Teacher Attrition and Mobility:
|
|
- Brice Pierce
- 2 years ago
- Views:
Transcription
1 NCES U.S. DEPARTMENT OF EDUCATION Teacher Attrition and Mobility: Results From the Teacher Follow-up Survey First Look
2 Teacher Attrition and Mobility: Results From the Teacher Follow-up Survey First Look SEPTEMBER 2014 Rebecca Goldring Soheyla Taie Minsun Riddles Westat Chelsea Owens Project Officer National Center for Education Statistics NCES U.S. DEPARTMENT OF EDUCATION
3 U.S. Department of Education Arne Duncan Secretary Institute of Education Sciences John Q. Easton Director National Center for Education Statistics John Q. Easton Acting Commissioner Sample Surveys Division Christopher Chapman Associate 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 fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving 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 education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to NCES, IES, U.S. Department of Education 1990 K Street NW Washington, DC September 2014 The NCES Home Page address is The NCES Publications and Products address is This publication is only available online. To download, view, and print the report as a PDF file, go to the NCES Publications and Products address shown above. This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-12-D-005 with Westat. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. Government. Suggested Citation Goldring, R., Taie, S., and Riddles, M. (2014). Teacher Attrition and Mobility: Results From the Teacher Follow-up Survey (NCES ). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from Content Contact Chelsea Owens (202)
4 Contents Page List of Tables... iv Introduction... 1 Selected Findings... 3 References... 4 Estimate Tables... 5 Appendix A: Standard Error Tables... A-1 Appendix B: Methodology and Technical Notes... B-1 Appendix C: Description of Variables... C-1 iii
5 List of Tables Table Page 1. Number and percentage distribution of public school teacher stayers, movers, and leavers: through Number and percentage distribution of public school teacher stayers, movers, and leavers, by selected teacher and school characteristics in the base year: Percentage distribution of public school teacher movers who moved across schools, school districts, and sectors, by years of experience and type of move: through Percentage distribution of public school teacher movers who changed schools involuntarily or who rated various reasons as the most important in their decision to move from their base year school: through Percentage distribution of public school teacher leavers who left teaching involuntarily or who rated various reasons as the most important in their decision to leave the position of a K 12 teacher: Total number and percentage distribution of public school teacher leavers, by their current occupational and industry status: Percentage distribution of working public teacher leavers who rated various aspects of their current occupation as better in teaching, better in current position, or not better or worse: iv
6 Appendix A: Standard Error Tables Table A-1. A-2. A-3. A-4. A-5. A-6. A-7. Table B-1. Standard errors for Table 1: Number and percentage distribution of public school teacher stayers, movers, and leavers: through A-2 Standard errors for Table 2: Number and percentage distribution of public school teacher stayers, movers, and leavers, by selected teacher and school characteristics in the base year: A-3 Standard errors for Table 3: Percentage distribution of public school teacher movers who moved across schools, school districts, and sectors, by years of experience and type of move: through A-5 Standard errors for Table 4: Percentage distribution of public school teacher movers who changed schools involuntarily or who rated various reasons as the most important in their decision to move from their base year school: through A-6 Standard errors for Table 5: Percentage distribution of public school teacher leavers who left teaching involuntarily or who rated various reasons as the most important in their decision to leave the position of a K 12 teacher: A-7 Standard errors for Table 6: Total number and percentage distribution of public school teacher leavers, by their current occupational and industry status: A-8 Standard errors for Table 7: Percentage distribution of working public teacher leavers who rated various aspects of their current occupation as better in teaching, better in current position, or not better or worse: A-9 Appendix B: Methodology and Technical Notes Weighted unit and overall response rates of TFS teachers, using initial base weight, by sector and teaching status: B-5 Page Page B-2. Summary of weighted item response rates, by survey: B-6 Appendix C: Description of Variables Table C-1. Page Variables used in the Teacher Attrition and Mobility: Results From the Teacher Follow-up Survey report... C-2 v
7 Introduction This report presents selected findings from the Current Teacher and Former Teacher Data Files of the Teacher Follow-up Survey (TFS). TFS is a nationally representative sample survey of public 1 and private school K 12 teachers who participated in the previous year s Schools and Staffing Survey (SASS). It has been conducted seven times: in the , , , , , , and school years (after the SASS administrations in the , , , , , , and school years, respectively). First fielded in school year , TFS was designed as a component of SASS and was sponsored by the National Center for Education Statistics (NCES) of the Institute of Education Sciences within the U.S. Department of Education. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through questionnaires sent to districts, schools, principals, teachers, and library media centers. Information from all of the surveys can be linked. The SASS questionnaires can be found at Like the SASS, the TFS was conducted by the U.S. Census Bureau. The TFS followed up with a sample of SASS teachers in the year after the SASS data collection and included those who left teaching as well as those who continued to teach. Teachers who returned the SASS teacher questionnaires were eligible for the TFS sample, which contained about 5,800 public school teachers and 1,200 private school teachers. Due to unprecedented low response rates among private school teachers, they were dropped from the TFS Current and Former Teacher data files. While previous TFS release reports have included information on teachers who taught in public or private schools during the SASS base-year, this report contains information pertaining only to public school teachers. For additional information on TFS response rates, see appendix B. The TFS was completed by about 4,400 current and former public school teachers. Of these respondents, teachers who were still teaching in the same school were classified as stayers, teachers who were teaching in a different school were classified as movers, and teachers who left the profession since the SASS interview in the previous year were classified as leavers. More information about the survey design can be found in the Documentation for the Teacher Follow-up Survey (Graham, Parmer, and Cox forthcoming). Because all of the teachers in the TFS sample responded to the SASS Teacher Survey in the previous school year, some questions (e.g., on age, sex, race/ethnicity) are not repeated in the TFS questionnaire. For this reason, some of the data in this report are drawn from the SASS. They are termed base-year data because the SASS responding teachers form the base for the teachers who are selected for TFS. 1 Public schools include traditional public and public charter schools. 1
