medium for obtain-ing SASS public-use microdata. Data tapesare also available by calling the NCES’ Na-tional Education Data Resource Center at703-845-3151 or fax the request to 703-820-7465 or use the NEDRC Internet address:nedrc@inet.ed.gov.

Restricted-Use DataRestricted-Use Data

Researchers requesting access to the re-stricted data must obtain a license to usethese data by providing the following infor-mation:

1. The title of the survey(s) to which ac-cess is desired.

2. A detailed discussion of the statisticalresearch project which necessitates access-ing the NCES survey.

3. The name and title of the most seniorofficial having the authority to bind the or-ganization to the provisions of the licenseagreement.

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SASSSASS4. The name and title of the principal projectofficer who will oversee the daily operations.

5. The phone number, names(s) and title(s)of professional and technical staff who willbe accessing the survey data base.

6. The estimated loan period necessary foraccessing the NCES survey data base.

7. The desired computer media format andconversion (e.g. 9-track tape, CD ROM, orASCII, EBCDIC).

Return all of the above information to:

Restricted-Use DataStatistical Standards and MethodologyServices GroupNCES/OERIU.S. Department of Education555 New Jersey Ave., NWWashington, DC 20208

SASS RESEARCH AND EVALUATIONSASS RESEARCH AND EVALUATION

In order to improve methods and proceduresfor future data collection cycles of the SASS,NCES staff work with the Bureau of the Cen-sus Staff and with researchers in the privatesector and academic communities to im-prove methods and procedures. The follow-ing is a list of projects in the SASS researchand evaluation program:

Planning and DevelopmentPlanning and Development

• SASS Redesign Project — The aim of thisproject is to help evaluate the role of the SASSin the elementary and secondary data col-lection programs of the NCES and to plan forthe 1998–99 administration of the survey. Theproject will help identify the current uses ofthe data, as well as emerging educationalresearch topics to be covered in future ad-ministrations of the SASS. As part of theproject, 11 papers have been commissionedto examine the design and content of theSASS and make recommendations for improv-ing, focusing, and expanding the use of theSASS for educational research.

• Teacher Instructional Practices — Thisproject will advance survey methods of cap-turing information about classroom instruc-tion, and improve NCES' ability to measureand describe the educational experiencesof students for the purpose of better under-standing their academic achievement. Anational random sample of secondary math-ematics teachers will complete a survey ofinstructional practices; a subsample will alsoprovide more detailed daily information withwhich to assess reporting consistency be-tween the two methods. Results will informdecisions about incorporating specific itemsinto current NCES data collection activities.

• Private School Finance Questionnaire — Thisproject is part of a larger project whose goalis to establish a private school finance datacollection. The initial phase established thedifficulty of collecting common finance datathrough the private school associations. Thisproject involves creating a set of financeitems that can either be added to an exist-ing survey of private schools or be used asthe basis for an entire questionnaire dedi-cated to private school finance.

• Feasibility of Conducting a Longitudinal Sur-vey of Schools — This study will evaluate thesubstantive advantages and disadvantagesand the technical feasibility of undertakinga longitudinal study of schools. The project ismade up of two activities. The first one evalu-ates the suitability of using current NCES cross-sectional data systems for longitudinal analy-ses of school organization. The 30 percentsample overlap in consecutive SASS surveysis used to study weighting issues and analysisprocedures relevant to a longitudinal surveyof schools. The second bactivity combinesthe SASS example with a conceptual paper,including recommendations on the feasibil-ity of adopting components of a longitudi-nal design, burden constraints, weighting is-sues, context changes, design adaptations,and potential mergers of current NCES datasystems. Various experts in the fields of orga-nization research and school research andpolicy will be consulted as background forthe conceptual paper.

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SASSSASS

SASSSASS• Professional Development, Teaching Qual-ity, and Student Learning: Recommendationsfor National Data Collection — NCES is con-ducting a study to identify the relationshipsamong professional development, teachingquality, and student learning for the purposeof defining data collection items that can ac-curately portray those relationships at the na-tional level. As reform movements seeminglysweep the nation, professional developmentwill become an increasingly important ve-hicle through which schools and jurisdictionscan meet their instructional goals. Throughthis study, NCES hopes to advance efforts toassess professional development in largescale surveys.

