ed 322 222 - ericdocument resume ed 322 222 tm 015 510 author ingels, steven j.; and others title...

DOCUMENT RESUME

ED 322 222 TM 015 510

AUTHOR Ingels, Steven J.; And OthersTITLE National Education Longitudinal Study of 1988. Base

Year: Teacher Component Data File User's Manual.INSTITUTION National Center for Education Statistics (ED),

Washington, DC.; Westat, Inc., Rockville, MD.-REPORT NO NCES-90-484PUB DATE Mar 90NOTE 216p.; Iiata Series: DR-NELS:88-88-4.2.PUB TYPE Guides - Non-Classroom Use (055) -- Tests/Evaluation

Instruments (160)

EDRS PRICE MF01/PC09 Plus Postage.DESCRIPTORS Data Analysis; *Databases; Data Collection; Data

Processing; *Elementary School Teachers; ElementarySecondary Education; Guides; Longitudinal Studies;*National Surveys; Questionnaires; Sampling;*Secondary School Teachers;. *TeacherCharacteristics

IDENTIFIERS *National Education Longitudinal Study 1988; *TeacherSurveys

ABSTRACT

This manual will familiF7ize data users with theprocedures followed for data collection and processing of thebase -year teacher component of the National Education LongitudinalStudy of 1988. A corollary objective is to provide the necessarydocumentation for use of the data files. The manual provides a widerange of information on topics related to the National Center forEducational Statistics (NCES) and the study at hand. Morespecifically, the report includes an overview and history of NCESlongitudinal studies, a general description of the data collectioninstruments used in the 1988 base-year study, the base-year sampledesign and procedures used for selecting teachers, data collectionprocedures as well as schedules and results, data control and datapreparation activities, data processing, organization and content ofthe data files and means of using them, guidelJ.aes for theStatistical Analysis System and Statistical Package for the SocialSciences, and several code books of teacher questionnaire data. Thetarget sample included 1,052 schools. Self-administeredquestionnaires and tests were the principal mode of data collection.The NELS:88 base-year study collected data from students, parents,teachers, and school administrators. The NELS:88 public use datafiles are available on four separate tapes, one for each study.component. The tape for the teacher survey contains a data file basedon 5,193 teacher instruments, resulting in 44,512 sets of teacherratings and data for 23,188 of the 24,599 participating students from1,052 schools. Seven figures and four data tables are included.Appendices include: the teacher instrument, a record layout for theteacher questionnaire, a list of critical items in the teacherquestionnaire, specifications for the composite variables, and adescription of related data files available from NCES. (TJH)

NATIONAL CENTER FOR EDUCATION STATISTICS

User's Manual March 1990

National EducationLongitudinal Studyof 1988Base Year:Teacher Component Data File User's Manual

Steven J. IngelsSameer, Y. AbrahamKenneth A. RasinskiRosemary KarrBruce D. SpencerMartin R. Frankel

NORC, A Social Science Research Center-University of Chicago.

Jeffrey A. OwingsProject OfficerNational Center for Education Statistics

Data Series:DR NETS: 88-88-4.2

.1.=rIiU.S. Department of EducationOffice of Educational Research and Lizprovement NCES 90484

3

U.S. Department of EducationLauro F. CavazosSecretary

Office of Educational Research and ImprovementChristopher T. CrossAssistant Secretary

National Center for Education StatisticsEmerson J. ElliottActing Commissioner

Information ServicesSharon K. Horn .

Director.

National Center for Education Statistics

"The purpose of the Center shall be to collect, andanalyze, and disseminate_statistics and other datarelated to education in the United Statesand in othernations."Section 406(b) of the General EducationProvisions Act, as amended (20 U.S.C. 1221e-1).

March 1990

Prepared with the assistance of:Westat, Inc.

4

Base Year: Teacher ComponentData File User's Manual

Foreword

This manual has been produced to familiarize data users with the procedures followed for data

collection and processing of the base year teacher component of the National Education Longitudinal

Study of 1988 (NELS:88). A corollary objective is to provide the necessary documentation for use of

the data files.

Use of the data tape does not require the analyst to be a statistician orsophisticated computer

programmer. Most social scientists and policy analysts should find the tape organized and equipped in

a manner that facilitates straightforward production of statistical summaries and analyses. This man-ual provides extensive documentation of the content of the data files and how to. use them. ChapterVII and Appendix F, in particular, contain essential information that allows the user to immedi-ately proceed with minimal startup cost. A careful reading of Chapter VII and Appendix F will

help users to avoid common mistakes that result in costly computer job failures or incorrect re-

sults.

The rest of the manual provides a wide range of information on a variety of topics related tothe National Center for Education Statistics (NCES) and the National Education Longitudinal Studyof 1988 (NELS:88). Chapter I begins with an overview and history of NCES's National Longitudinal

Studies program and the various studies that it comprises. Chapter II contains a general description of

the data collection instruments used in the NELS:88 base year study.

Chapter III briefly reviews the base year sample design and the procedures used for selectingteachers. A detailed discussion of the sample design, weighting procedures, sampling errors, and anal-yses of unit nonresponse patterns may be found in the NELS:88 Base Year Sample Design Report.1

Data collection procedures, schedules, and results are presented in Chapter IV. Chapter V de-

scribes data control and data preparation activities such as monitoring receipt of questionnaires,edit-

ing and coding, and retrieval and archiving. Data processing, including the conversion of question-naire data to machine readable form, machine editing, and construction of the merged, clean datatapes is the subject of Chapter VI. Finally, Chapter VII describes the organization and contents of the

data files and provides important suggestions for using them.

The appendices contain the teacher instrument used in the base year; a list of the critical itemsin the teacher questionnaire; the record layout for the teacher questionnaire; specifications for thecomposite variables; and a description of related data files available from NCES. Guidelines for Statis-

tical Analysis System (SAS) users and Statistical Package for the Social Sciences (SPSS-X), as wellas several codebooks of the teacher questionnaire data, constitute the final sections of the manual.

In addition to the core study described in this manual, a ',lumber of supplemental NELS:88components and related education studies are also described in Appendix E. Earlier NCES longitudi-nal studies that may be of interest to NELS:88 users are also described in Appendix E. They include:

the High School and Beyond (HS&B) base year files; merged HS&B first, second, and third

1 Spencer, B.D., Frankel, M.R., Ingels, S.J., Rasinski, K.A., and Tourangeau, R., NELS:88 Base Year Sample Design Report

(Washington, D.C.: National Center for Education Statistics, 1990).

5

Base Year: Teacher ComponentData File User' s Manual

follow-up files; related HS&B files; and assorted files related to the National Longitudinal Study ofthe High School Class of 1972 (NLS-72).

A Note on Data Use and Confidentiality

The NELS:88 base year data is released in accordance with the provisions of the General Edu-cation Provisions Act (GEPA) [20-USC 122e 1] and the Carl D. Perkins Vocational Education Act.The GEPA ensures privacy by ensuring that respondents will never be individually identified.

Under Public Law 100-297, the National Center for Education Statistics (NCES) is responsi-ble for protecting the confidentiality of individually identifiable respondents and is releasing this datatape to be used for statistical purposes only. Record matching or deductive disclosure by any user isprohibited.

To ensure that the confidentiality provisions contained in PL 100-297 have been fully imple-mented, procedures commonly applied for disclosure avoidance in other Government-sponsored sur-veys were used in preparing the data tape associated with this manual. These include suppressing,abridging, and recoding identifiable variables. Every effort has been made to provide the maximum re-search information that is consistent with reasonable confidentialityprotections. Deleted, abridged,and/or recoded variables appear with an explanatory footnote in the codebook attached to each user'smanual.

iv


Acknowledgments

The authors wish to thank all those persons who contributed to the production of this manual.

Kymn Kochanek, David Lewis, David Matheson, and James McDonald carefully documented

procedures and generated completion rates and other key statistics. Carol Prindle provided substantial

ansistance in documenting, preparing, and reviewing several sections of the user's manual. Thanks go

to Roger Tourangeau for the analysis of design effects. Gloria Rauens and Christine Beard carefully

reviewed the data processing chapters and technical appendices of the manual.

Special thanks go to Suzanne Erfurth, who carried out a meticulous and thoughtful editing of

the text. Our appreciation is also extended to Barbara Lockhart, Amelia Solorio, Nilofer Ahsan,

Laurie Hendrickson, and Keith Privett for their patience and thoroughness in the production of the

manuscript.

Quality Education Data (QED) generously provided the data set used in the construction of

some of the composite variables that appear in Chapter VII and Appendix D. We would like to ac-

knowledge Donald Rock and Judith Pollack of the Educational Testing Service, who contributed mate-

rial on the student cognitive tests. We would like to thank Lucinda Gray and Rocco Russo of Westat,

Inc., who contributed material on the teacher survey.

Finally, we are also grateful to those members of the staff of the National Center for Educa-

tion Statistics who have worked closely with us on this project: Jeffrey A. Owings, Chief of the Lon- 1

gitudinal and Household Studies Branch, who served as the Project Officer for the base year study

from its inception; and Anne Hafner, the Project Officer for the first follow-up of NELS:88, for her as-

sistance in the development of the composite variables. Thanks go also to Ralph Lee, Jerry West,

Peggy Quinn, and Teresita Kopka.

7


Table of Contents Page

Foreword iii

Acknowledgments v

I. Introduction 1

1.1 Overview of the NELS:88 Teacher Component 1

1.1.1 Purposes oftr.NELS:88 Teacher Survey 1

1.1.2 The NELS:88 Teacher Sample 1

1.1.3 Structure of the NELS:88 Teacher Files 2

1.2 Organization of the Data User's Manuals 2

1.3 Overview 3

1.3.1 NCES's National Education Longitudinal Studies Program . . 3

1.3.2 The National Longitudinal Study of the 1970s: NLS-72 3

1.3.3 High School and Beyond of the 1980s: HS&B 5

1.4 The National Education Longitudinal Study of 1988: Overview . 5

1.4.1 , NELS:88 Study Objectives 5

1.4.2 Base Year Study Design 7

1.5 NELS:88 Sponsors 12

1.5.1 Sample Supplements and Augmentations 12

1.5.2 Instrument Supplements 13

1.5.3 Related Studies 13

1.6 NELS:88 Base Year Public Release Tapes 13

H. Data Collection Instruments 14

2.1 Student Questionnaire and Eighth Grade Tests 14

2.2 Parent Questionnaire 17

2.3 Teacher Questionnaire 17

2.4 School Administrator Questionnaire 18

III. Selection of Teachers 19

3.1 Base Year Samp:e Design 19

3.2 Procedure for Selection of Teachers 19

IV. Data Collection 22

4.1 Overview 22

4.2 Pre-Data Collection Activities 22

4.3 Base Year Data Collection 24

4.3.1 Student Survey and Eighth Grade Tests 24

4.3.2 Parent Survey 25

vii

8

Base Year: Teacher ComponentData File User's Manz:al

4.3.3 Teacher Survey 264.3.4 School Survey 284.4 Data Collection Results 28V. Data Control and Preparation 335.1 Monitoring and Receipt Control 335.2 Inhouse Editing and Coding 335.3 Data Retrieval and Follow-Up 345.4 Data Entry 35VI. Data Processing 366.1 Receipt Control Procedures 366,2 Data Entry 366.3 Machine Editing 366.4 Data File Preparation 38VII. Guide to the Data Files and Codebook 397.1 A Note about the Teacher Data File and Codebook 397.2 Packaged Statistical Programs 407.3 Content and Organization of the Data Files 407.3.1 Identification Codes 417.3.2 Teacher Questionnaire Information 417.3.3 Composite Variables 417.4 Guide to the Codebook. 43

9


Appendices

Appendix A:

, Appendix B:

Appendix C:

Appendix D:

Appendix E:

Appendix F:

Appendix G:

Appendix H

Appendix I:

Appendix J:

Appendix K:

Appendix. L:

Appendix M:

Teacher Questionnaire

Critical Items: Teacher Questionnaire

Record Layout for NELS:88 Teacher Questionnaire

NELS:88 Base Year School Composite Variables for the Teacher Data File

NELS:88 Related Data Files and Data Files Available from the NationalCenter for Education Statistics

Guidelines for Using SAS with NELS:88 Teacher Data

Codebook

SAS Cards to Create a Teacher Level Subset

SAS Cards t7 Create a Course Level Subset

SPSS-X Cards to Create a Teacher Level Subset

SPSS-X Cards to Create a Course Level Subset

Teacher Level Subset Codebook

Course Level Subset Codebook

ix

10

Base Year: Teacher ComponentData File User' s Manual

I. Introduction

1.1 Overview of the NELS:88 Teacher Component

1.1.1. Purposes of the NELS:88 Teacher Survey

The NELS:88 teacher component was designed primarily to provide teacherinformation that

could be used to analyze the behaviors and outcomes of the studentsample. The teacher survey instru-

ment elicited information from teachers of the NELS:88 eighth graders in the four basic subject areas

covered by the cognitive test battery. For each sampled student, a current teacher in each of two desig-

nated subject areas was selected to receive a teacher questionnaire. Three kinds of information were

obtained: (1) teacher evaluations of the base year students' characteristics and performance in the

classroom; (2) curriculum information about the classes taught to the sampled eighth graders; and (3)

background information about the teachers and their schools, including bothteacher demographic and

professional characteristics, and information about teachers' school activities, such as parent-teacher

and teacher-teacher interactions, time commitments to various tasks, and perceptions of school cli-

mate and culture.