8 The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the TFS data files. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. The tables in this report contain counts and percentages demonstrating bivariate associations. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. Comparisons drawn in the selected findings have been tested for statistical significance at the.05 level using Student s t statistics to ensure that the differences are larger than those that might be expected due to sampling variation. No adjustments were made for multiple comparisons. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Statistical Analysis Software (SAS 9.3) and SUDAAN (11.0) were used to compute the statistics for this report. Tables of standard errors are provided in appendix A. Detailed information about the survey methodology is provided in appendix B. Appendix C contains a description of the variables used in this report. More information about TFS can be found at 2
9 Selected Findings Of the 3,377,900 public school teachers who were teaching during the school year, 84 percent remained at the same school ( stayers ), 8 percent moved to a different school ( movers ), and 8 percent left the profession ( leavers ) during the following year (table 1). Among public school teachers with 1 3 years of experience, 80 percent stayed in their baseyear school, 13 percent moved to another school, and 7 percent left teaching in (table 2). Among public school teacher movers, 59 percent moved from one public school to another public school in the same district, 38 percent moved from one public school district to another public school district, and 3 percent moved from a public school to a private school between and (table 3). About 30 percent of public school teacher movers changed schools involuntarily in (table 4). About 10 percent of public school teacher leavers left teaching involuntarily in (table 5). About 8 percent of public school teachers who left teaching in were working in an occupation outside the field of education, including military service (table 6). About 51 percent of public school teachers who left teaching in reported that the manageability of their work load was better in their current position than in teaching. Additionally, 53 percent of public school leavers reported that their general work conditions were better in their current position than in teaching (table 7). 3
10 References Deville, J.C., and Särndal, C.E. (1992). Calibration Estimators in Survey Sampling. Journal of the American Statistical Association 87(418): Graham, S., Parmer, R., Strizek, G., and Thomas, T. (forthcoming). Documentation for the Schools and Staffing Survey (NCES ). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Graham, S., Parmer, R., and Cox, C. (forthcoming). Documentation for the Teacher Follow-up Survey: Restricted-Use Version (NCES ). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Goldring, R., Taie, S., Rizzo, L., Colby, D., and Fraser, A. (2013). User s Manual for the Schools and Staffing Survey Volumes 1 6 (NCES through ). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Goldring, R., Taie, S., and Riddles, M. (forthcoming). User s Manual for the Teacher Follow-up Survey: Current and Former Teacher Data (NCES ). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. U.S. Department of Education, National Center for Education Statistics. (2012). NCES Statistical Standards (NCES ). Washington, DC: Author. 4
11 Estimate Tables 5
12 Table 1. Number and percentage distribution of public school teacher stayers, movers, and leavers: through Number Percent Year Total base year teachers 1 Stayers Movers Leavers Stayers Movers Leavers ,386,500 2,065, , , ,553,500 2,237, , , ,555,800 2,205, , , ,994,700 2,542, , , ,214,900 2,684, , , ,380,300 2,854, , , ,377,900 2,846, , , Base year refers to the year in which the Schools and Staffing Survey (SASS) was administered. The SASS is always administered a year prior to the Teacher Follow-up Survey (TFS). The total number of base year teachers for any year is slightly lower than in previously published counts, as all teachers who responded to SASS but were ineligible for TFS (e.g., because they died or moved out of the country) were removed from the weighted count of base year teachers. NOTE: Stayers are teachers who were teaching in the same school in the current school year as in the base year. Movers are teachers who were still teaching in the current school year but had moved to a different school after the base year. Leavers are teachers who left the teaching profession after the base year. Total numbers are rounded to the nearest 100. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Teacher Follow-up Survey (TFS), Current and Former Teacher Data Files, ; Teacher Attrition and Mobility: Results From the Teacher Follow-up Survey, U.S. Department of Education, National Center for Education Statistics (NCES ). 6
13 7 Table 2. Number and percentage distribution of public school teacher stayers, movers, and leavers, by selected teacher and school characteristics in the base year: Teacher or school characteristic in base year 1 Total Stayers Movers Leavers Stayers Movers Leavers Number Percent Total 3,377,900 2,846, , , School classification Traditional public 3,264,900 2,754, , , Public charter 113,000 92,100 11,600! 9, ! 8.2 Teaching experience 1 3 years 398, ,400 49,800 28, years 919, , ,600 62, years 1,205,400 1,066,200 68,000 71, years or more 854, ,600 46,500 97, Age Less than 30 years 515, ,800 70,700 38, years 982, ,400 83,100 51, years 843, ,500 49,900 33, or more years 1,036, ,800 68, , Base salary Less than $30,000 88,500 61,400 13,900 13, $30,000 $39, , ,600 74,900 41, $40,000 $49, , ,300 77,500 77, $50,000 or more 1,675,300 1,442, , , Sex Male 801, ,600 63,000 51, Female 2,576,600 2,159, , , Race/ethnicity White, non-hispanic 2,769,700 2,353, , , Black, non-hispanic 229, ,400 26,900! 23,100! ! 10.1! Hispanic, regardless of race 261, ,400 33,000 20,800! ! Asian, non-hispanic 63,800! 61,200! 1,600! 95.8 Native Hawaiian/Pacific Islander, non-hispanic # # # # American Indian/Alaska Native, non-hispanic 22,300! 17,500! 78.8 Two or more races, non-hispanic 31,200! 27,700! 1,800! 88.8 Main assignment field Early childhood/general elementary 1,077, ,000 83,000 64, Special education 430, ,300 45,100 28, Arts/music 203, ,400 17,000! 9, ! 4.4 English/language arts 379, ,200 24,400 38, Mathematics 295, ,300 21,000! 28,600! ! 9.7! Natural sciences 226, ,700 16,600! 14, ! 6.5 Social sciences 209, ,700 17,900 18, Other 555, ,800 46,900 57, See notes at end of table.