The project has three major parts: (1) investi-gating and synthesizing existing research onthe relationships among three elements (pro-fessional development, teaching quality, andstudent learning) and on the current meansof measuring professional development; (2)determining the specific and future dataneeds within OERI, NCES, the Institutes andLabs, and the National Goals Panel; and (3)recommending a direction for future datacollection and reporting on professional de-velopment.

• Development of a SASS Student Achieve-ment Subfile through Linkage to State Assess-ment SASS provides in-depth data on teach-ers and school programs, services, and cli-mates. The value of SASS can be enhancedby adding student outcome data. An inex-pensive source of school-level outcome datafor studying schools within each state is exist-ing state assessments; and by transforming toa common metric across states, within-stateresults can be pooled across states. Becausemost states participate in State NAEP, linkageto NAEP can be used to construct a com-mon metric for state assessments, which eventhough they will not support between-statecomparisons, will facilitate important policystudies. To address questions of power, ac-curacy, and generalizability, a pilot study merging school–level state assessment datain a few states with 1993-94 SASS will evaluatethe feasibility and usefulness of this strategyto enhance SASS.

Sampling FrameSampling Frame

• PSS Frame Updating Matching System Im-provement — The 1995 PSS list frame match-ing operation incorporated some automa-tion features (e.g., computer matching files,string searching to identify possible matches)which improved the timing, cost and accu-racy of this matching operation. This projectinvestigates other improvements that couldbe made to this matching system (e.g., morecomputer matching of files, use other match-ing systems available at the Census Bureau,have the computer make more of thematching decisions), implement these im-provements, and test the performance of thisimproved matching system. The effects of thechanges in the matching procedures on theunduplication process will be measured andcompared with previous PSS enumerations.

• Private School Time Series — Both SASS andPSS are used to produce estimates of the pri-vate school universe. In the past, these sur-veys have generally collected data for dif-ferent school years (except for the most re-cent surveys which both covered the 1993–94 school year). As such, these estimatescould be used to form a private school timeseries. Unfortunately, due to some differencesin SASS and PSS (e.g., different area frame andlist frame updating was used), the estimatesfrom SASS and PSS are somewhat inconsistent.Based on current planning, the next SASS willcover the 1998–99 school year and the nextPSS will cover the 1995–96, 1997–98, 1999–2000,... school years. This research will studySASS and PSS design and procedural changesthat will enable a more consistent privateschool time series to be produced.

• Private School Area Frame PSU DesignChanges — Both PSS and the private schoolcomponent of the SASS include an areaframe operation which identifies schools miss-ing from the private school list frame. This areaframe operation is conducted in about 125sample PSUs. Although new samples of PSUsare selected, basically the same sampledesign methodology has been used for theseframes. Recently, some research was com-pleted that developed the methodology to

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SASSSASSmail response rates for these surveys will bebeneficial to the overall cost of these surveys.This research includes a review of the workdone to improve mail response rates for othermail data collections (e.g., the DecennialCensus) to identify techniques useful for SASS,TFS, and PSS.

• Public School Teacher Computer AssistedTelephone Interview (CATI) Test — The in-creased use of technology has resulted inmore extensive use of CATI. The SASS has tra-ditionally used a decentralized telephone fol-low-up data collection for nonrespondingteachers. During the 1993–94 SASS, theteacher survey split nonrespondents into asample designed for the traditional telephonefollow-up and a sample designated for CATIfollow-up. This project will analyze the differ-ences in estimates by selected teacher char-acteristics between the CATI and traditionaltelephone follow-up.