1.1.2 The NELS:88 Teacher Sample

For a number of reasons, the NELS:88 teacher sample does not constitute a nationally repre-

sentative sample of eighth grade teachers. NELS:88 teachers are selected for only the four subject

matters of English, social studies, science, and mathematics. Nor do the NELS:88 teachers constitute

a representative sample of teachers even in the four subject are to which the teacher study was re-

stricted. Though situated in a nationally representative sample of schools, the teacher sample did not

necessarily include all the schools' eighth grade teachers in the assigned subject matter pair. More-

over, NELS:88 teachers were not independently selected. Their appearance in the sample depended

upon their linkage to a student who was selected and subsequently participated in NELS:88. (While

teacher data were often collected for student nonparticipants, these data have been systematically ex-

cluded from the teacher file.)

Though generally the NELS:88 data files have been designed to be used as weighted data sets,

because of the nonrepresentative nature of the NELS:88 teacher sample, teacher weights have not

been provided. Note too that although control cards have been supplied for keying analysis to course-

level data subsets, the class data (Part II of the teacherquestionnaire) do not constitute a representa-

tive eighth grade course sample in the four subject areas.

The NELS:88 teachers are a sample of the eighth grade teachers of participating NELS:88

base year students in, for each student, two of four subject matters.There were four possible combina-

tions of subject pairs: (1) mathematics and English; (2) mathematics and social studies; (3) science

and English; (4) science and social studies. One of the four subject matter pairs was randomly as-

signed to each base year school.

The requirement that the student be rated in two subjects brought one or two of each student's

teachers into the teacher sample. In schools where one teacher taught both assigned subjects to theNELS:88 student participant, that student was rated by, at most, one teacher, although the student was

rated twice (once for each of the two subjects taught to him by the assigned teacher). In schools where

each of the two subjects was taught by a different teacher, theNELS:88 student participant was rated

11

Base Year: Teacher ComponentData File User's Manua!

by a maximum of two teachers. Typically (over 95 percent of the time), the student had two teacherswho were asked to complete the teacher questionnaire. In the remaining instances (less than 5 per-cent), which usually occurred in small schools, both subject reports were to be supplied by a singleteacher. (Teacher survey procedures are further discussed in'Chapter IV, section 4.3.3.)

Because of the near universality of the four subjects in the required eighth grade curriculum,the system of subject assignment worked well and subject substitution was not necessary. Non-response, however, is a source of incompleteness in the teacher records. In addition to originally se-lected schools that declined to participate in NELS:88, there were a few schools that agreed to partici-pate in the student survey and some combination of other components but declined to participate inthe teacher component. In schools that agreed to participate in NELS:88, including the teacher compo-nent, there were nevertheless some students who did not participate, and some teachers who did notparticipate. The overall coverage rate--that is, the weighted percentage ofbase year participating stu-dents who had a report from at least one teacher--was approximately 96 percent, while over 91 per-cent (unweighted) of designated teachers in participating base year schools completed a teacher ques-tionnaire that was linkable to a base year student participant,

1.1.3 Structure of the NELS:88 Teacher Files

The teacher data file is organized at the level of student-teacher pairs. An identification codepermits linkage to other files (see Chapter VII, section 7.3.1 for a fuller explanation). Because eachstudent was to be rated twice (once in each of two subjects), the number of records (44,512) is nearlydouble the number of records in the student file.

The teacher file also contains student information, class information, and teacher backgroundinformation, as well as composite school-level classification variables. Data from 5,193 teachers, link-able to 23,188 students, are contained in the teacher file.

While the use of student-teacher pairs as a structuring principle reflects the role of the studentas the basic analytic unit in NELS:88, provision has also been made for using specially-prepared SAS(see Appendices H and I) and SPSS-X cards (see Appendices I and K) to form additional data subsets,so that teacher responses can be viewed from a course-level or teacher-level perspective. TheNELS:88 teacher component codebooks hove been keyed to all three levels. Thus, though the 44,512teacher-student ratings comprise the central element of the teacher file, users can view response fre-quencies for the teacher level and the course level in Appendices L and M. Unlike the other threeNELS:88 base year codebooks, the teacher component codebook displays unweighted frequenciesonly. Further details of the file structure for the base year teacher survey are given in Chapter VII.

1.2 Organization of the Data User's Manuals

Four manuals have been produced for the NELS:88 base year study, one to accompany eachof the four public release data tapes--the student, parent, teacher, and school manuals. Each is de-signed to provide the user with general information and documentation, as well as information anddocumentation for use with a specific public release data tape. Thus, a user can consult any one of themanuals and find that many of the same topics are covered. This redundancy was deliberately builtinto each manual in order to minimize the user's need to consult more than one manual and becausesome analysts might be interested in one particular data tape but not the others.

2

12


1.3 Overview

1.3.1 NCES's National Education Longitudinal Studies Program

The U.S. Department of Education's National Center for Education Statistics (NCES) is man-

dated to "collect and disseminate statistics and other data related to education in the United States"

and to "conduct and publish reports on specific analyses of the meaning and significance of such sta-

tistics" (Education Amendments of 1974-Public Law 93-380, Title V, Section 501, amending Part A of

the General Education Provisions Act).

Consistent with this mandate and in response to the need for policy-relevant, time-series data

on nationally representative samples of elementary and secondary students, NCES instituted the Na-

tional Education Longitudinal Studies (NELS) program, a continuing long-term project. The general

aim of the NELS program is to study the educational, vocational, and personal development of stu-

dents at various grade levels, and the personal, familial, social, institutional, and cultural factors that

may affect that development. The NELS program currently consists of three major studies: the Na-

tional Longitudinal Study of thelligh School Class of 1972 (NLS-72); High School and Beyond

(HS&B); and the National Education Longitudinal Study of 1988 (NELS:88). Taken together, these

studies represent the educational experience of youth from three decades--the 1970s, 1980s, and

1990s. Figure 1-1 illustrates the increasing number of issues that have become part of NCES's Na-

tional Education Longitudinal Studies research agenda. A brief description of these studies is followed

by a review of NELS:88.

1.3.2 The National Longitudinal Study of the 1970s: NLS-72

The first of the NELS projects, the National Longitudinal Study of the High School Class of

1972 (NLS-72), began in the spring of 1972 with a survey of a national probability sample of 19,001

seniors from 1,061 public, secular private, and church-affiliated high schools. The sample was de-

signed to be representative of the approximately three million high school seniors in more than 17,000

schools in the spring of 1972. Each sample member was asked to complete a student questionnaire

and a 69-minute test battery. School administrators were also asked to supply survey data on each stu-

dent, as well as information about the schools' programs, resources, andgrading systems.

Five follow-ups, conducted in 1973, 1974, 1976, 1979, and 1986, have been completed. At the

time of the first follow-up, an additional 4,450 students from the class of 1972 were added to the sam-ple. Through intensive locating and tracking efforts, 13,912 of the 1972 base year respondents and

17,928 participants in the expanded first follow-up sample responded to the fourth follow-up in 1979.

The fifth follow-up included 12,841 participants from a subsample of 14,489 respondents who partici-

pated in the base year or one of the subsequent follow-ups.

In addition to background information, the NLS-72 base year and follow-up surveys collected

data on respondents' educational activities, such as schools attended, grades received, and degree of

satisfaction with their educational institutions. Participants were also asked about work experiences,

periods of unemployment, job satisfaction, military service, marital status, and children. Respondents

have supplied information on their self-concept, goals, and participation in political activities, and

have provided ratings of their high schools.

Figure 1-1.--Development of key research issues for the NCES National Education Longitudinal Studies program

NLS-72

High schoolachievement

Preparation foradult roles

Work relatedactivities

Militaryservice

Postsecondaryschooling

Familyformation

Goals andaspirations

HS&B

Effectiveschools

Academicgrowth

Dropouts

Disadvantagedstudents

Languageminority

(Hispanics)

Friendshipnetworks

Twins andsiblings

NELS:88

Math andscience

programs

Academicgrowth

Dropouts

Disadvantagedstudents

Languageminority

(Hispanics/Asians)

Transition tohigh school

Peergroups

.11


1.3.3 High School and Beyond of the 1980s: HS&B

The next major longitudinal study sponsored by NCES was High School and Beyond (HS&B). HS&B

was initiated in order to capture changes that had occurred in education-related and more general so-

cial conditions, in federal and state programs, and in the needs and characteristics of students since

the time of the earlier survey. Such changes have been particularly prominent over the last decade and

are clearly continuing. Thus, HS&B was designed to maintain the flow of education data to policy-

makers at all levels who need to base their decisions on information that is reliable, relevant, and cur-

rent.

Base year data collection was conducted by NORC; in the spring of 1980. Students were se-

lected using a two-stage probability sample with schools as the first-stage units and students within

schools as the second-stage units. There were 1,015 public, private, and church-affiliated secondary

schools in the sample and a total of 58,270 participating students. Unlike NLS-72, HS&B included co-

horts of both tenth graders and twelfth graders. Since the base year data collection in 1980, three fol-

low-ups of the HS&B cohorts have been completed, one in the spring of 1982, one in the spring of

1984, and the last in the spring of 1986.

The four NELS survey cohorts (NLS-72 seniors, the HS&B seniors and sophomores, and

NELS:88 eighth graders) are displayed in Figure 1-2 according to their initial and subsequent survey

years and their modal age at the time of each survey. As illustrated, NLS-72 seniors were first sur-

veyed in 1972 at age eighteen and have been resurveyed five times since, with the last survey occur-

ring in 1986 when these young adults were about thirty-two years of age. The HS&B cohorts have

been surveyed at points in time that would permit as much comparison as possible with the time

points selected for NLS-72. NELS:88 is also designed to fit into this larger analytical scheme. By

beginning with a cross-section of 1988 eighth graders, following a substantial subsample of these stu-

dents in 1990 and thereafter, and freshening the 1990 and 1992 samples, NELS:88 will provide a

point of comparison with the high school classes of 1980 and 1982, and the high school class of 1972

(NLS-72). To facilitate cross-cohort comparisons, many of the content areas contained in the HS&B

base year survey will be repeated in the first follow-up of NELS:88.

1.4 The National Education Longitudinal Study of 1988: Overview

The base year of the National Education Longitudinal Study of 1988 (NELS:88) represents

the first stage of a major longitudinal effort designed to provide trend data about critical transitions ex-

perienced by students as they leave elementary school and progress through high school and into col-

lege or their careers. A 1988 eighth grade cohort will be followed at two-year intervals as this group

passes through high school and into postsecondary education. Policy-relevant data about educational

processes and outcomes will be collected over time, especially as it pertains to student learning, early

and late predictors of dropping out, and school effects on students' access to programs and equal op-

portunity to learn.

1.4.1 NELS:88 Study Objectives

NELS:88's objectives are more comprehensive than those of any education longitudinal study

to date. Its major features include the planned integration of student, parent, teacher, and school stud-

ies; the initial concentration on eighth grade student cohorts with planned follow-up at two year inter-

vals; the inclusion of supplementary components to support analyses of geographically or demographi-

cally distinct subgroups; and design linkages to previous longitudinal studies and other current

5

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Figure 1-2.--Research design for the National Center for Education Statistics' National Education Longitudinal Studies program

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NELS:88 = National Education LongitudinalStudy of 1988

BY = Base year data collectionT = Cognitive test administrationTCHR = Survey of teachersPAR = Survey of parentsSCH = School administrator surveyFUl = First follow-up data collectionFU2 = Second follow-up data collectionO&E = Offerings and enrollment dataAVSC = Area vocational school augmentationAVTI = Area vocational/technical institute, teachersHST = High school transcripts

4 r


studies. Underlying these various features is a central theme that education in America must be under-

stood as a lifelong process enmeshed in a complex social context.

Several priorities have guided the research objectives of NELS:88. First, since the primary re-

search objectives of this study are longitudinal in nature, survey items have been selected for their use-

fulness in predicting or explaining future outcomes as masured in later survey waves. Second, the pri-

ority for base year questionnaires was to obtain valuable cross-sectional data, wherever this objective

proved consistent with the longitudinal requirements of the survey. Third, the study provides data for

the analysis of point estimates of student achievement that may be cross-sectionally related to factors

such as school type, programs, family characteristics, and the like,

Of equal importance are the policy objectives that NELS:88 is designed to serve. The study is

intended to produce a comprehensive data set for the development and evaluation of educational pol-

icy at all governmental levels. Part of its aim is to inform decision makers, education practitioners,

and parents about the changes in the operation of the educational system across time, and the effects

of various elements of the system on the lives of the individuals who pass through it, Specifically,

NELS:88 focuses on a number of interrelated policy issues, including: identification of school attri-

butes associated with achievement; the transition of different groups from eighth grade to secondary

school; the influence of ability grouping on future educational experiences and achievements; determi-

nants of dropping out of the educational system; and changes in educational practices over time. One

of the unique features of the NELS:88 study is the extensive attention it gives to the role of parents.