14 8 Table 2. Number and percentage distribution of public school teacher stayers, movers, and leavers, by selected teacher and school characteristics in the base year: Continued Teacher or school characteristic in base year 1 Total Stayers Movers Leavers Stayers Movers Leavers Number Percent Teaching status Full time 3,126,000 2,678, , , Part time 251, ,700 37,800 46, Certification type 2 Regular or standard state certificate or advanced professional certificate 3,121,800 2,637, , , Certificate issued after satisfying all requirements except the completion of a probationary period 89,800 73,800 11,200! 4,800! ! Certificate that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained 106,400 89,100 11,500 5, ! 5.4! Certificate issued to persons who must complete a certification program in order to continue 35,400! 28,700! 4,500 2,200! 81.1 None of the above certifications in this state 24,400! 17,700! 3,700! ! Community type City 935, ,900 91,100 74, Suburban 1,100, ,400 85,900 80, Town 393, ,800 28,700 25, Rural 948, ,400 66,200 79, School level Primary 1,658,000 1,391, , , Middle 539, ,700 42,100 37, High 987, ,800 66,500 76, Combined 192, ,300 19,800! 22,200! ! 11.6! School enrollment Less than , ,600 13,300 9, ,068, ,500 84,800 84, , ,200 79,900 68, or more 1,286,200 1,095,200 94,000 97, Percent of K 12 students who were approved for free or reduced-price lunches ,162,900 1,014,100 68,600 80, , ,500 39,800 42, , ,100 79,900 65, or more 672, ,500 82,000 65, School did not participate in free or reduced-price lunch program 47,200 40,400 1,700! 5, ! # Rounds to zero.! Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 percent and 50 percent (i.e., the standard error is at least 30 percent and less than 50 percent of the estimate). Reporting standards not met. The coefficient of variation (CV) for this estimate is 50 percent or greater (i.e., the standard error is 50 percent or more of the estimate). 1 Base year refers to Certification categories refer to in-state requirements only. NOTE: Stayers are teachers who were teaching in the same school in the current school year as in the base year. Movers are teachers who were still teaching in the current school year but had moved to a different school after the base year. Leavers are teachers who left the teaching profession after the base year. Detail may not sum to totals because of rounding and because some data are not shown. SOURCE: U.S. Department of Education, National Center for Education Statistics, Teacher Follow-up Survey (TFS), Current and Former Teacher Data Files,
15 Table 3. Percentage distribution of public school teacher movers who moved across schools, school districts, and sectors, by years of experience and type of move: through Percent of teachers with Type of move All public 1 3 years of experience 4 or more years of experience Total Moved from one public school to another public school in the same school district Moved from one public school district to another public school district Moved from a public school to a private school ! 2.4!! Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 percent and 50 percent (i.e., the standard error is at least 30 percent and less than 50 percent of the estimate). NOTE: Movers are teachers who were still teaching in the current school year but had moved to a different school after the base year ( ). There are 49,800 public school movers with 1 3 years of teaching experience, and 222,100 public school movers with 4 or more years of teaching experience. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Teacher Follow-up Survey (TFS), Current Teacher Data File,
16 Table 4. Percentage distribution of public school teacher movers who changed schools involuntarily or who rated various reasons as the most important in their decision to move from their base year school: through Reason for moving Percent Changed schools involuntarily 30.3 Voluntary reasons for moving Personal life factors 22.7 Assignment and classroom factors 4.6 Salary and other job benefits 3.5! School factors 22.6 Student performance factors 0.6! Other factors 15.8! Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 percent and 50 percent (i.e., the standard error is at least 30 percent and less than 50 percent of the estimate). NOTE: Movers are teachers who were still teaching in the current school year but had moved to a different school after the base year ( ). Respondents were asked to choose, from various reasons, the most important reason in their decision to move from their base year ( ) school. Changed schools involuntarily includes contract not renewed, laid off, and school closed or merged. Other factors includes teachers who did not indicate their most important reason for moving. Detail may not sum to totals because of rounding and because some data are not shown. SOURCE: U.S. Department of Education, National Center for Education Statistics, Teacher Follow-up Survey (TFS), Current Teacher Data File,
17 Table 5. Percentage distribution of public school teacher leavers who left teaching involuntarily or who rated various reasons as the most important in their decision to leave the position of a K 12 teacher: Reason for leaving Percent Left teaching involuntarily 9.7 Voluntary reasons for leaving Personal life factors 38.4 Assignment and classroom factors 2.4 Salary and other job benefits 6.8! Career factors 13.0 School factors 6.3 Student performance factors 3.1 Other factors 20.5! Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 percent and 50 percent (i.e., the standard error is at least 30 percent and less than 50 percent of the estimate). NOTE: Leavers are teachers who left the teaching profession after the base year ( ). Respondents were asked to choose, from various reasons, the most important reason in their decision to leave their base year ( ) school. Left teaching involuntarily includes contract not renewed, laid off, and school closed or merged. Other factors includes teachers who did not indicate their most important reason for leaving. Detail may not sum to totals because of rounding and because some data are not shown. SOURCE: U.S. Department of Education, National Center for Education Statistics, Teacher Follow-up Survey (TFS), Former Teacher Data File,