NonresponseNonresponse

• 1990–91 Nonresponse Study — Nonresponsestudies are motivated by a need to measurethe success of the sampling scheme, explainnonresponse where possible, control andadjust survey estimates for bias, and improvesurvey operations. The 1990–91 SASSNonresponse Study examined factors relatedto nonresponding schools, districts, teachers,and principals. These characteristics are lim-ited to data available for all sampled cases,such as the school or district enrollment size,the geographic locale of the school, the statein which the unit was located or the type ofprivate school, and so forth. Both descrip-tive data and a logistic regression model ofthe data were analyzed.

• 1993–94 Nonresponse Study — The 1993–94SASS Nonresponse Study extends the work ofthe earlier nonresponse study by examiningnonresponse characteristics for the new com-ponents: library/media centers, librarians,and student records. Other frame variablesof potential interest will be investigated. Ad-ditionally, the effects of cumulative hierarchi-cal nonresponse (such as the school’snonresponse factored into the percentageof schools not providing a teacher list) will be

Questionnaire DesignQuestionnaire Design

• Cognitive Research on The Teacher ListForm — The sample frame used to select theteacher sample for SASS is created from thedata captured in the teacher listing formdata collection operation. The version of theteacher listing form used during the 1993–94SASS experienced some data problems (e.g.,the race of some teachers was misclassifiedas Native American rather than white). Thisresearch will involve the development of arevised teacher listing form that addresses theproblems encountered during the 1993–94data collection cycle.

• Cognitive Research on the SASS TeacherQuestionnaire — The Center for Survey Meth-ods Research of the Bureau of the Census isevaluating selected questions on the TeacherQuestionnaire — their experience, training,workload and attitudes. New (total teach-ing experience is less than 3 years) and ex-perienced teachers will be interviewed frompublic and private schools.

• Cognitive Research on Reporting Associa-tion Membership in the Private School Survey(PSS) — The Cognitive Studies Group of TheBureau of Labor Statistics is evaluating the PSSitems used to determine private school reli-gious orientation and affiliation, and associa-tion membership. This study will result in themodification and reformatting of existingitems.

Data CollectionData Collection

• Improving Mail Response — The data col-lection procedures used for SASS, TFS, and PSSinvolve an initial mail component which in-cludes several mailings and reminders, andthen a telephone follow-up of the mailnonresponses. Improvements made to the

model the undercoverage of private schoolsfrom the list frame. The area frame PSU de-sign research will identify alternative designchanges that use the different aspects of theundercoverage model. The design changeswill be evaluated in terms of their expectedeffect on the efficiency of the sample design.

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SASSSASS

SASSSASSanalyzed. Analysis of the new SASS compo-nents (student records, school libraries, andschool librarians) will be examined for the ef-fects of cumulative nonresponse.

ReinterviewReinterview

•• Reinterview Studies of NCES — Most of thedata collection programs of NCES have somevariation of reinterview study completed aspart of the field test or as part of the mainstudy. Correlations or gross difference ratesfor selected items are usually reported. Thepurpose of this study is to summarize the re-sults of recent NCES reinterview studies, de-scribe how the reinterview study was done,and analyze how the results were used.

EstimationEstimation

•• Improved Generalized Least Squares (GLS)Estimation in NCES Surveys — PSS and SASSboth measure the number of teachers, stu-dents, and schools. The respective SASS andPSS estimates do not always agree. In termsof reliability and consistency, SASS estimateswould be improved if they agreed with PSSestimates. Simple raking procedures can beused to make PSS and SASS agree for any oneof these variables. In fact, the 1993–94 SASSis adjusted to 1993–94 PSS estimate of the to-tal number of schools in the nation. However,raking will not work if it is desired to make thethree estimates agree simultaneously. Thisstudy is an attempt to use GLS methodologyto adjust SASS weights so the SASS estimatesof the number of schools, teachers and stu-dents agree with the PSS.

PeriodicityPeriodicity

•• SASS Periodicity Study — Given the currentgovernment budget constraints, the questionof the frequency of the SASS data collectionis an important question. SASS is now on afive year cycle although originally envisionedfor a two year cycle. To more formally ad-dress this issue, mathematical models can beformulated to measure the sampling errorand the error associated with using the pre-vious value until a new value is collected.These models can be applied to the SASSestimates assuming different periodicities anda fixed yearly costs. This study uses SASS dataacross the last three cycles to determine theoptimum periodicity for SASS.