It gathers data on the effect of parents' attitudes and behaviors on educational choices, the correlates

of active parental involvement in the school, parental guidance, and the parents' role in the educa-

tional success of their children. Figure 1-3 provides arguide to the linkage between the NELS:88 ques-

tionnaire items and some of the key policy issues related to school research.

1.4.2 Base Year Study Design

Four study components constitute the base year design: surveys and tests of students, and sur-

veys of parents, school administrators, and teachers. A student questionnaire gathered information

about basic background variables and a range of other topics including school work, aspirations, and

social relationships. Students also completed a series of curriculum-based cognitive tests that used

item overlapping methods to measure ability and its growth between eighth and twelfth grades in four

achievement areas--reading, mathematics, science, and social studies (history/government). One par-

ent of each student was asked to respond to a parent survey intended to gauge parental aspirations for

children, family willingness to commit resources to children's education, the home educational sup-

port system, and other family characteristics relevant to achievement. Selected teachers (in two of the

four subject test areas) of each sampled student completed a teacher questionnaire designed to collect

data about school and teacher characteristics, evaluations of the selected students, course content, and

classroom teaching practices. Finally, a school administrator questionnaire was completed by school

principals. It was used to gather descriptive information about the school's teaching staff, the school

climate, characteristics of the student body, and school policies and offerings. Figure 1-4 illustrates

the four components of the base year design as they apply to determinants of learning.

A two-stage stratified probability design was used to select a nationally representative sample

of schools and students. The first stage resulted in 1,734 school selections with 1,052 participating

schools, including 815 public and 237 private schools. The second stage produced a random selection

of 26,435 students among sampled schools, 'resulting in participation by 24,599 eighth grade students.

op

Figure 1-3,--NELS:88 base year key questionnaire items related to current educational policy in school research

I. Social capital/Parent involvement/Community involvement

ISSUES

Active parental involvement, school policies andenvironment related to parental involvement,parental choice in school, parental networks andinteractions.

STUDENTS 34 Education level of parentsS 37 Parent participation at school

SCHOOLSCH 37SCH 46SCH 47

20

Student test results provided to familiesAvailable extracurricular activitiesSchool climate/school policyenforcement

IL Equity/Access/Choice

ISSUESAcademic programs/school climate/admissions prac-tices/PSE access/SES and ethnicity/junior high ac-cess/equal teaching quality and practices/A.P. andhonors courses/remedial classes/student choices

STUDENTS 20

S 31S 57-59S 66S 68

SCHOOLSCH 4SCH 5SCH 13SCH 14

SCH 15

SCH 16SCH 24SCH 25-28SCH 33MI 34SCH 35

SCH 39SCH 40

Language useA-D Race, ethnicitySchool climateAdvanced coursesGifted/talented programs

Type

Major,progratn orientationEthnicityPercentage of students in single-parenthomesPercentage of students LEP(Limited English Proficiency)Remedial and special programsAssignment of students to the schoolAdmission proceduresPercentage of students with financial aidFamily ability to pay for tuitionEighth grade scores used forhigh school admission

Minimum academic instruction requiredGifted/talented program

111. School effectiveness

ISSUES

Influence of size and school on outcomes, studentbody ethnicity and SES level effect on outcomes, ef-fect of school type and affiliation on outcomes,school climate effect on outcomes, staff and curricu-lum effect on outcomes

STUDENTCognitive test scoresS 81 Self-reported grades

SCHOOLSCH 2SCH 6SCH ,10SCH 11SCH 12SCH 17SCH 18SCH 19SCH 21SCH 38SCH 45SCH 47SCH 48SCH 49

School enrollmentLength of school yearNominated tenth gradeAverage daily attendanceDropout/migration rateNumber of full-time teachersSchool structure for instructionTeacher base salaryTeacher degree levelRetention reasonsBilingual classesSchool climateSchool policies

Discipline and other problems

Figure 1-3.--NELS:88 base year key questionnaire items related to current educational policy in school researchContinuod

I. Social capital/Parent involvement/ 11. Equity/Access/Choice

Community involvement

PARENTP 30P 45

P 54,P 57

P 58

P 59

P 61P 62

P 63P 66

P 67P 68

P 69

P 85

22

PARENT

IIL School effectiveness

PARENT

Parent education level P 10 Race, ethnicity 34,80

Parent request to retain P 34, 80 SES level 57

child in school P 38 Child's attendance at preschool 74

56 Parent involvement in course selections P 48 Child's participation in special programs

School contact with parentabotIt child

P 52 Child in gifted/talentedprogram

75

Parent contact with school P 70 Computer in home that child uses 76

about child's performance P 82 Money available for educational expenses

Parent participation inschool organizations

P 84 How much money eamiarked for student'spostsecondary education

Outside community activities with child P 22 Language spoken in the home

Parent knowledge of child's friends and

their parentsNonschool activities of childParent time talking with child eboutschoolTalk with child about high school plansTalk with child about postsecondaryplansParent time helping child withhomeworkParent involvement with financial aidand scholarships

SES levelSchool contact with parentParent opinion of school'seffectivenessParent satisfaction with schoolcurriculumParent opinion of child's schooling

future

2')

Figure 1-3.--NELS:88 base year key questionnaire items related to current educational policy inschool research--Continued

I. Social capital/Parent involvement/Community involvement

TEACHERT. I1 -26

T. DI-30

T. 111-31

Problems with school policiesas related to student,community, and parent: illegaldrugs, weapons, assault,robbery, vandalism, etc.Teacher time spentcommunicating with parentsHow many students' parentsdoes teacher talk to

IL Equity/Access/Choice

TEACHERT. I-11 Teacher perception of student as a

III. School effectiveness

TEACHER

language minority student T. I -(2 -9) Teacher rating of student's academicT. 1-12 Teacher perception of student as

Limited English Proficiency studentperformance and participation inclass

T. 11-16 Teaching practices in the classroom T. II- 3 Class sizeT. 11-17, 29 Teaching methods for specific T. 11-14 Teacher adequacy

subjects used in the classroom T. 111-8 Highest academic degree heldT. III- 4 Years of teaching experience T. 111 -10 Major and minor fields of highestT. 111- 6 Type of teaching certificate grade degreeT. M-19 Amount of in service education

in past yearT. M-18 Employment status in the school

systemT. I11-21 Instruct in gifted/talented program T. III-28 Number of days absent from teachingT. D1-27 Holding a second job T. M-29 Number of supervisory visitationsT. III-30 Time spent outside school hours on

teacher activities such as planningclasses, correcting papers, coordinatingcurriculum, etc.

T. III-33 How does teacher make use ofmicrocomputer for student instruction

T. D1-32 Percentage of students using microcom-puter for instructional material

Figure 1-4.--Illustrative research topics from NELS:88 determinants of learning

KRQQ4 ::QipateVel#6040ktligOttiri$0:Poipraetes

; .

ci"u' xf47-

Atttude , 5.;

' ' ,, ;A$PitattonS

vr434""1"4.1,, 4' ,;;/,

p.

2 o

11Orgctio ctkoishwwit14

,,-0000/4031Viti"0

t 27


On average, each of the participating schools was represented by 24 (regular) student participants.Chapter III provides additional detail about the NELS:88 base year core sample.

The student constitutes the basic unit, of analysis in the NELS:88 study and sample design. Allother data sets, including the parent, teacher, and school, are intended primarily to supplement the stu-dent data set (which includes results of both the student questionnaire and cognitive tests). Eventhough each data set can be analyzed separately, only the student and school data sets constitute repre-sentative probability samples. Additional information about the NELS:88 base year sample design isprovided in Chapter III and in the NELS:88 Base Year Sample Design Report.2

NORC, the prime contractor for NELS:88, was responsible for designing--and working withNORC subcontractors to design--the five survey instruments. Specifically, NORC was responsible fordesigning the student questionnaire, while the Educational Testing Service (ETS), an NORC subcon-tractor, assumed responsibility for developing the eighth grade tests. The parent questionnaire was de-veloped jointly by NORC and ETS. Both the teacherand school questionnaires were designed in coop-eration with Westat, another NORC subcontractor. NORC conducted the student and parent datacollection. NORC also collected teacher and school administrator questionnaires on the date of the in-school student survey. Westat was responsible fornonresponse follow-up and the retrieval of missingitems for both the teacher and school questionnaires.

1.5 NELS:88 Sponsors

The NELS:88 sponsor, the U.S. Department of Education's National Center for Education Sta-tistics (NCES), provided federal agencies, states, and educational institutions with an opportunity toexpand the scope of the base year study and enrich it through a variety of means. This involved sup-plementing the initial school and student surveys with teacher and parent surveys, augmenting thestate samples by adding schools and students, and sponsoring oversamples of specific student groups.Sponsorship also took the form of adding questions to one or more of the data collection instrumentsor sponsoring instrument supplements for administration to all respondents otspecific groups of them.

1.5.1 Sample Supplements and Augmentations

Sample supplements and augmentations were sponsored by various sources. The U.S. Depart-ment of Education provided major funding for the parent component of NELS:88 and, with the Na-tional Science Foundation (NSF), cosponsored the teacher component. The U.S. Department ofEducation's Office of Bilingual Education and Minority Language Affairs (OBEMLA) provided fundsfor oversampling Hispanic and Asian-Pacific Islanderstudents, thereby adding approximately 2,200students to the sample. Gallaudet University also sponsored a special oversample of hearing-impairedstudents who were enrolled in Individualized Education Programs (IEP) and mainstreamed in Englishor mathematics classes.

All four instruments and the eighth grade tests were administered to the core sample and over-sampled populations in an identical fashion.

2 Spencer, Frankel, Ingels, Rasinski, and Tourangeau, NELS:88 Base YearSample Design Report (see note 1).

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28


`1.5.2 Instrument Supplement's

The NCES core instruments- -the student questionnaire, the parent questionnaire, the teacher

questionnaire, and the school administrator questionnaire--were supplemented in various ways by fed-

eral agencies and educational institutions.

The National Science Foundation (NSF) sponsoredthe teacher questionnaire supplement,

while the U.S. Department of Education sponsored the parent questionnaire supplement. NSF also

sponsored mathematics and science items on the student, parent, and school questionnaires. Other fed-

eral agency sponsors included: the National Endowment for the Humanities (NEH), which sponsored

questions about the humanities and history in the student, parent, teacher, and school questionnaires;

the U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs(OBEMLA),.which added questions.about minority language use patterns and bilingual programs in

the student, parent, teacher, and school questionnaires; and the U.S. Department of Education's Office

of Planning, Budget, and Evaluation (OPBE), which sponsored questions about gifted and talented

programs in the student, parent, teacher, and schoolquestionnaires.

Gallaudet University sponsored the collection of audiological data about hearing impairments

for sampled students enrolled in Individual Education Programs (IEPs). This audiological data is not .

included on the public release data tapes.

1.5.3 Related Studies

Appendix E contains descriptions of related NELS:88 enhancements, state augmentations, and

supplements; as well as related education studies available through NCES.

1.6 NELS:88 Base Year Public Release Tapes

Four public release tapes have been produced for the NELS:88 base year study, one for eachstudy component--the student, parent, teacher, and schc )1. Each tape includes a data file based on the

core sample, which consists of 24,599 participating students from 1,052 participating schools. In addi-tion, 22,651 parent questionnaires and 1,035 school administrator questionnaires were collected,

along with 5,193 teacher questionnaires with teacher ratings for 23,188 participating students. Public

release tapes and user's manuals can be obtained through NCES. State augmentations and supple-

ments do not appear on the NELS:88 public release tapes. Appendix E (and NCES) should be con-

sulted for additional information about the documentation for NELS:88 augmentations, supplements,

and enhancements.

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II. Data Collection Instkuments

The data collection instrunients for the NELS:88 base year study consisted of four separatetiut:stionnaires and a battery of eighth grade tests.

All four NELS:88 questionnaires were designed to provide continuity and consistency withearlier education longitudinal studies. Where appropriate, NELS:88 drew from NLS-72, HS&B, andother current NCES studies--in particular, the National Assessment of Educational Progress (NAEP)and the Schools and Staffing Study--in order to ensure a common standard of measurement that wouldpermit comparisons and maximize the utility of NELS:88 data. Figure 2-1 provides a comparativeoverview of the specific content areas covered by each of the NELS:88 base year questionnaires.

A brief description of the contents of the data collection instruments used in the NELS:88base year follows.

2.1 Student Questionnaire and Eighth Grade Tests

A 45-minute self-administered student questionnaire was completed by eighth grade studentsin the classrooms of their schools. The student questionnaire was designed to collect informationabout a wide range of topics, including the student's and parents' background, language use, familybackground, perceptions of self, plans for the future, jobs and household chores, school life, schoolwork, and school activities.

Students also completed a series of cognitive tests, which were administered in a single groupsession. The combined tests included 116 items to 1e completed in 85 minutes. The eighth grade testsare described briefly below:

Reading (21 items, 21 minutes): consists of five shortpassages followed by comprehension andinterpretation questions.

Mathematics (40 items, 30 minutes): consists of quantitative comparisons and other questions as-sessing mathematical knowledge.