18 Table 6. Total number and percentage distribution of public school teacher leavers, by their current occupational and industry status: Occupational and industry status Number Percent 12 Main occupational status of all leavers Total 259, Working for a school or school district in a position in the field of K 12 education, but not as a regular K 12 classroom teacher 76, Working in the field of K 12 education but not in a school/district 2,900! 1.1! Working in the field of pre-k or postsecondary education 5,800! 2.2! Working in an occupation outside the field of education, including military service 20, Student at a college or university 4, Caring for family members 24, Retired 99, Disabled Unemployed 15, Other Industry status of leavers whose main occupational status was working in a position in the field of pre-k or postsecondary education, working in the field of K 12 education but not in a school/district, or working outside the field of education, including military service Total 28, Employee of a private company, nonprofit, business, or individual for wages, salary, or commission 21, State, federal, or local government employee 3, Self-employed in own business, professional practice, or farm 3,000! 10.5! Working without pay in a family business, farm, or volunteer job # # # Rounds to zero.! Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 percent and 50 percent (i.e., the standard error is at least 30 percent and less than 50 percent of the estimate). Reporting standards not met. The coefficient of variation (CV) for this estimate is 50 percent or greater (i.e., the standard error is 50 percent or more of the estimate). NOTE: Leavers are teachers who left the teaching profession after the base year ( ). Detail may not sum to totals because of rounding and because some data are not shown. SOURCE: U.S. Department of Education, National Center for Education Statistics, Teacher Follow-up Survey (TFS), Former Teacher Data File,
19 13 Table 7. Percentage distribution of working public teacher leavers who rated various aspects of their current occupation as better in teaching, better in current position, or not better or worse: Aspects of current occupation Better in teaching Better in current position Not better or worse Salary Benefits Opportunities for professional advancement or promotion 17.6! Opportunities for professional development 21.2! Opportunities for learning from colleagues Social relationships with colleagues Recognition and support from administrators/managers Safety of environment 7.6! Influence over workplace policies and practices 8.4! Autonomy or control over own work Professional prestige 8.4! Procedures for performance evaluation 9.7! Manageability of workload 16.2! Ability to balance personal life and work 12.9! Availability of resources and materials/equipment for doing your job 16.0! General work conditions 13.8! Job security Intellectual challenge Sense of personal accomplishment Opportunities to make a difference in the lives of others ! Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 percent and 50 percent (i.e., the standard error is at least 30 percent and less than 50 percent of the estimate). NOTE: Leavers are teachers who left the teaching profession after the base year ( ). Working teacher leavers include former teachers working for a school or school district in a position in the field of K 12 education but not as a regular K 12 classroom teacher; former teachers working in the field of K 12 education but not in a school/district; former teachers working in the field of pre-k or postsecondary education; and former teachers working outside the field of education, including the military service. Data on leavers who reported an occupational status of other than the above are not included. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Teacher Follow-up Survey (TFS), Former Teacher Data File,
20 Appendix A: Standard Error Tables A-1
Characteristics of Public and Private Elementary and Secondary School Teachers in the United States:
NCES 2013-314 U.S. DEPARTMENT OF EDUCATION Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2011 12 Schools and Staffing Survey First
Public School Teacher Attrition and Mobility in the First Five Years:
NCES 2015-337 U.S. DEPARTMENT OF EDUCATION Public School Teacher Attrition and Mobility in the First Five Years: Results From the First Through Fifth Waves of the 2007 08 Beginning Teacher Longitudinal
Educational Technology in U.S. Public Schools: Fall 2008
Educational Technology in U.S. Public Schools: Fall 2008 First Look NCES 2010-034 U.S. DEPARTMENT OF EDUCATION Educational Technology in U.S. Public Schools: Fall 2008 First Look APRIL 2010 Lucinda Gray
Distance Education Courses for Public Elementary and Secondary School Students: 2009 10
Distance Education Courses for Public Elementary and Secondary School Students: 2009 10 First Look NCES 2012 008 U.S. DEPARTMENT OF EDUCATION Distance Education Courses for Public Elementary and Secondary
Projections of Education Statistics to 2022
Projections of Education Statistics to 2022 Forty-first Edition 18 018 2019 2019 2020 2020 2021 2021 2022 2022 NCES 2014-051 U.S. DEPARTMENT OF EDUCATION Projections of Education Statistics to 2022 Forty-first
Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010 11
Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010 11 First Look NCES 2013-002 U.S. DEPARTMENT OF EDUCATION Dual Enrollment Programs and Courses for High
Projections of Education Statistics to 2020
Projections of Education Statistics to 2020 Thirty-ninth Edition 2017 2017 2019 16 2018 2019 2020 016 2018 2020 NCES 2011-026 U.S. DEPARTMENT OF EDUCATION Projections of Education Statistics to 2020 Thirty-ninth
Projections of Education Statistics to 2021
Projections of Education Statistics to 2021 Fortieth Edition 17 017 2018 2018 2020 2020 2019 2019 2021 2021 NCES 2013-008 U.S. DEPARTMENT OF EDUCATION Projections of Education Statistics to 2021 Fortieth
Arts. Education. In Public Elementary and Secondary Schools 1999 2000 and 2009 10
Arts Education In Public Elementary and Secondary Schools 1999 2000 and 2009 10 NCES 2012-014 U.S. Department of Education Arts Education In Public Elementary and Secondary Schools 1999 2000 and 2009 10
Employees in Postsecondary Institutions, Fall 2009, and Salaries of Full-Time Instructional Staff, 2009-10
Employees in Postsecondary Institutions, Fall 2009, and Salaries of Full-Time Instructional Staff, 2009-10 First Look NCES 2011-150 U.S. DEPARTMENT OF EDUCATION Employees in Postsecondary Institutions,