• Private School State Estimates — PSS hasbeen used to produce state estimates for pri-vate schools. The area frame component ofPSS is designed for regional estimates. Hence,not every state has selected PSUs in the areaframe. This leads to some state estimates thatassume no school undercoverage. This is notlikely to be true. This study is an attempt touse small area estimation procedures todevelop undercoverage estimates in everystate, thereby, improving the PSS state esti-mates.

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SASSSASS

The following SASS data products may beobtained free of charge while supplies lastfrom:

U.S. Department of EducationNational Center for Education StatisticsSASS Data Products555 New Jersey Avenue, NW, Room 422Washington, DC 20208-5651

ReportsReports

• Out-of-Field Teaching and EducationalEquality (NCES 96-040)

• Schools and Staffing in the United States:A Statistical Profile: 1993–94 (NCES 96-124)

• Private School Universe Survey, 1993–94(NCES 96-143)

• SASS by State, 1993-94 Schools and StaffingSurvey: Selected State Results (NCES 96-312)

• Comparing Key Organizational Qualitiesof American Public and Private SecondarySchools (NCES 96-322)

• Schools and Staffing in the United States:Selected Data for Public and Private Schools,1993-94 (E.D. Tab, NCES 95-191)

• Private Schools in the United States: A Sta-tistical Profile, 1990–91 (NCES 95-330)

• Teacher Supply in the U.S.: Sources of NewlyHired Teachers in Public and Private Schools,1988–1991(NCES 95-348)

• Characteristics of American Indian andAlaska Native Education, Results from the1990–91 SASS (NCES 95-735)

• Teacher Supply, Teacher Qualifications andTeacher Turnover, Aspects of Teacher Supplyand Demand in the U.S., 1990–91(NCES 95-744)

• The Patterns of Teacher Compensation(NCES 95-829)

• Characteristics of Stayers, Movers, andLeavers: Results from the Teacher FollowupSurvey, 1991-92 (E.D. Tab, NCES 94-337)

• SASS by State (NCES 94-343)

• Private School Universe Survey, 1991-92(NCES 94-350)

• Qualifications of the Public School TeacherWorkforce: 1988 and 1991 (NCES 94-665)

• America’s Teachers: Profile of a Profession(NCES 93-025)

• Private School Universe Survey, 1989-90(NCES 93-122)

• Selected Tables on Teacher Supply andDemand (E.D. Tab, NCES 93-141)

• Schools and Staffing in the United States: AStatistical Profile, 1990-91 (NCES 93-146)

• Schools and Staffing in the United States:Selected Data for Public and Private Schools,1990-91 (E.D. Tab, NCES 93-453)

• Schools and Staffing in the United States: AStatistical Profile, 1987-88 (NCES 92-120)

• Characteristics of Stayers, Movers, andLeavers: Results from the Teacher FollowupSurvey, 1988-89 (E.D. Tab, NCES 91-128)

Schools and Staffing Survey (SASS) DATA PRODUCTSSchools and Staffing Survey (SASS) DATA PRODUCTS

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SASSSASS

SASSSASS

Forthcoming ReportsForthcoming Reports

• Characteristics of American Indian andAlaska Native Education, Results from the1993–94 SASS

• America’s Teachers: Profile of a Profession,1993–94

• The State of Teaching as a Profession,1990–91

• The Effects of Professionalization on Teach-ers: A Multi-Level Analysis, 1990–91

• Time Spent Teaching Core Academic Sub-jects in Elementary Schools: ComparisonsAcross Community School, Teacher, and Stu-dent Characteristics

• Job Satisfaction Among America’s Teach-ers: Effects of Workplace, Conditions, Back-ground Characteristics, and Teacher Com-pensation, 1993–94

• A Profile of Administration Policies and Prac-tices for Limited English Proficiency Students:Screening Methods, Teacher Training, andProgram Support, 1993–94