Science (25 items, 20 minutes): questions assessing science knowledge and scientific reasoning.ability.

History/Govemment (30 items, 14 minutes): questions assessing knowledge of U.S. history, civ-ics, and government.

NORC's subcontractor, the Educational Testing Service (ETS), developed the cognitive testbattery. In order to facilitate comparisons with test data from other national studies, NELS:88 bor-rowed or adapted a number of test items from NAEP and from earlier education longitudinal studies.Properties of the tests and the test item reliabilities.are discussed in ETS's report, Psychometric Re-port for the NELS:88 Base Year Test Battery,3 which can be obtained from NCES.

3 Puck, D.A,, and Pollack, LM., Psychometric Report for the NELS:88 Base Year Test Battery (Washington, D.C.: NationalCenter for Education Statistics, 1990).

14

30

Figure 2-1.--Content areas in NELS:88 base year questionnaires

Content Category ..t.u...a.P. Parent Teacher School

Constitutional factors Student's sex, birth date Responding parent's sex,birth date

Teacher's sex, birth date

Race/ethnicity Self-reported race/ethnicity Parent's race/ethnicity Teacher's race/ethnicity School(student/faculty) race/ethnic composition

Characteristics of home Number of brothers and sisters Number of brothers and sisters,marital status of parents,religion practiced at home,language spoken at home

Identification of studentswho may have problemsrelating to home environment(e.g., limited Englishproficiency, health)

Percent of students in single-parent homesPercent of students withlimited English proficiency

Socioeconomic status Parental occupation and educa-tion; items in home (e.g.,computer, VCR)

Parent occupation, income,education

Work status Jobs or chores done for pay Parental employment status Teacher employment status

Opinion values Self-conceptLocus of controlOpinions of self

Teacher impressions of sampledstudent

School characteristics School type (e.g., public,private; major program orient-ation); days in school year,class periods in days

School atmosphere Self-reported attitude towardalcoholism, illegal drugs, andother problems in school;school discipline in classes

Parent's attitudes towardatmosphere, standards,and policies

Teacher attitudes towardsdrugs; verbal and physicalabuse of teachers and otherproblems in the school

Teacher morale, structure andcompetitiveness of grades,physical conflicts of students,robbery, thefts, and verbal abuse

School work Self-reported tardiness, absentee-ism, homework, attitudestowards mathematics, socialstudies, and science

Contact from school aboutstudent's performance andcurriculum; help given by parentto child with homework; use ofcomputer in home

Homework assigned, instruc-tional methods and materialsused, student tardiness, andabsenteeism; content areascovered in English, mathematics,social studies, and science

Student tardiness, absentee-ism, degree to which studentsare expected to do homework

31 ti 32

Figure 2-1.--Content areas in NELS:88 base year questionnairesContinued

Couteut Category Student Parent Teacher School

School performance Self-reported grades;performance in mathematics,science, English, and socialstudies sections of the NELS:88cognitive test battery

Parental expectations for child'sgrades

Teacher impressions of studentachievement

Guidance Student-reported availability ofcounseling (for education plans,jobs, careers, drug abuse, etc.)given by school employee, adultrelative, or friend

Parent talks at home with childabout school, high school plans,or homework

Availability of guidancecounseling for students inschool

Special programs Participation in specialprograms (e.g., gifted andtalented, special education)

Physical and mental limitationsof students; special servicesrendered (e.g., for gifted andtalented or special needs student)

Teacher involvemelit and satis-faction with gifted andtalented programs

Special services (e.g., giftedand talented prograins)

After-school supervision Parental supervision Parental supervision; after-schoolchildcare arrangements

Involvement withcommunity

Family life, cultural experience,participation in neighborhoodprograms

Family life, activities in community(e.g., borrows books from library,attends concerts, museums,participates in community-basedgroups)

After-school activities Extracurricular activities;outside-school classes and clubs

Student enrollment in outside schoolclubs

Life goals, educationaland occupational

Student and parent expectations ofhow far in school student willadvance; student's desiredoccupation

Parental expectations of educationalattainment of child

Financial assistance Proposed financial aid for futureeducation

Percent of students receivingaid in school

3OC 33


2.2 Parent Questionnaire

A self-administered 30-minute questionnaire was completed by one of the student's parents onabout the same date that the student questionnaire and eighth grade tests were administered. The in-structions in the questionnaire and accompanying letter directed the most knowledgeable parent (orguardian) to complete the questionnaire. The most knowledgeable parent was defined as the parentwho knows the most about the student's educational activities r. 3d related behaviors. In accordancewith this definition, the respondent was self-selected.

The parent questionnaire was designed to collect information from parents about factors thatinfluence educational attainment and participation. The questions focused on family background andsocioeconomic characteristics, and on the character of the home educational support system. Thesedata will allow analysis of the effect on su, dent educational outcomes of parental behaviors concern-ing student course selection, long-range ersucational planning, participation in school activities andnonschool extracurricular activities,,and the establishment of discipline at home. In addition, the par-ent instrument collected data related to parental behaviors and circumstances with which the studentmay not be familiar, such as parental education and occupation, and contained more sensitive items re-lating to income and religious affiliation. The questionnaire also included a section that gathered infor-mation to be used in locating the respondent for subsequent follow-ups. English- and Spanish-lan-guage versions of the questionnaire were made available to parents.

The object of the parent questionnaire was to provide data that could be used primarily in theanalysis of student behaviors and outcomes, and only secondarily as a data set by itself. Parent ques-tionnaires were administered to one parent of each student in the core sample.

2.3 Teacher Questionnaire

A self-administered teacher questionnaire was completed by selected teachers responsible forinstructing sampled students in two of the four test subjects (mathematics, science, reading, and socialstudies).4 It is important to note that the teacher survey was designed primarily to obtain student-leveldata, as reported by teachers, pertaining to specific eighth grade students and the courses in whichthey were enrolled. Although some teacher-level data were collected, the primary emphasis was on in-formation that may help account for the subsequent educational development of the sampled students.Issues that received principal consideration included the quality, equality, and diversity of educationalopportunity, and the effect of these factors upon individual development and educational and careeroutcomes.

The teacher questionnaire was designed to collect information in three areas: teachers' percep-tions of the sampled students' classroom performances and personal characteristics; curriculum con-tent of areas that they teach; and teachers' background and activities. Teachers were asked to respondto the questionnaire items in relation to a specific list of sampled eighth grade students enrolled intheir classes. The contents of these three sections are described below.

4 Section 4.3.3 provides additional information about the selection procedures for teachers and the assignment of subjectcombinations to schools.

3517


Part I, Student Information, asked the teachers to indicate which of the sampled students theyhad had in their classes during the 1987-88 academic year, and for those students enrolled in theirclass(es), to indicate whether or not the student had various school-related problems and handicaps.

Part II, Class Information, required the teachers to respond to a series of course-related ques-tions regarding a distinct set of classes they had been identified as teaching to one or more of the sam-pled students. Subsections of items within this segment of the questionnaire applied to the four spe-cific curriculum areas (i.e.,,mathematics, science, English, and social studies), enabling teachers torespond to these subsections as appropriate.

Part III, Teacher Background and Activities, requested teachers to provide general backgroundinformation about themselves and their school.

NORC's subcontractor, Westat, prepared the teacher questionnaire under the directionofNORC and NCES.

2.4 School Administrator Questionnaire

A self - administered 40-minute school administrator questionnaire was completed by theschool principal, headmaster, or other knowledgeable school administrator designated by the princi-pal. The questionnaire was designed to collect information about school, student, and teacher charac-teristics; school policies and practices; the school's grading and testing structure; school programs andfacilities; parent involvement in the school; and school climate.

The primary purpose of the school administrator questionnaire was to gather general descrip-tive information about the educational setting and environment associated with the individual studentswho were selected for participation in NELS:88. The school information describes the overall aca-demic climate in terms of enrollments and educational offerings, as well as specific school policies.The information obtained through the school administrator questionnaire provides supplemental infor-mation to that provided by the student questionnaire, so that student outcome and achievemefit datacan be considered in terms of the educational setting. School-level data will provide a basis for distin-guishing patterns among eighth grade schools as they relate to the transition of studentsto the tenthgrade and beyond. NORC and its subcontractor, Westat, collaborated in designing the instrument.

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HI. Selection of Teachers

This chapter describes the procedures used for selecting teachers into the NELS:88 base yearsample. It is important to realize that teachers were not sampled using probability methods but enteredinto the sample because they happened to teach one or two of four selected courses (mathematics, sci-ence, English, and social studies) to one or more of the sampled eighth grade students. This chapterwill briefly discuss the sampling procedures used in the selection of students and then will discuss inmore detail the assignment of courses to schools and the identification of teachers. A full report of theNELS:88 sampling procedures can be found in the NELS:88 Base Year Sample Design Report.5

3.1 Base Year Sample Design

The base year survey employed a two-stage, stratified sample design, with schools as the first-stage unit and students within schools as the second-stage unit. Within each stratum, schools were SE.lected with probabilities proportional to their estimated eighth grade enrollment. In addition, schoolswere oversampled in certain special strata. Within each school approximately 26 students were ran-domly selected (typically, 24,regularly sampled students and 2 OBEMLA-supplement Hispanic andAsian/Pacific Islander oversampled students). In schools with fewer than 24 eighth graders, all eligi-ble students were selected. From a national frame of about 39,000 schools with eighth grades a totalof 1,734 schools were selected, of which 1,052 participated. Thus the target sample size of 1,032schools was achieved and in fact surpassed. The NELS :88 Base Year Sample Design Report explainsrules used for excluding schools and students from the sample.

3.2 Procedure for Selection of Teachers

All full- and part-time teachers who were teaching classes in mathematics, science, En-glish/language arts, and social studies to eligible eighth graders in the winter-spring of 1988 were in-cluded in the NELS:88 universe of eighth grade teachers. The actual sample was restricted to teacherswho provided instruction in the four subject areas to the selected sample of eighth grade studentswithin the sampled schools. Thus there was no need to construct a formal universe list of eighth grademathematics, science, English and social studies teachers prior to their selection. In cases where theteacher had changed between the autumn and spring terms, the spring term teacher was designated asthe preferred respondent.

In general, the teacher survey sample was designed to build upon a national sample of schoolsand a sample of eighth grade students in the participating schools. To achieve the objective of "linkinginformation from the teacher to data about individual students in the NELS:88 sample," two teacherswere identified as respondents to the teacher questionnaire for each student.

SelectiOn of respondents to the teacher questionnaire for each student was based on the assign-ment of two curriculum areas per school included in the NELS:88 base year sample. Specifically,each of the sample schools was assigned one of the following combinations of curriculum areas:

science and English

5 Spencer, Frankel, Ingels, Rasinski, and Toutangeau, NELS:88 Base Year Sample Design Report (see note 1).

19

at7


science and social studies

mathematics and English, or

mathematics and social studies

Each sampled student's current teacher in each of the two designated curriculum areas was se-lected to receive a teacher questionnaire.

The assignment procedure was designed to ensure approximately balanced representation ofthe four combinations of curriculum areas across the sampling variables of school type and levels ofurbanicity and/or minority population. Additionally, there was an attempt to balance assignmentswithin geographical categories and by school size. Finally, the assignment process was intended to en- ,sure representation of mathematics or science and English or social studies in all base year sampledschools.

Once the data file listing all sampled schools was compiled, it was sorted in the order ofsam-ple selection; that is, by geographical category within school type, then by urbanicity/minority level,by whether the school was selected initially as a sample school or a replacement school, and finallyby a measure of size. Next, the four curriculum combination areas were ordered in a random sequenceand the start combination randomly selected. This start combination (mathematics and social studies)was assigned to the first school in the sorted listing, and curriculum combination areas were assignedto the schools in repeating cycles of the sequence (i.e, mathematics and social studies, mathematicsand English, science and English, and science and social studies).

Following the assignment of curriculum combination areas to sampled schools and the selec-tion of the student sample in a participating school, a matrix of student-subject-teacher informationwas obtained from school records. A class schedule form used in the teacher-respondent selection pro-cess contained 30 rows (one per sampled student) and two columns (one for each assigned curriculumarea). For each cell in the form, that is, for each student-curriculum combination (subject), the follow-ing information was entered:

class identification (e.g., usually period number or hour)

course title, and

naine of the 'trident's current teacher in that subject

In completing the teacher matrix, the school coordinator was asked to report the currentteacher, or where there were multiple current teachers, to report the teacher who had the greatest as-signed responsibility for teaching the sampled student. The assignment of subject matter pairs toschools ensured that data were collected from two teachers of each student (assuming more than twoteachers for the eighth grade class, and that both the student's teachers chose to participate in thestudy) and that survey response burden for teachers in the school was limited.

Because of the near universality of the four subject matters in the required curriculum of theeighth grade, virtually all sampled students were enrolled in classes in the assigned subject combina-tion during some portion of the 1987-88 school year. Thus no subject substitution was necessary.However, occasionally, a student was enrolled in more than one spring term class in a particular

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38

Base Year: Teacher Component

Data File User's Manual

subject. When this was so, the following decision rule was invoked to determine which class would beentered on the teacher matrix: when there were two or more candidate classes in the same subject fora given student, the course in which the student spent the most class time between the start of schooland Survey Day was selected. If this rule was not sufficient to eliminate all but one of the candidateclasses, the class that involved the most advanced subject matter was selected. Other cases were en-countered in which there was more than one teacher for a designated class (for example, team teach-ing arrangements). In these cases, the teacher with the greatest assigned responsibility (identifiedfrom the class schedule form) was chosen to complete the teacher questionnaire.