After-School Programs in Public Elementary Schools
After-School Programs in Public Elementary Schools First Look NCES 2009-043 U.S. DEPARTMENT OF EDUCATION After-School Programs in Public Elementary Schools First Look February 2009 Basmat Parsad Laurie
June 2003. Suggested Citation
U.S. Department of Education Rod Paige Secretary Institute of Education Sciences Grover J. Whitehurst Director National Center for Education Statistics Val Plisko Associate Commissioner The National Center
Persistence and Attainment of 2003 04 Beginning Postsecondary Students: After 6 Years
Persistence and Attainment of 2003 04 Beginning Postsecondary Students: After 6 Years First Look DECEMBER 2010 Alexandria Walton Radford Lutz Berkner MPR Associates, Inc. Sara C. Wheeless Bryan Shepherd
Services and Support Programs for Military Service Members and Veterans at Postsecondary Institutions, 2012 13
Services and Support Programs for Military Service Members and Veterans at Postsecondary Institutions, 2012 13 First Look NCES 2014-017 U.S. DEPARTMENT OF EDUCATION Services and Support Programs for Military
Educational Technology in Public School Districts: Fall 2008
Educational Technology in Public School Districts: Fall 2008 First Look NCES 2010-003 U.S. DEPARTMENT OF EDUCATION This page intentionally left blank. Educational Technology in Public School Districts:
Data The estimates presented in the tables originate from the 2013 SCS to the NCVS. The SCS collects information about student and school
This document reports data from the 2013 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS). 1 The Web Tables show the extent to which with different personal characteristics
2003 National Survey of College Graduates Nonresponse Bias Analysis 1
2003 National Survey of College Graduates Nonresponse Bias Analysis 1 Michael White U.S. Census Bureau, Washington, DC 20233 Abstract The National Survey of College Graduates (NSCG) is a longitudinal survey
Teachers Use of Educational Technology in U.S. Public Schools: 2009
Teachers Use of Educational Technology in U.S. Public Schools: 2009 First Look NCES 2010-040 U.S. DEPARTMENT OF EDUCATION Teachers Use of Educational Technology in U.S. Public Schools: 2009 First Look
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2011 12 (Fiscal Year 2012) First Look
NCES 2014-301 U.S. DEPARTMENT OF EDUCATION Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2011 12 (Fiscal Year 2012) First Look Revenues and Expenditures for Public
SNAPSHOTS OF PRIVATE SCHOOLS IN THE UNITED STATES
SNAPSHOTS OF PRIVATE SCHOOLS IN THE UNITED STATES Results from the Schools and Staffing Survey National Center for Education Statistics Office of Educational Research and Improvement U.S. Department of
2003 Annual Survey of Government Employment Methodology
2003 Annual Survey of Government Employment Methodology The U.S. Census Bureau sponsors and conducts this annual survey of state and local governments as authorized by Title 13, United States Code, Section
Internet Access in U.S. Public Schools and Classrooms: 1994 2002
Internet Access in U.S. Public Schools and Classrooms: 1994 2002 E.D. Tabs U.S. Department of Education Institute of Education Sciences NCES 2004-011 Internet Access in U.S. Public Schools and Classrooms:
Characteristics of Schools, Districts, Teachers, Principals, and School Libraries in the United States
Characteristics of Schools, Districts, Teachers, Principals, and School Libraries in the United States U.S. Department of Education NCES 2006-313 REVISED 2003-04 Schools and Staffing Survey E.D. TAB i
Promoting Rigorous Career and Technical Education Programs of Study
Promoting Rigorous Career and Technical Education Programs of Study Quantitative Outcomes Study: Baseline Data Collection Report Prepared under contract to Division of Academic and Technical Education
GRADUATE AND FIRST-PROFESSIONAL STUDENTS
NATIONAL CENTER FOR EDUCATION STATISTICS GRADUATE AND FIRST-PROFESSIONAL STUDENTS NATIONAL POSTSECONDARY STUDENT AID STUDY 1996 U.S. Department of Education Office of Educational Research and Improvement
Arts Education in Public Elementary and Secondary Schools: 1999 2000
NATIONAL CENTER FOR EDUCATION STATISTICS Statistical Analysis Report June 2002 Arts Education in Public Elementary and Secondary Schools: 1999 2000 Nancy Carey Mathematica Brian Kleiner Rebecca Porch Elizabeth
Cash Rents Methodology and Quality Measures
ISSN: 2167-129X Cash Rents Methodology and Quality Measures Released August 1, 2014, by the National Agricultural Statistics Service (NASS), Agricultural Statistics Board, United States Department of Agriculture
Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Selected Subjects:
Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Selected Subjects: Evidence From the 2011 12 Schools and Staffing Survey NCES 2015-814 U.S. DEPARTMENT
Trends in the Use of School Choice: 1993 to 2007
Trends in the Use of School Choice: 1993 to 2007 Statistical Analysis Report NCES 2010-004 U.S. DEPARTMENT OF EDUCATION Trends in the Use of School Choice: 1993 to 2007 Statistical Analysis Report APRIL
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2012 13 (Fiscal Year 2013)
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2012 13 (Fiscal Year 2013) First Look NCES 2015-301 U.S. DEPARTMENT OF EDUCATION Revenues and Expenditures for Public
Chapter 5: Analysis of The National Education Longitudinal Study (NELS:88)
Chapter 5: Analysis of The National Education Longitudinal Study (NELS:88) Introduction The National Educational Longitudinal Survey (NELS:88) followed students from 8 th grade in 1988 to 10 th grade in
APPENDIX A. Tables. Appendix A Tables 119
118 The Condition of Education 2012 APPENDIX A Tables Appendix A Tables 119 Indicator 1 Enrollment Trends by Age Table A-1-1. Percentage of the population ages 3 34 enrolled in school, by age group: October
Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Core Subjects:
Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Core Subjects: Evidence From the 2007 08 Schools and Staffing Survey Statistical Analysis Report NCES
Characteristics and Attitudes of Instructional Faculty and Staff in the Humanities
NATIONAL CENTER FOR EDUCATION STATISTICS E.D. TABS July 1997 1993 National Study of Postsecondary Faculty (NSOPF-93) Characteristics and Attitudes of Instructional Faculty and Staff in the Humanities U.