• Private Schools in the U.S.: A Statistical Pro-file, 1993–94

• Sources of Newly Hired Teachers in Publicand Private Schools, 1988–94

• Characteristics of Students’ Programs: Re-sults from Their Student Records, 1993–94

• Characteristics of Stayers, Movers, andLeavers: Results from the Teacher FollowupSurvey, 1994-95

• Characteristics of Public School Districts,1993-94

• School Principals in the United States, 1993-94

Issue BriefsIssue Briefs

• Are High School Teachers Teaching CoreSubjects Without College Majors or Minors inThose Subjects? (Issue Brief, NCES 96-839)

• Where Do Minority Principals Work? (IssueBrief, NCES 96-840)

• What Academic Programs are OfferedMost Frequently in Schools Serving AmericanIndian and Alaska Native Students? (IssueBrief, NCES 96-841)

• How Safe are the Public Schools: What DoTeachers Say? (Issue Brief, NCES 96-842)

• Extended Day Programs in Elementary andCombined Schools (Issue Brief, NCES 96-843)

• What Criteria are Used in ConsideringTeacher Applicants? (Issue Brief, NCES 96-844)

• Private School Graduation Requirements(Issue Brief, NCES 95-145)

• How Much Time Do Public and PrivateSchool Teachers Spend in Their Work? (IssueBrief, NCES 95-709)

• Migration and Attrition of Public and Pri-vate School Teachers: 1991–92 (Issue Brief,NCES 95-770)

• Which Types of Schools Have the HighestTeacher Turnover? (Issue Brief, NCES 95-778)

• Libraries/Media Centers in Schools: AreThere Sufficient Resources? (Issue Brief, NCES95-779)

• Who Influences Decisionmaking AboutSchool Curriculum: What Do Principals Say?(Issue Brief, NCES 95-780)

17

SASSSASS• Public and Private School Principals: AreThere Too Few Women? (Issue Brief, NCES 94-192)

• Sources of Newly Hired Teachers in Publicand Private Schools, 1988-91 (Issue Brief, NCES94-481)

• What are the Most Serious Problems inSchools? (Issue Brief, NCES 93-149)

• Teacher Salaries—Are They Competitive?(Issue Brief, NCES 93-450)

• Teaching and Administrative Work Experi-ence of Public School Principals (Issue Brief,NCES 93-452)

• Teacher Attrition and Migration (Issue Brief,NCES 92-148)

VideoVideo

• Americas Teachers: Profile of a Profession

MethodsMethods

• 1993-94 Schools and Staffing Survey:Sample Design and Estimation (TechnicalReport, NCES 96-089)

• An Exploratory Analysis of Nonrespondentsin the 1990-91 Schools and Staffing Survey(NCES 96-338)

• Design Effects and Generalized VarianceFunctions for the 1990–91 Schools and Staff-ing Surveys (SASS) Volume I--User’s Manual(NCES 95-342I)

• Design Effects and Generalized VarianceFunctions for the 1990–91 Schools and Staff-ing Surveys (SASS) Volume II--Technical Report(NCES 95-340II)

• Quality Profile for SASS: Aspects of the Qual-ity of Data in the Schools and Staffing Sur-veys (Technical Report, NCES 94-340)

• 1990-91 Schools and Staffing Survey: SampleDesign and Estimation (Technical Report,NCES 93-449)

• Modeling Teacher Supply and Demand,with Commentary (Research and Develop-ment Report, NCES 93-461)

• 1987-88 Schools and Staffing Survey:Sample Design and Estimation (TechnicalReport, NCES 91-127)

CD-ROMsCD-ROMs

• Schools and Staffing Survey: 1993–94 Elec-tronic Codebook and Public Use Data

• Schools and Staffing Survey: 1990–91 Elec-tronic Codebook and Public Use Data

• Schools and Staffing Survey, 1987–88Microdata and Documentation

QuestionnairesQuestionnaires

• SASS and PSS Questionnaires 1993–1994(NCES 94-674)