The use of this sampling scheme for the NELS:88 base year resulted in the identification ofvarying numbers of teacher-respondents per participating school ranging from 1 to 19, with an aver-age number of 5.5 per school. It should be noted that the resulting NELS:88 base year sample ofteacher-respondents to the teacher questionnaire does not constitute a statistical or representative sam-ple of eighth grade teachers for analysis and reporting purposes. Rather, the results of this question-naire are intended to.provide information about student-related characteristics, teacher practices, andcurriculum exposure which may affect longitudinal student outcomes. It should alio be noted thatonce data collection had been completed, the sample was further restricted to teachers of base yearparticipants, that is, data collected from teachers of base year nonparticipants were systematically ex-cluded from the data files.

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39


IV. Data Collection

4.1 Overview

The NELS:88 base year study collected data from students, parent:., teachers, and school ad-ministrators. Self-administered questionnaires and tests represented the principal. mode of data collec-don. For the NCES-sponsored core sample, the number of completed instruments and completionrates based on sample eligibility for each instrument are listed in Table 4-1.1. (See also Figure 4-1.)Completion rates by sampling strata are presented in Tables 4.4-2 and 4.4-3. (See section 4.4 for fur-ther information on the proper interpretation of these tables.)

Table 4.1-1.--Summary of NELS:88 base year completion rates

Instrument Completed Weighted,. Unweighted

Student questionnaires 24,599 93.41% 93.05%Student tests 23,701 96.53%a 96.35%aParent questionnaires 22,651 93.70% 92.08%Teacher ratings of students 23,188 95.91%b 9426%bTeacher questionnaires 5,193 NA 91.40%School administrator questionnaires 1,035 98.92% 98.38%

aPercentage of cases for which a student questionnaire was obtained for which a cognitivetest was also obtained.

bindicates a coverage rate. See section 4.4.

In fact, a slightly larger number of parents, teachers, and school administrators participated inthe survey. The above completion rates reflect the number of records, in the public use data file, whereparent, teacher, and school administrator data were excluded for the students who did not participate.

4.2 Pre-Data Collection Activities

Before the data collection effort could begin, it was first necessary to secure from the adminis-trator of each sampled school a commitment to participate in the study. Several levels of cooperationwere sought before school administrators were approached. The first level involved contacting key ed-ucational organizations. The Committee on Evaluation Information Systems (CEIS)6 of the Councilof Chief State School Officers was asked to provide its approval of the project. Contact was alsomade with the National Catholic Education Association (NCEA) and the National Association of Inde-pendent Schools (NAIS) in order to inform them of the study and to solicit their endorsements.

For public schools the next step involved contacting the Chief State School Officer (usuallythe state Superintendent of Schools) of each state to explain the objectives of the study and the datacollection procedures (especially those for protecting individual and institutional confidentiality).

6 CEIS is now known as the Education Information Advisory Council.

22

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Once approval was obtained at the state level, contact was made with District Superintendents and,upon receipt of district approval, contact was made with the school-principals. Wherever selected pri-vate schools were organized into an administrative hierarchy (for example, Catholic school dioceses),approval was obtained at the higher level before the school principal or headmaster was approached.

Within each cooperating school, principals were asked to designate a school coordinator whowould serve as a liaison between the NORC staff, the school administrator, and the selected students,teachers, and parents. The school coordinator (often a guidance counselor or senior teacher, but some-times the principal or assistant principal) handledall requests for data and materials as well as all lo-gistical arrangements for data collection on the school premises. Included among these responsibili-ties was annotating the list of sampled students to identify students whose physical or learninghandicaps or linguistic disabilities would preclude participation in the survey. Coordinators wereasked to classify all eligible students as Hispanic, Asian-Pacific Islander, or "core" (neither Hispanicnor Asian-Pacific Islander), and to distribute parental permission forms to sampled students. Schooladministrators were also requested to collect audiological data for eligible hearing-impaired studentsparticipating in Individualized Educational Programs (IEPs).

4.3 Base Year Data Collection

Student questionnaires and tests were administered in group sessions to roughly twenty-fivestudents in each of the schools in the core sample and augmentation samples. Telephone interviewswere conducted for a small number of students who were unable to participate in the group-adminis-tered sessions. Parents who initially refused to grant permission for their child to participate in thestudy, but who later consented when contacted by an NORC representative, usually allowed theirchild to complete a questionnaire by telephone. Given the mode of administration, test data were notcollected for these students. The parent, teacher, and school adniinistrator questionnaires were self-administered instruments that were normally received in.the schools and then delivered to the intend-ed recipient via the school coordinator, NORC representative, or, in the case of the parent, the student.

43.1 Student Survey and Eighth Grade Tests

NORC organized an Orientation Day for 158 schools that requested it or for schools that weredeemed likely to particularly benefit from it.7 The Orientation Day was usually arranged one or twoweeks prior to the administration of the studentquestionnaire and tests. During these sessions, sam-pled students were informed about the objectives of the NELS:88 study, its voluntary nature, and themeasures to be used to ensure respondent confidentiality. Students were also briefed about the tasksand procedures that would be followed in administering the questionnaire and tests. A check wasmade during this time to confirm that all required parental permission forms had been obtained.

' Base year student data were collected from students8 in the core and augmentation sampleschools between February 1 and June 30, 1988. Selected eighth graders within each school were

7 Orientation days were originally planned for all schools. However, the NELS:88 base year field test indicated thatorientation days for eighth grads students would not significantly affect participation rates in most schools. See Ingels, S.3.,et al., National Education Longitudinal Study of 1988: Field Test Report (Chicago NORC, 1987; ERIC ED 289-897).

8 Student sample selection procedures are discussed in S?encer, Frankel, Ingels, Rasinski, and Tourangeau, NELS:88 BaseYear Sample Design Report (see note 1).

4224


gathered in a group session on the scheduled Survey Day. Two NORC field staff members, a "team

leader" and a clerical assistant, were responsible for overseeing the administration of the question-

naires and tests during the planned session.

Actual survey administration, which was usually conducted in a school classroom or library,

consisted of several steps. A check was made to confirm that parental permission forms had been ob-

tained for all selected students. Students in each session were instructed to first complete the self-ad-

ministered student questionnaire, starting with the background and identification section. A ten-min-

ute break followed, during which time NORC field staff reviewed the questionnaires for completeness(i.e., checking for missing or multiple-response critical items). Upon completion of thequestion-

naires, an 85-minute battery of cognitive tests was administered. The tests consisted of four timed sec-

tions devoted to mathematics, reading, science, and social studies (history/government).-Once the test

battery was completed, an attempt was made to retrieve missing (or inappropriately marked) question-

naire items before the student left the classroom .9 At the close of the session, NORC representatives

packaged all student questionnaires and tests and mailed them to NORC for processing.Teacher and school administrator questionnaires were also collected, but were mailed to Westat for

processing.

Arrangements were made to conduct make-up sessions for students who were scheduled, but

unable to attend the first Survey Day. If fewer than five students were scheduled for amake -up

the school coordinator was asked to handle the arrangements and oversee itsadministration.) u When

five or more students were scheduled, or in instances where the school coordinator was unavailable to

conduct a make-up day, NORC representatives arranged a return visit to the school.

4.3.2 Parent Survey

A self-administered questionnaire was hand-delivered by the student to his or herhome with a

written request that it, be "completed by the parent or guardian who is most familiar with the student's

current school situation and educational plans." One parent of each sampled student in the core sam-

ple was included in the parent survey.

The parent questionnaires were received by parents on one of two dates: the Orientation Day

or on Survey Day. Students who attended OrientationDay received parent questionnaire packets totake home. The packet was addressed to "The Parent of [Eighth Grade Student]." Although parentswere encouraged to complete the questionnaires for return by Survey Day via the students, they were

also given the option of mailing the document directly to NORC. A prepaid envelope was included in

the parent questionnaire packet for this purpose. About 40 percent of parentquestionnaires were re-

turned through the schools or directly without further intervention by NORC.

9 An NORC field staff member was instructed to review the questionnaire to ensure that all critical items were completed. Aspecially designated oval indicating "no retrieval" was marked whenever the missing data could not be retrieved due torespondent refusal or inability to clarify an inappropriate response. (See also section 53.)

10 To ensure respondent confidentiality, school coordinators were prohibited from reviewing the student questionnaires forcompleteness. Instead, the review was conducted by NORC staff in Chicago, and missing data were retrieved by telephone.

25


A mixed mode follow-up design was used in pursuing parents who failed to return a com-pleted questionnaire several weeks after the questionnaire should have been received. (The locatorsection in the student questionnaire usually provided the necessary information for reaching the par-ent during the follow-up effort.) Parents first received a telephone prompt from an NORC central of-fice interviewer, encouraging them to complete and return the questionnaire promptly.11 The tele-phone prompt accounted for an additional 20 percent of. the completed cases. If a case was stilloutstanding two weeks after a telephone prompt it was transferred to an NORC field interviewer forfollow-up. Field interviewers were instructed to attempt to complete the case by telephone administra-tion. Failing that, the interviewer was instructed to make a personal visit to the respondent's home inan attempt to conduct a face-to-face interview.

A special effort was made to ensure a high completion rate for parents of the OBEMLA(Hispanic and Asian/Pacific Islander) oversampied students. One of these efforts involved having aSpanish-language parent questionnaire and a Spanish-speaking interviewer available to conduct thetelephone follow-ups. If an interviewer reached a Spanish-speaking household during the telephoneprompting she or he would transfer the call to a Spanish-speaking interviewer. The bilingual inter-viewer would ascertain if the parent preferred to complete the questionnaire in Spanish or English. Ifa Spanish questionnaire was preferred, that version was mailed to the parent. During the follow-upfield period, households that hadbeen identified as Spanish-speaking during the prompting stage wereassigned to Spanish - speaking interviewers who could administer the Spanish-language instrument ifnecessary.12

Approximately 575 Spanish-language parent questionnaires were completed.

While a native language version of the questionnaire was not available for Asian and PacificIslander parents, other special procedures were used to ensure a high completion rate for this group.NORC contracted with Arts, Research, andCurriculum Associates, an educational consulting firm spe-cializing in concerns of Asian and Pacific Islander ethnic groups, to develop a multi-language prompt-ing letter (written in Chinese, Korean, Tagalog, Vietnamese, and English). The letter stressed the im-portance of the NELS:88 study and encouraged parent participation. The letter also asked parents toobtain assistance with the English-language parent questionnaire, if necessary. Within two weeks afterthe letter and a copy of the parent questionnaire were sent to.the parents of Asian/Pacific Islander stu-dents, an employee of that organization (who had signed the NORC confidentiality pledge and was, ineffect, an NORC interviewer), who could speak to the parent in his or her native language, telephonedthe household. During that contact, the interviewer stressed the importance of the study and encour-aged the respondent to participate. These special efforts proved quite effective in increasing comple-tion rates for parents in both groups, bringing the final weighted completion rates to 88.35 percent forHispanic parents and 90.76 percent for Asian and Pacific Islander parents.

4.3.3 Teacher Survey

A self-administered teacher questionnaire was distributed to selected eighth grade teachers ofthe sampled students. Teachers were selected on a preassigned basis in two of four subject areas--mathematics, science, English, social studies. Each school was randomly assigned to one of the

11 In order to deliver a parent questionnaire to those few students who did not attend either Survey Day or Orientation Day,the parents were contacted during the prompting follow-up phase and a questionnaire was mailed to them.

12 Parent permission forms for sampled students were also made available in Spanish.

26

44r


following combinations of curriculum areas: mathematics and English; mathematics and social stud-

ies; science and English; and science and social studies.

Thus, at any given school, each sampled student's current teacher for each of the two desig-

nated subject areas were selected to receive a teacher questionnaire. This selection procedure was de-

signed to ensure representation of mathematics or science curriculum and English or social studies in

all schools. (Combinations of English and social studies as well as science and mathematics were ex-

cluded by the design.) The design also achieved balanced representationof the four curriculum area

combinations across the school variables of control (that is, public, Catholic, and other private), level

(elementary, middle, junior-senior high school), geographical stratum, and school size.

Finally, using this design, the number of teacher respondents was expected to vary depending

on the size and. structure of the eighth grade at a particular school. It was anticipated that smallschools with a self-contained eighth grade could have as few as one or two eligible teachers, while

larger, departmentalized schools would typically have seven to ten teacher respondents. An average of

five teachers per school participated in the teacher survey.

As part of a larger mailing, school coordinators received the teacherquestionnaires about two

weeks before the scheduled Survey Day. The packet contained a cover letter, teacher questionnaire,

and a study brochure. School coordinators were responsible for delivering the materials to the se-

lected teachers and requesting that they complete and return the questionnaire prior to the scheduled

Survey Day. School coordinators were also responsible for collecting the completed questionnaires so

that they.could be picked up by the NORC representative on Survey Day. Telephoneollow-up activi-

ties for teachers who did not return a completed questionnaire were conducted by NORC's subcontrac-

tor, Westat.