Participation and pass rates for college preparatory transition courses in Kentucky
U.S. Department of Education March 2014 Participation and pass rates for college preparatory transition courses in Kentucky Christine Mokher CNA Key findings This study of Kentucky students who take college
U.S. Department of Education Margaret Spellings Secretary. Institute of Education Sciences Grover J. Whitehurst Director
U.S. Department of Education Margaret Spellings Secretary Institute of Education Sciences Grover J. Whitehurst Director National Center for Education Statistics Mark Schneider Commissioner The National
Employment-Based Health Insurance: 2010
Employment-Based Health Insurance: 2010 Household Economic Studies Hubert Janicki Issued February 2013 P70-134 INTRODUCTION More than half of the U.S. population (55.1 percent) had employment-based health
NATIONAL CENTER FOR EDUCATION STATISTICS. Statistical Analysis Report February 2001. Postsecondary Education Descriptive Analysis Reports
NATIONAL CENTER FOR EDUCATION STATISTICS Statistical Analysis Report February 2001 Postsecondary Education Descriptive Analysis Reports From Bachelor s Degree to Work Major Field of Study and Employment
Dual Frame Estimation in the 2003 National Survey of College Graduates
Dual Frame Estimation in the 2003 National Survey College Graduates John M. Finamore and David W. Hall, U.S. Census Bureau * Ronald S. Fecso, National Science Foundation * Abstract The Scientists and Engineers
Danny R. Childers and Howard Hogan, Bureau of the,census
MATCHING IRS RECORDS TO CENSUS RECORDS: SOME PROBLEMS AND RESULTS Danny R. Childers and Howard Hogan, Bureau of the,census A. INTRODUCTION This project has two principal aims: to investigate the feasibility
State of Louisiana Barber and Beauty Shops Survey August 1998
State of Louisiana Barber and Beauty Shops Survey August 1998 U.S. Department of Labor Bureau of Labor Statistics June 1999 T his summary provides results of an August 1998 survey of occupational pay in
State of Arkansas Barber and Beauty Shops Survey August 1998
State of Arkansas Barber and Beauty Shops Survey August 1998 U.S. Department of Labor Bureau of Labor Statistics June 1999 T his summary provides results of an August 1998 survey of occupational pay in
2002 Census of Government Employment Methodology
2002 Census of Government Employment Methodology The U.S. Census Bureau sponsors and conducts this census of state and local governments as authorized by Title 13, United States Code, Section 161. The
Appendix B. National Survey of Public School Teachers
Appendix B. National Survey of Public School Teachers This survey is based on a national random sample of 1,010 K 12 public school teachers. It was conducted by mail and online in fall 2007. The margin
Table of Contents. Survey of Principals, 2004/05 User Guide
Microdata User Guide Survey of Principals 004/05 December 006 Table of Contents 1.0 Administration... 3.0 Authority... 3 3.0 Background... 3 4.0 Objectives... 4 5.0 Content... 4 6.0 Uses... 5 7.0 Data
Internet Access in U.S. Public Schools and Classrooms: 1994 2000
NATIONAL CENTER FOR EDUCATION STATISTICS Statistics in Brief May 2001 Internet Access in U.S. Public Schools and Classrooms: 1994 2000 Contact: Bernie Greene 202-502-7348 Authors: Anne Cattagni Elizabeth
THE CAYMAN ISLANDS LABOUR FORCE SURVEY REPORT SPRING 2015
THE CAYMAN ISLANDS LABOUR FORCE SURVEY REPORT SPRING 2015 Published September 2015 Economics and Statistics Office i CONTENTS SUMMARY TABLE 1. KEY LABOUR FORCE INDICATORS BY STATUS... 1 SUMMARY TABLE 2.
Contents Page. Teachers of Adult Education and the Students They Serve: A Snapshot From Three States... 1
Contents Page Teachers of Adult Education and the Students They Serve: A Snapshot From Three States... 1 Highlights: What We Have Learned So Far... 2 Who Teaches Adult Education?... 3 Whom Do Adult Education
Technical note. Data Sources
Technical note This site provides composition and segregation indices for public school children in the elementary grades (kindergarten through six). Children are classified into four major racial/ethnic
NCEE EVALUATION BRIEF December 2013 OPERATIONAL AUTHORITY, SUPPORT, AND MONITORING OF SCHOOL TURNAROUND
NCEE EVALUATION BRIEF December 2013 OPERATIONAL AUTHORITY, SUPPORT, AND MONITORING OF SCHOOL TURNAROUND The federal School Improvement Grants (SIG) program, to which $3 billion were allocated under the
Internet, broadband, and cell phone statistics
Internet, broadband, and cell phone statistics As of December 2009, 74% of American adults (ages 18 and older) use the internet. January 2010 Lee Rainie Director View Report Online: http://www.pewinternet.org/reports/2010/internet-broadband-and-cell-phone-statistics.aspx
NCEE EVALUATION BRIEF April 2014 STATE REQUIREMENTS FOR TEACHER EVALUATION POLICIES PROMOTED BY RACE TO THE TOP
NCEE EVALUATION BRIEF April 2014 STATE REQUIREMENTS FOR TEACHER EVALUATION POLICIES PROMOTED BY RACE TO THE TOP Congress appropriated approximately $5.05 billion for the Race to the Top (RTT) program between
bachelor s degree-granting institutions were located.