• SASS and TFS Questionnaires 1990–1991

• SASS and TFS Questionnaires 1987–1988

User’s ManualsUser’s Manuals

• 1990–91 Schools and Staffing Survey: DataFile User’s Manual Volume I: Survey Documen-tation (NCES 93-144-I)

• 1990–91 Schools and Staffing Survey: DataFile User’s Manual Volume II: Restricted-Usecodebook (NCES 93-144-II)

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SASSSASS

SASSSASS• 1990–91 Schools and Staffing Survey: DataFile User’s Manual Volume III: Public-Usecodebook (NCES 93-144-III)

• 1990–91 Schools and Staffing Survey: DataFile User’s Manual Volume IV: Bureau of In-dian Affairs (BIA) Restricted-Use Codebooks:Administrator, Schools, and Teachers (NCES93-144-IV)

• 1991–92 Teacher Followup Survey Data FileUser’s Manual—Public-Use Version (NCES 94-331)

• 1991–92 Teacher Followup Survey Data FileUser’s Manual—Restricted-Use Version (NCES94-478)

• 1988–89 Teacher Followup Survey Data FileUser’s Manual—Public-Use Version (NCES 92-058)

Forthcoming User’s ManualsForthcoming User’s Manuals

• 1993–94 Schools and Staffing Survey, DataFile User’s Manual Volume I: Survey Documen-tation

• 1993–94 Schools and Staffing Survey, DataFile User’s Manual Volume II: Restricted-UseCodebook

• 1993–94 Schools and Staffing Survey, DataFile User’s Manual Volume III: Public-UseCodebook

• 1993–94 Schools and Staffing Survey, DataFile User’s Manual Volume IV: Bureau of In-dian Affairs (BIA) Restricted-Use Codebooks:Administrator, Schools, and Teachers

• 1993–94 Schools and Staffing Survey, DataFile User’s Manual Volume V: Restricted-UseCodebook Students’ Records

Conference PapersConference Papers

• • Using Classroom Instructional Process Itemsin National Center for Education StatisticsStudy to Measure Student Opportunity toLearn: A Progress Report

• Heaven or Hell? The Teaching Environmentof Beginning Teachers

• Using Opportunity to Learn Items in Elemen-tary and Secondary National Surveys

• Characteristics of Public and Private SchoolTeachers

• Characteristics of Mathematics and Sci-ence Teachers

• Teacher Training, Certification and Assign-ment

• Teacher Turnover: Patterns of Entry To andExit from Teaching

• Moonlighting Among Public and PrivateSchool Teachers

• Characteristics of Bilingual Education andEnglish as a Second Language Teachers

• Highlights of Minority Data from the Schoolsand Staffing Survey

• Teacher Incentive Research with SASS

• Teacher Salaries: Comparing States AfterAdjusting for Teacher Experience andEducation

• What are the Characteristics of PrincipalsIdentified as Effective by Teachers

• Schools at Risk: Results of the 1987-88Schools and Staffing Survey

• Destinations of Movers and Leavers: WhereDo They Go?

• Teacher Salaries: Comparing States AfterAdjusting for Teacher Experience and Educa-tion

• Classroom Environment and Support of Be-ginning Teachers: A Test of the “Crucible ver-sus Cradle” Theory of Teacher Induction

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SASSSASS

Social Statistics Section, August 1993Social Statistics Section, August 1993

WP 94-02WP 94-02 Generalized Variance Estimatesfor Schools and Staffing Survey (SASS)

WP 94-03WP 94-03 1991 Schools and Staffing Survey(SASS) Reinterview Response Variance Report

WP 94-04WP 94-04 The Accuracy of Teachers’ Self-report on Their Postsecondary Education:Teacher Transcript Study, Schools and Staff-ing Survey

WP 94-06WP 94-06 Six Papers on Teachers from the1990–91 Schools and Staffing Survey andOther Related Surveys

• Why do Teachers Leave Teaching? Rea-sons for Teacher Attrition from the TeacherFollowup Survey