In order to prepare the school package, as well as meet the study objective of linking teacher

data to individual students, several key pieces of information had to be acquired and processed before

the teacher survey could proceed. The information required included:

A school file that contained information about the participating school, including the school's

ID number, name, address, and telephone number. The file also contained the name and title of the

school coordinator, the scheduled survey date, and key school characteristics (such as size and con-

trol). This information was used to produce school coordinatormailing labels and to ensure that the

survey materials would be sent before the school's scheduled Survey Day. The file was transmitted

electronically from NORC to Westat as soon as a school agreed to participate in the study.

A student file that contained the names and ID numbers of selected students for a participat-

ing school. This file was also transmitted electronically from NORC to Westat as soon as it was avail-

able.

A class schedule form (teacher-class-student matrix) completed by the school coordinator.

Once NORC completed the student sampling for a school, the school coordinator was asked to com-

plete a class schedule form. Using this form, coordinators recorded information about the classes each

sampled student attended in the two curriculum areas preassigned to the school. This form identified

the teachers and classes to be included in the survey. This information was used to produce the

teacher labels and list of each teacher's sampled classes.

27

A

Baje Year: Teacher ComponentData File User's Manual

The class schedule form served two purposes. The first was to identify theleacherswhotaught classes in the designated curriculum areas to one or more of the sampled students included inthe study. Each teacher listed on the class schedule form by the school coordinator was asked to com-plete'a teacher questionnaire. The second purpose of the clasS schedule form was to idcatifystyteacher, the specific class each student attended`for each assigned subject area. This information wasused to produce a list of classes for whicheach teacher respondent provided descriptive informationin Part II of the questionnaire."The class schedule forni, then, piovided the mechanism to link teacherratings of students and descriptions of curriculum and practices to individual students. School coordin-ators were instructed to return their completed form to Westat. Once a completed class schedule formwas received at Westat, it was checked for completeness and discrepancies. If any crucial items weremissing or errorswere detected, the school coordinator was contacted by telephone and the relevantinformation was obtained or clarified. If a class schedule form was not returned to Westat within twoweeks, a prompting telephone call was made to the school coordinator. .

Although the questionnaire administration schedule allowed approximately two 'weeks forteacher's to return the completed questionnaires to school coordinators for return to Westat, in somecases materials were not received at the school sufficiently in advance of Survey Day to maintain' thisschedule. When school and/or student files were received too late to allow the timely completion ofthe class schedule form request packages, the packages were express mailed to the schools. Trainedtelephone interviewers then contacted the school coordinators and helped them complete the classschedule form by telephone.

Similarly, overnight express mailings were usecrto ensure the arrival of questionnaire pack-ages prior to Survey Day. Coordinators were asked to encourage teacher respondents to have com-pleted questionnaires ready for NORC field staff. When time did not permit the arrival and/or returnof completed questionnaires on the desired time schedule, school coordinators were given the neces-sary materials to mail questionnaires directly to Westat following the completion of Survey Day activi-ties. In general, these administrative exceptions were handled on a case-by-case basis.

4.3.4 School'Survey

For the school survey, the school administrator (principal or headmaster) was asked to com-plete a school administrator questionnaire before the scheduled Survey Day. About two weeks beforethe Survey Day, school coordinators received a school administrator questionnaire packet, containinga cover letter, the school administrator questionnaire, and a study brochure. School coordinators wereresponsible for delivering the materials to the school administrator. They were also instructed to col-lect the completed questionnaire on or before Survey Day so that it could be picked up by the NORCrepresentative. After that date, school administrators could mail their completed questionnaires di-rectly to Westat in prepaid business reply envelopes provided for this purpose. Follow-up activitiesfor administrators who did not return a completed questionnaire were conducted by Westat.

4.4 Data Collection Results

Tables 4.4-1 through 4.4-3 summarize the data collection results for the NELS:88 base yearstudy. Table 4.4-1 reviews the school sample selections and sample realization. The final sampleroughly achieved its target number of schools. Just under 70 percent of the original selections cooper-ated. Replacement schools were drawn on when original selections refused to participate, in order toachieve the overall numerical target in each stratum. The tables that follow (Table 4.4-2 and

284$


Table.4-3) present two sets of completion statistics fOr the four study components that constitute the

NELS:88 core sample. The.statistics are presented according to the sampling stratification variables.

Table 4.4-2 displays weighted and unweighted completion rates based on the overall

study/sampledesign in which the participating student constitutes the basic unit of analysis. For pur-

poses of this table, the completion rate was calculated as the ratio of the number of completed inter-

views divided-by the number of in-scope sample members. Note that the student population is, in the

strictest sense, the sole independent sample, and that the other populations, for example parent and

teacher, are defined in relation to participating students. Because the parent or teacher of a base year

student. nonparticipant was defined as out-of-scope (even though these parents and teachers may have

completed questionnaires), these out-of-scope respondents have been subtracted from both the numer-

ator and the denominator in the response rate calculation. Given this definition of response rate,weighted completion rates exceed 93 percent for each class of respondents as well as for the teacher

ratings of students. In the case of teacher ratings, the statistics given represent more strictly a cover-

age rate than a teacher response rate. Note that reports were sought from two teachers of each student.

The teacher ratings statistics in Table 4.4-2 depict the percentage of base year participating students

for whom observations were obtained from one or moreteachers.

Table 4.4-3, in contrast, presents the weighted and unweighted completion rates for each sur-

yeybased on the initial sample selections--that is, the response rate denominator includes base year

nonparticipants, eventhough the parents and teachers of base year nonparticipants respondents were

defined asnut-oficope. Utilizing this definition, the completion rates decrease by several points to

around the 90 percent mark. Because in both instances ineligible (or out-of-scope) schools and stu-

dents were removed from the sample prior to data collection, completion rates are computed directly

by simply dividing the number of participating respondents/schools by the number of selections. As in

figure 4.4-2, the teacher survey represents a coverage rate, rather than a teacher response rate.

29

Table 4.44.--NELS:88 base year school sample selections and realization

Stratum Estimated asize

Eligibleoriginalselections

Target N

Total 38,837 1,002 1,032

Publicschools b 22,690 774 800

Catholicschools c 6,928 91 95

Otherprivateschools 9,219 137 137

Total N Sample Cooperating Cooperatingcooperating realization original alternativeschools (% of target selections selections

achieved)

1;057 102% 698 359

817 102% 522 295

104 109% 70 34

a Estimated as the sum of the school-level weights for each school type.

b Stratified by nine Census divisions; racial compositions; grade 8 enrollment; and urbanicity (central city, suburban within SMSA county;rural [nonSMSA)).

c Stratified by nine Census divisions; racial composition; grade 8 enrollment; and urbanicity (central city, suburban within SMSA county, rural [non-SMSA)).

48

,

Table 4.4-2.--NELS:88 base year completion rates for student, parent, teacher and school surveys, adjusted for out-of-scopes

Studentquestionnaire

Completion ratesWeighted Unweighted

Student 8th gradetest .


Parentquestionnaire

Completion rates

Weighted Unweighted

Teacherratings*


Schoolquestionnaire


Total 93.41 93.05 96.53 96.35 93.70 92.08 95.91 94.26 98.92 98.38

Participated 24,599 23,701 22,651 23,188 1,035

Selected 26,435 24,599 24,599 24,599 1,052

School typePublic 93.15 92.79 96.32 96.11 94.21 93.72 96.57 95.82 98.73 98.28

Catholic 95.67 94.99 98.08 97.52 89.85 83.55 90.95 84.76 100.0 100.0

Other Private 94.06 93.15 97.34 96.94 91.57 88.34 93.18 92.11 98.25 97.74

UrbanicityUrban 92.36 92.19 95.89 95.96 91.48 90.00 94.62 93.20 98.94 97.48

Suburban 92.17 92.38 96.36 96.29 93.32 91.44 95.56 93.85 98.12 98.18

Rural 95.26 95.13 97.29 96.94 96.08 95.40 97.46 96.09 99.64 99.66

RegionNortheast 92.81 91.85 96.31 95.52 90.58 84.45 91.75 86.42 98.67 97.72

South 94.11 94.03 96.93 96.92 95.93 95.87 97.44 97.00 99.19 98.89

North Central 94.70 94.79 96.85 96.96 94.92 94.72 97.71 97.82 99.75 98.88

West 91.17 90.83 95.50 95.40 90.18 89.62 94.18 93.25 97.10 97.54

EthnicityHispanic 90.86 90.24 94.95 94.88 88.35 87.57 92.58 92.50 NA NA

Asian/PacificIslander 89.70 90.12 98.18 97.84 90.76 91.53 94.06 93.69 NA NA

Other 93.75 93.63 96.64 96.45 94.28 92.72 96.28 94.53 NA NA

Minority schoolsSchools withmore than

89.64 89.43 95.21 95.44 89.94 88.79 92.78 92.44 98.54 98.04

19% minoritystudents

tA.1

Schools withless than orequal to 19%minority students

93.83 93.51 96.67 96.45 94.09 92.47 96.24 94.48 98.93 98.42

Is.

uli_5 0a Indicates a coverage rate.

51

0 5?

Table 4.4-3.--NELS:88 base year completion rates for student, parent, teacher and school surveys:In-scope completions as a proportion of the total initial sample

Studentquestionnaire


Student 8th gradetest


Parentquestionnaire


Teacherratings'

Completion ratesWeighted Unwelghted

Schoolquestionnaire


Total 93.41 93.05 90.17 89.65 87.53 85.68 89.59 : 87.72 98.92 98.38Participated 24,599 23,701 22,651 23,188 1,035Selected 26,435 26,435 26,435 26,435 1,052School typePublic 93.15 92.79 89.73 89.18 87.75 86.97 89.95 88.92 98.73 98.28Catholic 95.67 94.99 03.83 92.63 85.96 79.37 87.01 80.51 100.0 100.0Other Private 94.06 93.15 91.56 90.29 86.14 82.27 87.65 85.79 98.25 97.74UrbanicityUrban 92.36 92.19 88.56 88.46 84.49 82.97 87.39 85.92 98.94 97.48Suburban 92.71 92.38 89.34 88.96 86.52 84.47 88.60 86.70 98.12 98.18Rural 95.26' 95.13 92.68 92.14 91.52 90.74 92.85 91.41 99.64 99.66RegionNortheast 92.81 91.85 89.39 87.73 84.06 77.56 85.15 79.37 98.67 97.72South 94.11 94.03 91.23 91.14 90.28 90.14 91.71 91.21 99.19 98.89North Central 94.70 94.79 91.71 91.91 89.89 89.78 92.53 92.72 99.75 98.88West 91.17 90.83 87.07 86.69 82.21 81.40 85.87 84.69. 97.01 97.54EthnicityHispanic 90.86 90.24 86.27 85.63 80.28 79.02 84.11 $3.48 NA NAAsian/PacificIslander 89.70 90.12 88.07 88.17 81.41 82.49 84.37 84.43 NA NAOther 93.75 93.63 90.61 90.31 88.39 86.81 90.26 88.51 NA NAMinority schoolsSchools withmore than

89.64 89.43 85.35 85.36 80.63 79.41 83.17 82.67 98.54 98.0419% minoritystudentsSchools withless than orequal to 19%minority students

93.83 93.51 90.70 90.19 88.29 86.47. 90.30 88.35 98.93 98.42

8 Indicates a coverage rate.


V. Data Control and Preparation

Data control and preparation consisted of activities preliminary to the transformation of re-

sponses from the teacher questionnaire into a clean computer data file. These activities include moni-

toring the receipt of completed questionnaires, editing completed questionnaires for missing informa-

tion, retrieving the missing information, and preparing the questionnaires for data entry.

5.1 Monitoring and Receipt Control

Records of all data collection activities were maintained in a computer-based receipt controlsystem. This system was implemented using the status monitoring system (SMS) that is part of

Westat's Survey Information System (SIS), SIS/SMS contained two files--the school file, contain-

ing school-level information such as scheduled survey date and mailout date, and the questionnaire

file, containing information such as date received and status code.

When a package of teacher questionnaires was received at Westat, the contents were reviewed

and status codes were assigned. Next, the date received and status codes were logged into the receipt

control system. The questionnaires were then filed for further processing.

The receipt control system was also used to record transmittals between Westat's Telephone

Research Center and data entry. Questionnaires requiring nonresponse or data retrieval follow-up

were logged out to the telephone center. When follow -up was completed, the status was logged into

the system. When a batch ofquestionnaires was ready for data entry, the data entry batch number wasentered into the receipt control system. Each week during the data collection period, a status report,

which reflected the status of teacher questionnaire receipt, was produced by Westat and sent to NORC.

5.2 Inhouse Editing and Coding

Editing and coding were conducted to identify questionnaires that required data retrieval and

prepare them for telephone follow-up, to identify problem situations requiring coding decisions, to re-

view completed data retrieval, and to prepare all questionnaires for data entry. The three types of prob-

lems discovered during coding were errors in critical questions, errors in noncritical questions, and sit-

uations that required a.coding decision.