WEB Profile of 2007 08 2007-08 First-Time Bachelor s TABLES Degree Recipients U.S. DEPARTMENT OF EDUCATION in 2009 OCTOBER 2012 NCES 2013-150 These Web Tables provide wideranging information on the demographic
Distance Education at Degree-Granting Postsecondary Institutions: 2000-2001
Distance Education at Degree-Granting Postsecondary Institutions: 2000-2001 U.S. Department of Education Institute of Education Sciences NCES 2003-017 E.D. Tabs Distance Education at Degree-Granting Postsecondary
Identity Theft Reported by Households, 2005-2010
U.S. Department of Justice Office of Justice Programs Bureau of Justice Statistics November 2011 Crime data brief NCJ 236245 Identity Theft Reported by Households, 2005-2010 Lynn Langton, BJS Statistician
UNH Graduate Education Department. Quarterly Assessment Report
First Quarter Assessment Report UNH Graduate Education Department Quarterly Assessment Report First Quarter i First Quarter Assessment Report Table of Contents Introduction... Section - Purpose of the
Full Health Indicators Report for DeSoto County, MS
Full Health Indicators Report for DeSoto County, MS DeSoto County, MS Social & Economic Factors Economic and social insecurity often are associated with poor health. Poverty, unemployment, and lack of
Statistics. in Brief. First-Year Undergraduate Remedial Coursetaking: 1999 2000, 2003 04, 2007 08. January 2013
Statistics in Brief January 2013 First-Year Undergraduate Remedial Coursetaking: 1999 2000, 2003 04, 2007 08 U.S. Department of Education NCES 2013 013 Authors Dinah Sparks American Institutes for Research
WHO LEAVES TEACHING AND WHERE DO THEY GO? Washington State Teachers
www.erdc.wa.gov ERDC Research Brief 2011-01 Longitudinal Studies January 2011 WHO LEAVES TEACHING AND WHERE DO THEY GO? Washington State Teachers The Washington State Education Research & Data Center (ERDC)
WEB TABLES. Characteristics of Associate s Degree Attainers and Time to Associate s Degree U.S. DEPARTMENT OF EDUCATION MARCH 2012 NCES 2012-271
WEB TABLES U.S. DEPARTMENT OF EDUCATION MARCH 2012 NCES 2012-271 Characteristics of Associate s Degree Attainers and Time to Associate s Degree The number of associate s degrees conferred by U.S. postsecondary
SECTION 1. Participation in Education
The indicators in this section of The Condition of Education report trends in enrollments across all levels of education. Enrollment is a key indicator of the scope of and access to educational opportunities
Integrated Postsecondary Education Data System Human Resources Data Quality Study Methodology Report
U.S. Department of Education Institute of Education Sciences NCES 2008-150 Integrated Postsecondary Education Data System Human Resources Data Quality Study Methodology Report U.S. Department of Education
NCES 2012-045 U.S. DEPARTMENT OF EDUCATION
NCES 2012-045 U.S. DEPARTMENT OF EDUCATION The Condition of Education 2012 MAY 2012 Susan Aud William Hussar Frank Johnson Grace Kena Erin Roth National Center for Education Statistics Eileen Manning
Washington State s Practicing Physician Workforce Capacity and Characteristics WASHINGTON STATE HEALTH SERVICES RESEARCH PROJECT
WASHINGTON STATE OFFICE OF FINANCIAL MANAGEMENT WASHINGTON STATE HEALTH SERVICES RESEARCH PROJECT Research Brief No. 058 December 2010 Washington State s Practicing Physician Workforce Capacity and Characteristics
High School Graduation and the No Child Left Behind Act
Connecticut The Policy Context High School Graduation and the No Child Left Behind Act The federal No Child Left Behind Act (NCLB), enacted in 2002, holds states and the schools under their jurisdictions
New Jersey Practical Nursing Education Programs 2008
New Jersey Practical Nursing Education Programs 2008 Results of the 2008 Survey of New Jersey Nursing Education Programs Introduction New Jersey has both public Practical Nurse Education Programs and others
Students with Disabilities at Degree-Granting Postsecondary Institutions
Students with Disabilities at Degree-Granting Postsecondary Institutions First Look NCES 2011-018 U.S. DEPARTMENT OF EDUCATION Students With Disabilities at Degree-Granting Postsecondary Institutions First
2013 AMERICAN COMMUNITY SURVEY RESEARCH AND EVALUATION REPORT MEMORANDUM SERIES ACS13-RER- 11
4/4/13 2013 AMERICAN COMMUNITY SURVEY RESEARCH AND EVALUATION REPORT MEMORANDUM SERIES ACS13-RER- 11 MEMORANDUM FOR ACS Research and Evaluation Advisory Group From: James B. Treat (signed on 04/10/2013)
INTERNATIONAL SOCIAL SURVEY PROGRAMME (ISSP) WORKING PRINCIPLES
INTERNATIONAL SOCIAL SURVEY PROGRAMME (ISSP) WORKING PRINCIPLES (Amended April 2012) A. MEMBERSHIP, MEETINGS AND DECISION-MAKING 1. Membership 1.1 Membership of the ISSP is by invitation, following a majority
NCES 2011-034 U.S. DEPARTMENT OF EDUCATION
NCES 2011-034 U.S. DEPARTMENT OF EDUCATION The Condition of Education 2011 in Brief MAY 2011 Editors Susan Aud National Center for Education Statistics Gretchen Hannes American Institutes for Research
ILLINOIS SCHOOL REPORT CARD
3-9--2-2 J L Hensey Elem s Washington, ILLINOIS GRADES : PK K 2 3 2 J L Hensey Elem ILLINOIS SCHOOL REPORT CARD and federal laws require public school districts to release report cards to the public each
National Survey of Franchisees 2015
National Survey of Franchisees 2015 An Analysis of National Survey Results FRANCHISEGRADE COM Vital Insight for your investment. FranchiseGrade.com, National Survey of Franchisees, 2015 Contents Introduction...