NCES Working Papers Related to SASSNCES Working Papers Related to SASS

WP 94-01WP 94-01 Schools and Staffing Survey(SASS). Papers Presented at the Meetings ofthe American Statistical Association

Section on Survey Research Methods, Au-Section on Survey Research Methods, Au-gust 1992gust 1992

Establishment Surveys Conference, JuneEstablishment Surveys Conference, June19931993

a. “The Schools and Staffing Survey: Re-search Issues”

b. “The Schools and Staffing Survey: HowReinterview Measures Data Quality”

c. “Mail Versus Telephone Response inthe 1991 Schools and Staffing Surveys”

d. “Questionnaire Research in theSchools and Staffing Survey: A CognitiveApproach”

e. “Balance Half-Sample Replication withAggregation Units”

f. “Characteristics of Nonrespondents inthe Schools and Staffing Surveys’ SchoolSample”

g. “Improving Reliability and Compara-bility on NCES Data on Teachers andOther Education Staff”

a. “Sampling Frames at the UnitedStates National Center for Education Sta-tistics”

b. “Monitoring Data Quality in Educa-tion Surveys”

a. “Generalized Variance Functions forthe Schools and Staffing Surveys”

b. “A Bootstrap Variance Estimator forthe Schools and Staffing Survey

c. “Adjusting for Nonresponse Bias ofCorrelated Items Using Logistic Regres-sion”

d. “Comparisons of School Locale Set-ting: Self-Reported Versus Assigned”

e. “Characteristics of Nonrespondents tothe 1990–91 Schools and Staffing Survey

a. “Implicit Markets for Teacher Qualityand School Attributes”

b. “Who Decides? Principals’ and Teach-ers’ Views on Decision-Making”

c. “Determinants of Pupil-Teacher Ratiosat School Sites: Evidence from the Schoolsand Staffing Survey”

a. “The Results of the 1993 Teacher ListValidation Study (TLVS)”

b. “Designing the Teacher Follow-up Sur-vey (TFS): Issues and Content)”

c. “Understanding the Supply of Elemen-tary and Secondary Teachers: The Roleof the School and Staffing Survey and theTeacher Followup Survey”

d. “Teacher Retention/Attrition: Issues forResearch”

e. “Reflections on a SASS LongitudinalStudy”f. “Whither Didst Thou Go? Retention, Re-assignment, Migration, and Attrition ofSpecial and General Education Teachersin National Perspective”

Section on Survey Research Methods, Au-Section on Survey Research Methods, Au-gustgust 1993 1993

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SASSSASS

SASSSASSWP 95-02WP 95-02 QED Estimates of the 1990–91Schools and Staffing Survey: Deriving andComparing QED School Estimates with CCDEstimates

WP 95-03WP 95-03 Schools and Staffing Survey:1990–91 SASS Cross-Questionnaire Analysis

WP 95-08WP 95-08 CCD Adjustment to the 1990–91SASS: A Comparison of Estimates

WP 95-09WP 95-09 The Results of the 1993 TeacherList Validation Study (TLVS)

WP 95-10WP 95-10 The Results of the 1991–92Teacher Followup Survey (TFS) Reinterviewand Extensive Reconciliation

WP 95-11WP 95-11 Measuring Instruction, Curricu-lum Content, and Instructional Resources: TheStatus of Recent Work

WP 95-15WP 95-15 Classroom Instructional Pro-cesses: A Review of Existing MeasurementApproaches and Their Applicability for theTeacher Followup Survey

WP 95-16WP 95-16 Intersurvey Consistency in NCESPrivate School Surveys

WP 95-17WP 95-17 Estimates of Expenditures for Pri-vate K–12 Schools

WP 95-18WP 95-18 An Agenda for Research onTeachers and Schools: Revisiting NCES”Schools and Staffing Survey

WP 96-01WP 96-01 Methodological Issues in theStudy of Teachers’ Careers: Critical Featuresof a Truly Longitudinal Study