If an editor found that a questionnaire contained errors, inconsistencies, or missing data for

one or more of the critica: questions, a data retrieval call was made to the teacher-respondent. When

an editor determined that such a call was required, all information for critical and noncritical ques-tions was included on the problem sheet. The case was then sent to the Telephone Research Center to

be resolved.

Questionnaires were checked for errors, inconsistencies and missing data. For noncritical

questions, the coding supervisor attempted to resolve the error using information obtained from other

portions of the questionnaire. If the error could not be resolved*this way, then the "not ascertained"

code was assigned to the question. For critical questions, retrieval activities were conducted as dis-

cussed in section 5.3 below.

If a questionnaire contained a problem situation requiring a coding decision, the case was re-

ferred to the coding supervisor. When a problem occurred in morethan one or two cases, instructions

33


on how to handle it were distributed to all coders. The coding supervisor explained the new instruc-tions and checked that each coder understood them.

53 Data Retrieval and Follow-Up

Three types of follow-up procedures were used for obtaining questionnaires from teacher non-respondents: (1) a telephone call to the school coordinator when no package was received from aschool, (2) a telephone call to the coordinator when an incomplete package was received, and (3) atelephone call to each nonresponding teacher to collect questionnaire information by telephone.

An expected return date was assigned to each questionnaire packet sent to the schools. A dateof one week after Survey Day was used for schools that received questionnaires prior to their sched-uled Survey Day. One week was considered sufficient for the NORC field interviewer to return thepackage of completed questionnaires obtained on Survey Day to Westat by first-class mail. Forschools that did not receive their questionnaire packet prior to Survey Day, a return date of threeweeks after mailout was established to allow the school coordinator time to distribute, collect, andmail the questionnaires to Westat. Ifa questionnaire packet was not returned to Westat by the ex-pected return date, a prompting telephone call was made to the school coordinators.

When an incomplete package was received, the transmittal form was reviewed to determinewhat follow-up arrangements had been made by the coordinator or NORC field interviewer for returnof the missing questionnaires. If questionnaires were not received at Westat by the target date speci-fied on the transmittal form, a follow-up telephone call was made to the school coordinator.

nor those questionnaires not received after the follow-up telephone calls to coordinators, theteachers were contacted by telephone to collect questionnaire data. This follow-up call was conductedfrom Westat's telephone research center by interviewers trained in both nonresponse conversion anddata retrieval. Interviewers were monitored by telephone research center supervisors and project staff.In addition, each interviewer's completed cases w -re carefully reviewed. Any problems were dis-cussed with the interviewers and corrected.

If a teacher questionnaire contained an error or an inconsistency related to a critical question,a retrieval telephone call was made to the respondent. As in the student and parent surveys, a criticalquestion was one deemed to have particularpolicy relevance. A list of critical questions for theteacher questionnaire appears in Appendix B. All inconsistencies or missing data for each of the criti-cal questions were resolved during this call.

in total, 55 percent of the completed teacherquestionnaires required data retrieval follow-up.This follow-up rate may be higher than the average due to the need to reconcile the coordinator-re-ported Class Schedule Form information with the teacher-reported questionnaire data. Specifically, adata retrieval telephone call was needed if a student linked with a teacher on the Class ScheduleForm was not "claimed" by that teacher on the teacher questionnaire or if a teacher did not report in-formation for all the classes listed for that teacheron the Class-Schedule Form. Changes in proceduresto help reduce the number of these reconciliation calls were recommended after the completion of thefield test. These changes, implemented during the base year efforts, appear to have been successful ifone considers that the amount of data retrieval follow-up was reduced by 20 percent (from 75 percentin the field test to 55 percent in the base year).

34

55


5.4 Data Entry

After coding and (when necessary) data retrieval, questionnaires were transmitted in batches

to Westat's data entry facility. Details of this process are discussed in Chapter VI.

I

35


VI. Data Processing

Data processing activities span the entire length of the NELS:88 base year student and associ-ated teacher survey, beginning with identification of the two teacher respondents for each student, con-tinuing with receipt control and machineediting, and ending with the preparation of public use datatapes and user documentation. Westat, Inc. was NORC's subcontractor for the data collection and pro-cessing of the teacher questionnaires for NELS:88.

6.1 Receipt Control Procedures

Records of all data collection activities were maintained in a computer-based receipt controlsystem, part of Westat's Survey Information Systems as discussed in section 5.1. This system wasused to record receipt of questionnaires and data retrieval follow-up, as well as to report status of theteacher questionnaires to NORC.

6.2 Data Entry

Coded questionnaires were transmitted in batches to Westat's data entry facility.-Question-naires were keyed to disk following specifications programmed for the base year teacher question-naire. These specifications included all skip patterns and zero-filling of numeric fields. Each question-naire was 100 percent key verified. After verification, each batch file was transmitted to Westat'scomputer facility, where the machine edit programs were administered.

6.3 Machine Editing

Conventions for editing, coding, error resolution, and documentation adhered as closely aspossible to the procedures and standards previously established for HS&B and NLS-72.

The purpose of the machine edit operation was to identify and correct errors on the question-naire data files. The types of errors corrected included respondent errors, coding errors, and data entryerrors. All checks made during manual editing wee also made during machine editing. Thus, any er-rors not identified manually were identified by computer. The machine edit specifications included allchecks needed to identify respondent, coding, and data entry errors. The types of checks contained inthe edit specifications were:

Alpha versus numeric: This edit check consisted of checking all fields in the data recordto ensure that pure numeric fields contain no alphabetic or special characters.

Range check: These edit checks verified that each field contains only allowable codes.

Skip pattern check: These checks verified that all skip instructions on the questionnairewere correctly followed by the respondent.

Data consistency check: These checks.compared data in different fields within a record to 1

1

ensure that consistent answers were given by the respondent

Addition check: This type of check verified that the total fields were correct.

36

57


All range and skip pattern checks were generated from the same source files used to produce

the coding manual. Next, the remaining logic checks (for data consistency and addition errors) were

added to the logic check file. The structured code for machine editing was then generated.

When.each batch of questionnaires was key-entered and transmitted to the computer facility,

the machine edit program was run for that batch. The editor compared the error listing produced by

the machine edit program against the questionnaires. To determine how to resolve the edit errors for a

case, the editor first determined the type of error:

a data entry or coding error

a respondent error (including missing data) to a key question

a respondent error (including missing data) to a nonkey question

a problem situation requiring an editing decision

For data entry and coding errors, the editor obtained the correct data from the questionnaire

and wrote the correction on an update sheet. Since most respondent errors and problem situations

were identified and corrected during the manual edit operation, only a few of these errors appearedduring machine editing. For these cases, the procedures followed were the same as those followed dur-

ing the coding operation.

A reserve code is used to fill the field either when a value was not provided by the respondent,

or when the respondent indicated that he or she did not know the answer to the question. These codes

are as follows:

6 = DON'T KNOW7 = REFUSED Cif critical item is missing and retrieval oval is checked)

8 = MISSING9 = LEGITIMATE SKIP

If the field is longer than one column, the right-hand column contains one of the above codes

and the rest of the columns are filled with "9"s.

Each critical item has an associated "retrieval oval." The retrieval oval was marked if an at-

tempt was made to retrieve data from a respondent. These flags were then used to set v.-arespondingblank data to REFUSED. Although retrieval variables were present in the questionnaire, they are not

present in the data since their purpose was to determine correct reserve codes. Any critical item that

was blank, not a legitimate skip, and whose retrieval oval flag was checked was coded as "7" (re-fused). A critical item that was blank, not a legitimate skip, and whose retrieval flag was not checked

was coded as "8" (missing). If a filter was coded "7" (refused), all subsequent questions that might

have been skipped were processed as if the respondent should have answered them. Filters that were

coded "6" (don't know) or "8" (missing) were handled the same way.

Upon receipt of the data file from Westat, NORC instituted a program of quality control

checks. These included:

1. The receipt control file was checked against the data file to ensure that a data re-

cord existed for all teachers reported to have completed a questionnaire.

37


2. A subset (approximately 10 percent) of the machine edit specifications was se-lected, and simple diagnostics were run to ensure that the edit specificationswere implemented as specified. Some specific checks were:

a. Consistent reporting of total number of students.

b. Skip patterns properly followed.

c. Correct sections used for subject matter reported.

3. Crosstabs were run and scanned for anomalies.

6.4 Data File Preparation

The conventions used to assign SAS and SPSS variable names are as consistent as possiblewith HS&B and NLS-72. In those two surveys, variable names were assigned according to the surveywave and the question number. A similar system was developed for NELS:88. For example,BYT3_26G, is from the base year teacher questionnaire part 3 question 26G.

The composite variables included in the teacher file represent student's school characteristicsthat will remain constant throughout the future follow-ups of NELS:88. These variable names beginwith G8, for example, G8REGON (U.S. Census region of the eighth grade school), or with BYSC('oase year school) where it is important to distinguish between the school and the eighth grade (enroll-ment is reported for both the school and the eighth grade, BYSCENRL and G8ENROL).

The only reserve code used for composite variables is that of missing data. For one-columnvariables, that is an 8, for greater than one column, the leftmost columns are filled with "9"s (9....8).In these instances, the sources for data other than valid valties in composites are either item non-response or nonparticipation in all or some of the components of the study. Neither ofthese sourceswould justify using any reserve code other than missing. Appendix D contains explanations of the con-ditions under which specific composite variables were assigned a missing code:

38

59


VII. Guide to the Data Files and Codebook

The NELS:88 public use data files are available on four separate tapes, one for each study

component: the student survey, the parent survey, the teacher survey, and the school administrator sur-

vey. The tape for the teacher survey contains a data file based on 5,193 teacher instruments, resulting

in 44,512 sets of teacher ratings and data for23,188 of the 24,599 participating students from 1,052

schools, including the OBEMLA student oversamples. As indicated earlier, the teacher data can be

used alone or merged with the student, parent, orschool files, though use of the teacher files as a

standalone data set is not recommended.

As stated earlier, the NELS:88 base year sample of teacher-respondents to the teacher

questionnaire does not constitute a statistical or representative sample of eighth grade school

teachers for analysis arid reporting purposes.Rather, the results of this questionnaire are in-

tended to provide information about student-related characteristics, teacher practices, and cur-

riculum exposure that can be linked to individual student-level records. If the data are used as in-

tended, analysis and reporting activities should focus on the effects of teaching-and curriculum,

characteristics on various student outcomes and responses. The student ID is included in the teacher

file and can be used to link the teacher and student files. See section 7.3.1 for details on how IDs can

be used to link data files.

Since multiple instruments were used to gather data from students, parents, teachers, and

school administrators, the analyst must use the proper participation flags and weights to produce accu-

rate statistics. Therefore, before we describe the data files, we offer several suggestions that should be

helpful to the analyst. These are followed by a complete description of the content and organization of

the teacher data file and a guide to the associated codebook.

In the section on the data file, the reader should pay particular attention to the composite vari-

ables, which have been specially constructed to streamline substantive analyses. Since researchers

often need to control for urbanicity of school, school enrollment, and the like, a set of classification

variables has been carefully constructed that can be used for this purpose. Complete specifications

used to create these composite variables can be found in Appendix D. Should the analyst choose to

create alternatives, he or she' is, of course, free to do so.

7.1 A Note about the Teacher Data Fife and Codebook

In reviewing the teacher codebook, data users should keep in mind that the codebook and data

file are presented at the level of student-teacher pairs. Different values will appear when the user ex-

amines results at other levels, such as teacher level and course level.

The data file is structured at the level of student-teacher pairs because the student participants

constitute the basic unit of analysis in the NELS:88 study design. The objective of the teacher survey

was to obtain ratings in two predetermined subjects for each student. For most students, the two sub-

jects were taught by two different teachers. In those cases, the student could have two records, that is

one from each teacher, or only one record, if one of the two teachers refused to respond, or no records

if neither teacher responded. For a small number of students, (less than five percent) both courses

were taught by the same teacher. In those cases, students have two sets of ratings, but both were made

by the same, teacher. Please also note that most teachers rated a number of students, usually, but not

39

6 o


always, in a single subject. Thus a teacher may have multiple teacher-student pair records, dependingon the number of NELS:88 students he or she rated.

The user may wish to view the data from different perspectives. Please keep in mind that nei-ther the respondent teachers nor the courses constitute a valid probability sample. SAS and SPSS-Xcards have been prepared that can be used to create additional files:

1. A teacher file containing one record per teacher (of course, the student orcourse information will not be meaningful in this context).

2. A course file with one record per course (in this case, only the course-related in-formation,'Part II of the questionnaire, can be meaningfully analyzed).

These additional SAS cards are found in Appendices H and I. Equivalent SPSS-X cards arefound in Appendices J and K. The sections appearing in bold type must be inserted into the cardsprovided with the data as shown. As an example of what can be done with data subsets, frequenciesat the teacher level and the course level are presented in Appendices L and M respectively.

7.2 Packaged Statistical Programs

NCES has responded to numerous questions over the years having to do with statistical analy-ses of data from earlier longitudinal education studies, and now routinely recommends the proceduresoutlined in Appendix F, using SAS with NELS:88 data. SPSS-X can also be used, and the data tapecontains the appropriate control cards for this package. Analysts should contact their own support fa-cilities to obtain the information necessary to create an SPSS-X system file from a SAS system fileand vice versa.