Educational Technology in Teacher Education Programs for Initial Licensure
U.S. Department of Education NCES 2008-040 Educational Technology in Teacher Education Programs for Initial Licensure Statistical Analysis Report Educational Technology in Teacher Education Programs for
Iowa School District Profiles. Central City
Iowa School District Profiles Overview This profile describes enrollment trends, student performance, income levels, population, and other characteristics of the Central City public school district. The
Distance Education in Higher Education Institutions
NATIONAL CENTER FOR EDUCATION STATISTICS Statistical Analysis Report October 1997 Distance Education in Higher Education Institutions U.S. Department of Education Office of Educational Research and Improvement
OVERVIEW OF CURRENT SCHOOL ADMINISTRATORS
Chapter Three OVERVIEW OF CURRENT SCHOOL ADMINISTRATORS The first step in understanding the careers of school administrators is to describe the numbers and characteristics of those currently filling these
17% of cell phone owners do most of their online browsing on their phone, rather than a computer or other device
JUNE 26, 2012 17% of cell phone owners do most of their online browsing on their phone, rather than a computer or other device Most do so for convenience, but for some their phone is their only option
TURNOVER OF SPECIAL EDUCATION TEACHERS: NEW RESEARCH ON THE EXTENT AND IMPACT OF EXIT ATTRITION, TRANSFER TO GENERAL EDUCATION, AND SCHOOL TRANSFER 1
TURNOVER OF SPECIAL EDUCATION TEACHERS: NEW RESEARCH ON THE EXTENT AND IMPACT OF EXIT ATTRITION, TRANSFER TO GENERAL EDUCATION, AND SCHOOL TRANSFER 1 Breakout Session Presented at the 2005 OSEP Project
Bangor Central Elementary School 2014-2015 Annual Education Report
Bangor Central Elementary School 24-25 Melissa Vrable; Principal March 23, 26 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 24 5
Internet Access in U.S. Public Schools and Classrooms: 1994 2001
Internet Access in U.S. Public Schools and Classrooms: 1994 2001 E.D. Tabs U.S. Department of Education Office of Educational Research and Improvement NCES 2002-018 NATIONAL CENTER FOR EDUCATION STATISTICS
Highly Qualified Teachers Enrolled in Programs Providing Alternative Routes to Teacher Certification or Licensure
Highly Qualified Teachers Enrolled in Programs Providing Alternative Routes to Teacher Certification or Licensure Highly Qualified Teachers Enrolled in Programs Providing Alternative Routes to Teacher
Projections of the Size and Composition of the U.S. Population: 2014 to 2060 Population Estimates and Projections
Projections of the Size and Composition of the U.S. Population: to Population Estimates and Projections Current Population Reports By Sandra L. Colby and Jennifer M. Ortman Issued March 15 P25-1143 INTRODUCTION
For the 10-year aggregate period 2003 12, domestic violence
U.S. Department of Justice Office of Justice Programs Bureau of Justice Statistics Special Report APRIL 2014 NCJ 244697 Nonfatal Domestic Violence, 2003 2012 Jennifer L. Truman, Ph.D., and Rachel E. Morgan,
Appendix Methodology and Statistics
Appendix Methodology and Statistics Introduction Science and Engineering Indicators (SEI) contains data compiled from a variety of sources. This appendix explains the methodological and statistical criteria
What the study found
Box 1. Research questions The comprehensive report addresses the following research questions: How did the Capital Area School Development Association high schools use online courses to supplement the
ANALYTIC AND REPORTING GUIDELINES
ANALYTIC AND REPORTING GUIDELINES The National Health and Nutrition Examination Survey (NHANES) Last Update: December, 2005 Last Correction, September, 2006 National Center for Health Statistics Centers
Description of the Sample and Limitations of the Data
Section 3 Description of the Sample and Limitations of the Data T his section describes the 2007 Corporate sample design, sample selection, data capture, data cleaning, and data completion. The techniques
QUALITY ASSESSMENT OF DATA COLLECTED FROM NON-ENGLISH SPEAKING HOUSEHOLDS IN THE AMERICAN COMMUNITY SURVEY
QUALITY ASSESSMENT OF DATA COLLECTED FROM NON-ENGLISH SPEAKING HOUSEHOLDS IN THE AMERICAN COMMUNITY SURVEY Pamela D. McGovern and Deborah H. Griffin U.S. Census Bureau, 4700 Silver Hill Road, Washington,
Introduction: Online school report cards are not new in North Carolina. The North Carolina Department of Public Instruction (NCDPI) has been
Introduction: Online school report cards are not new in North Carolina. The North Carolina Department of Public Instruction (NCDPI) has been reporting ABCs results since 1996-97. In 2001, the state General
What It s Worth: Field of Training and Economic Status in 2009
What It s Worth: Field of Training and Economic Status in 2009 Household Economic Studies Issued February 2012 P70-129 INTRODUCTION The relationship between educational attainment and economic outcomes
24% of internet users have made phone calls online
24% of internet users have made phone calls online Lee Rainie, Director May 30, 2011 http://pewinternet.org/reports/2011/13--internet-phone-calls--skype.aspx Pew Research Center s Internet & American Life
Farm Production Expenditures Methodology and Quality Measures
ISSN: 2166-966X Farm Production Expenditures Methodology and Quality Measures Released August 2, 2013, by the National Agricultural Statistics Service (NASS), Agricultural Statistics Board, United States
ILLINOIS SCHOOL REPORT CARD
Nathan Hale Elem Sunnybrook SD 171 Lansing, ILLINOIS GRADES : PK K 1 3 4 1 5 Nathan Hale Elem 1 ILLINOIS SCHOOL REPORT CARD and federal laws require public school districts to release report cards to the
Improving the Coverage of Private Elementary-Secondary Schools
Improving the Coverage of Private Elementary-Secondary Schools Betty J. Jackson, Richard L. Frazier Betty J. Jackson, Bureau of the Census, Washington, D.C., 20233 Key Words: Data, Collection, Evaluation,
Papers presented at the ICES-III, June 18-21, 2007, Montreal, Quebec, Canada
A Comparison of the Results from the Old and New Private Sector Sample Designs for the Medical Expenditure Panel Survey-Insurance Component John P. Sommers 1 Anne T. Kearney 2 1 Agency for Healthcare Research
2014 National Study of Long-Term Care Providers (NSLTCP) Adult Day Services Center Survey. Restricted Data File. July 2015
2014 National Study of Long-Term Care Providers (NSLTCP) Adult Day Services Center Survey Restricted Data File July 2015 Data Description and Usage (Readme) Table of Contents Data File... 4 Documentation...
Analysis of State of Vermont. Employee Engagement Survey Results 2013. January 2014
Analysis of State of Vermont Employee Engagement Survey Results 2013 January 2014 Prepared by: Douglas Pine, Ph.D. Vermont Department of Human Resources Table of Contents Introduction... 5 Methodology...
Cell Phone Activities 2013
www.pewresearch.org SEPTEMBER 16, 2013 Cell Phone Activities 2013 50% of cell owners download apps to their phones; 48% listen to music services; video calling has tripled since 2011; texting remains a
Custodial Mothers and Fathers and Their Child Support: 2011
Custodial Mothers and Fathers and Their Child Support: 2011 Current Population Reports By Timothy Grall Issued October 2013 P60-246 IntroductIon This report focuses on the child support income that custodial
School Leadership in Washington State: Today s Leaders and Key Challenges They Face
School Leadership in Washington State: Today s Leaders and Key Challenges They Face Christine Campbell Michael DeArmond Patrick Denice September 2014 crpe.org Center on Reinventing Public Education University