WP 96-02WP 96-02 Selected papers presented atthe meeting of the 1995 American StatisticalAssociation

WP 95-01WP 95-01 Schools and Staffing Survey:1994. Papers Presented at the 1994 Meetingof the American Statistical Association

Estimation Issues in School SurveysEstimation Issues in School Surveys

Response and Coverage Issues in SchoolResponse and Coverage Issues in SchoolSurveysSurveys

Education Research Using the Schools andEducation Research Using the Schools andStaffing Surveys and the National Educa-Staffing Surveys and the National Educa-tion Longitudinal Studytion Longitudinal Study

a. “Some Data Issues in School-BasedSurveys”

b. “The 1991–92 Teacher Follow-up Sur-vey Reinterview and Extensive Reconcili-ation”

c. “Improving Coverage in a NationalSurvey of Teachers”

d. “Improving the Coverage of PrivateElementary-Secondary Schools”

a. “Intersurvey Consistency in SchoolSurveys”

b. “Estimation Issues Related to the Stu-dent Component of the SASS”

c. “Properties of the Schools and StaffingSurvey’s Bootstrap Variance Estimator”

d. “Optimal Periodicity of a Survey:Sampling Error, Data Deterioration, andCost”

a. “Adding Value to the Value-AddedEducational Production FunctionSpecification”

b. “Teacher Quality in Public and Pri-vate Schools”

c. “Teacher Shortages and TeacherQuality”

d. “Work Experience, Local Labor Mar-kets, and Dropping out of High School”

An Overviewof the

Schools andStaffing Survey

(SASS)

NATIONAL CENTER FOR EDUCATION STATISTICS JULY 1996

U.S. Department of EducationOffice of Educational Research and Improvement NCES 96-081

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SASSSASS

a. “1995 Roger Herriot AwardPresentation”

b. “Space/Time Variations in SurveyEstimates”

c. “Out of the Box: Again and Again,Roger Herriot at the Census Bureau”

a. “Improving the Coverage of PrivateElementary-Secondary Schools”

b. “Improving GLS Estimation in NCESSurveys”

c. “Optimal Periodicity of a Survey: Al-ternatives under Cost and Policy Con-straint”

d. “Properties of the Schools and StaffingSurvey’s Bootstrap Variance Estimator”

a. “Assessing Quality of CCD Data Usinga School-Based Sample Survey”

b. “Documentation of Nonresponse andConsistency of Data CategorizationAcross NCES Surveys”

c. “Multivariate Modeling of UnitNonresponse for 1990-91 Schools andStaffing Surveys”

d. “Evaluation of Imputation Methodsfor State Education Finance Data”

e. “Variance Estimates Comparison byStatistical Software”

f. “Teacher Supply and Demand in theU.S.”

Overcoming the Bureaucratic Paradigm:Overcoming the Bureaucratic Paradigm:Memorial Session in Honor of Roger HerriotMemorial Session in Honor of Roger Herriot

Design and Estimation Issues for SchoolDesign and Estimation Issues for SchoolBased SurveysBased Surveys

Data Quality and Nonresponse in Educa-Data Quality and Nonresponse in Educa-tion Surveystion Surveys

WP 96-05WP 96-05 Cognitive Research on theTeacher Listing Form for the Schools and Staff-ing Survey

WP 96-09WP 96-09 Making Data Relevant for PolicyDiscussions: Redesigning the School Admin-istrator Questionnaire for the 1998-99 SASS

WP 96-10WP 96-10 1998-99 Schools and StaffingSurvey: Issues Related to Survey Depth

WP 96-11WP 96-11 Towards an Organizational DataBase on America's Schools: A Proposal for theFuture of SASS, with Comments on SchoolReform, Governments, and Finance

WP 96-12WP 96-12 Predictors of Retention, Transfer,and Attrition of Special and General Educa-tion Teachers: Data from the 1989 TeacherFollowup Survey

WP 96-15WP 96-15 Nested Structures: District LevelData in the SASS

WP 96-16WP 96-16 Strategies for Collecting FinanceData from Private Schools