One of the first steps to take before running statistical analyses is to select the proper partici-pation flags and weights. Relevant flags and weights are found on the parent and student tapes. TheNELS:88 data files are designed to be used as weighted data sets in all analyses, with teacher data de-signed to be linked to student or school files. The Complexity of the sample design of the base year vir-tually ensures inaccurate results if the data are analyzed on an unweighted basis. Clustering, multi-stage selection, and disproportionate sampling all contribute potential bias and various degrees ofunreliability, which can be avoided by using the weights provided to analyze specific subsets of thesample.

The appropriate participation flag(s) and/or weight should be used if unweighted andweighted analyses are to be performed correctly. See Appendix F for specific examples using Sta-tistical Analysis System (SAS).

73 Content and Organization of the Data Files

The teacher raw data file consists of44,512 records. There is one record for each teacher-stu-dent-subject combination. (Records for nonparticipants are not-included on the base year data tape ofa longitudinal study.) Each record is organized as shown in the record layout that appears as AppendixC. The variables on the record are grouped into logical sets as discussed below. For the sake of brev-ity, each item of data is referred to by its SAS (SPSS-X) variable name as defined in the control cardsprovided with the data file.

40


The teacher data tape contains four related files. They are:

1. The raw data file, with items in the following order for each respondent:

a. Identification Information (positions 1-12)

b. Student Information from Part I of the questionnaire (positions 13-24)

c. Class Information from Part II of the questionnaire (positions 25-139)

d. Teacher Background and Activities Information from Part III of the questionnaire

(positions 140-275)e. School composite variables (positions 276-283)

2. SPSS-X control cards

3. SAS control cards

4. SAS system file

7.3.1 Identification Codes

The identification information consists of four variables. The first is the seven-digit student

identification code consisting of a five-digit school ID followed by a two-digit student code. (The stu-

dent ID also serves as the parent ID.) To ensure confidentiality, each sequential number component

was mapped to a random number. These random numbers were then concatenated to form the student

identification code. The eighth character is a letter representing the subject matter (English, mathemat-

' fa, history [social studies], science) for the subject-dependent questions. The next two digits in the se-

quential code represent the teacher within the school. The last two digits identify the class in which

the teacher taught the student. See Figure 7-1 for an illustration of Low all data tape IDs are linked.

7.3.2 Teacher Questionnaire Information

Information from the teacher questionnaire is presented in the same order as it appears in the

questionnaire. Variables are identified by their SAS (SPSS-X) name. Variable names begin with BYT

(Base Year Teacher) and indicate the part (1, 2, or 3) of the questionnaire and the question number

within that part. For example, BYT2_10D, is question 10D from part 2 (or Part II) on Class Informa-

tion. Exceptions to this naming convention are: the four var:Ibles in the identification section,

STUD (student ID), SUBJECT, TEACH, and CLASS. In Section II, PERIOD and COURSE are al-

phabetic fields that are used to specify the period of the day in which the class was taught and the

course title. SUBJECT2 is copied from SUBJECT and appears on the tape before the subject-depen-

dent questions.

7.3.3 Composite Variables

Most composite variables were constructed using responses from two or more questionnaire

items. In some cases, composites were constructed from numerous variables or from variables from

different data bases. Others were constructed by recoding a variable. A very few were simply copied

from a different data source to this file for the user's convenience. All of the composite variables are

described in detail in Appendix D. Most of the composite variable can be used as classification vari-

ables or independent variables in data analysis. For this reason, composite variables may be referred

to as classification variables in this or other LACES documents.

6Z41

Figure 7-1.--Data file linkages

ID 1234501E0101 ID 1234501M1910

Note: Each student was rated by teachers in two subjects. For some students, both ratings were made by the same teacher.

64


Composites of school-level characteristics provide information about the student's school.

G8TYPE classifies the type of school by the grades spanned. G8CTRL classifies the school

into one of four categories, public, Catholic, other religious private, and other non-religious private.

The information for G8CTRL was taken primarily from the school data.file after combining types of

Catholic schools.

BYSCENRL categorizes the school enrollment and G8ENROL categorizes the eighth grade

enrollment as reported by the school. G8URBAN classifies urbanicity; this classification was taken di-

rectly from the QED (Quality Education Data) file, for the student's school. G8REGONindicates in

which of the four U.S. Census regions the school is located.

G8MINOR reflects by category the percentage of minority students in the eighth grade.G8LUNCH reports by category the percentage of students in that student's school who receive free or

reduced-price lunches. These were both calculated from responses to the school questionnaire.

For some cases, a school administrator questionnaire is not available. In these casesdata for

GSTYPE, G8CTRL, BYSCENRL, and G8ENROL were (if available) taken from the QED (Quality

Education Data) file.

Some composites of school level characteristics can be considered demographic information,

such as school region (G8REGON) and urbanicity of the respondent's school (G8URBAN).

7.4 Guide to the Codebook

The codebook provides a comprehensive description of the teacher data file. For eachvariable

on the tape the codebook provides a summary of the related information. The question number andwording, the variable's tape position and format, and the remonses to the item along with their un-

weighted frequency and percent and weighted percent are shown.,See Figure 7-2 for an example.Each portion of the example is numbered. These numbers can be used to reference the associated ex-planation in the text following the figure. Codebooks with frequencies at the teacher level and the

course level are presented in Appendices L and M.

43


Figure 7-2.--Codebook entry

(1) Question 3_32 (2) Tape Pos. 400-401

(3) Format: 12

(7)

(4) BYT332 = (5) % OF STUDENTS USING MICROCOMPUTERS

(6) What proportion of your students use, a microcomputer on a regular basis for instructionalpurposes related to the material you cover in your classes?(CIRCLE ONE)

PER- VALIDRESPONSE (8) CODES (9) FREQ (10) CENT (11) PCT

None 1 28388 63.8% 64.4%Fewer than 10% 2 8897 20.0% 20.2%10-25% 3 2687 6.0% 6.1%26-50% 4 1354 3.0% 3.1%51-75% 5 395 .9% .9%75-90% 6 277 .6% .6%More than 90% 7 2066 4.6% 4.7%

(12) RESERVED CODES:DON'T KNOW 96 42 .1% (MISS)REFUSAL 97 39 .1% (MISS)MISSING DATA 98 367 .8% (MISS)

TOTALS: 44512 100.0% 100.0%

Explanations:

(1) Question number: For variables taken directly from questionnaires, this is the part number andquestion number in the original document. Composite variables have variable names that representtheir content.

(2) Tape position: This item gives the starting and ending tape position for each variable on the datatape.

(3) Variable format: This item indicates the type of variable, its width, and the number of positionsfollowing the decimal point, if any.

(4) SAS and SPSS-X variable name: Each variable on the data tape is identified by a unique SAS andSPSS-X variable name. Data indicators (such as flags and status codes) and composite variables aregiven mnemonics that help identify them, for example, G8REGON for "Grade 8 in what US CensusRegion" and BYSCENRL for "base year school enrollment."

44

66


For all variables the user should be carefulalways, to refer to the variable by its SAS (SPSS-X) vari-able name in any computing procedures, rather than by its question number.

(5) SAS (SPSS-X) variable label: A short variable label appears after the variable name. This label is

the same as that which appears on the SAS (SPSS-X) data definition cards included on the tape.

(6) Original question wording: This reproduces the exact question wording as it appeared in the ques-

tionnaire.

(7) Response categories: This item provides either the original response categories (in the case ofquestionnaire items) or the recoded or constructed response categories (for composite variables anddata indicators, such as flags). Condensed value labels that do not cause truncation problems are pro-

vided with the data definition cards.

(8) Response codes: This item provides the actual numerical codes that appear on the data tape in the

tape position specified (except for continuous variables, where the actual values that appear on the

tape have been recoded to produce the frequency counts and percentages). Certain codes, discussed

below, are reserved to indicate missing data, legitimate skip, and so forth.

(9) Frequency counts: This item shows the unweighted frequency counts for all records that were pro-

cessed, including records that have missing data codes, legitimate skips, and so forth.

(10) Unweighted percentage frequencies: This column displays the frequency counts of item 9 as per-

centages. All records that were processed are included.

(11) Valid percentage frequencies: This column displays percentages based on response counts when

cases with reserve code values are excluded from the computation.

(12) Reserved codes: In this data set certain codes, termed "reserved codes," have been chosen al-

ways to stand for certain situations. NORC and Westat have different values for reserve code 6.The teacher and school surveys use Westat's convention of 6 = don't know as shown below. Thestudent and parent surveys use NORC's code of 6 = multiple response. Reserve codes 7, 8, and 9

are identical for all study components. These reserve codes and their interpretations are:

6 = don't know respondent indicated "don't know"

7 = refusal respondent refused to answer an item or refused to resolve a multipleresponse where only one was called for, either at the time of the question-naire administration or at telephone follow-up

8 = missing data data that should be present for this respondent is missing, but respondentdid not necessarily refuse to provide data

9 = legitimate skip because of responseslo preceding filter questions, data for this itemshould not be present for this respondent; that is, the values legitimatelymissing It/

These reserved codes correspond as closely as possible to those used in NLS-72 and in the

HS&B study. The codes as listed above apply to variables with single-column data fields. For variables

with fields greater than one column, the leftmost columns are filled with 9s (e.g., 96, 996, 9996).

6745


Appendix A

Teacher Questionnaire

66

NATIONAL EDUCATIONLONGITUDINAL STUDY OF 1988

TEACHER QUESTIONNAIRENELS: SF

BASE YEAR

Prepared for.

U.S.Department of EducationCenter for Education Statistics

Prepared by

WESTATAn Employee-Owned Research Corporation

Rbckville, Maryland

and

NORCA Social Science Research Center

University of Chicago

Form Approved0.14.1. No. 1850.0593

App. Exp.: 1/89

As a matter of policy, the Canter .or Education Statistics is concerned with protecting the privacy of individuals who participatem voluntary surveys. We want to let you know that:

1. Section 406 of the General Education Provisions Act (2C-USC 1221e-1) glows us to ask you the questions in thisquestionnaire.

2. You may skip any questions you do not wish to answer.3. We are asking you these questions in order to gather information about what happens to students as t.ey move into high

school and make decisions about postsecondary education and work.4. Your responses will be merged with those of other respondents, and tha answers you give will never be identified as yours.

69

ANNIMMIIM1177-

INTRODUCTION

This questionnaire is part of a large national study of eighth grade students and their parents, schools. and

teachers. Your school has agreed to participate in this study and has allowed us to select a random sample of eighth graders %%hi)

will be the focus of several data collection activities in the coming weeks. A list of these sampled students should be included in

the same packet that contains this questionnaire. (If the list is missing, please report the problem to the study coordinator at

your school -- the person who distributed this questionnaire to you.) You have been identified as a teacher of one or more of the

sampled eighth graders, and in that capacity, we are seeking information from you to supplement other study data about these

students.

This questionnaire has three very different sections:

o Part I (pp. 2-3) asks you to indicate which of the sampled students p.m have had in class this year, and foreach of those, to evaluate whether or not the student has had various school-related problems andhandicaps. Individual students are referred to by 'Student Number," as shown in the enclosed list ofsampled students.

Part II (pp. 4-L5) asks a series of questions about specific, designated classes. The particular class orclasses for which information is being requested is indicated on the label that is affixed to the cover page ofthis questionnaire. As you will see, Part II contains room for responses to a maximum of five classes. Youmay not need all five response columns. Use only as many columns as ale needed to respond separately foreach of the classes listed on the labeL In the unlikely event that your label lists more than five classes, yourpacket should contain a "Continuation Questionnaire" (Part II only) for use in answering questions aboutclasses numbered-6 and above.

Part III (pp. 16-24) requests some general background information about yourself and your school.

Please answer directly on the questionnaire by circling the appropriate number or by writing your response in the

space provided.

We realize that you are very busy; however, we ask that you complete the questionnaire and return it to your

ichool's study coordinator within the next two weeks (or sooner, if asked by the coordinator). To protect the confidentiality of

your responses, we suggest that you return the completed questionnaire to its original envelope and then seal the envelope before

turning it in.

Thank you very much for your help.

NOTE: Reference is made to Language-Minority (LM) and Limited-English-Proficient (LEP) students as well as English-as-a-

Second Language (ESL) programs throughout the questionnaire. For this study, the following definitions apply:

Language-Minority (LM) Students: A student in whose home a non-English language typically is spoken. Suchstudents may include those whose English is fluent enough to benefit from instruction in academic subjects offeredin English as wells students whose English proficiency is limited.

Limited - English - Proficient (LEP) Student: A student whose native language is other than English and whoseskills in listening to, speaking, reading, or writing English are such that he/she derives little benefit from schoolinstruction in English.

Enajbakkaund jansmagtanlaggrm: An instructional program designed to teach listening, speaking,reading, and writing English language skills to students.

1

70

PART I. STUDENT INFORMATIONPlease answer the questions in this section by circling the appropriate response for each of the students on the attached liar. 1 a Yes: 2 a No:S Don't Know (DK). NOTE ?tease answer Question 1 for each student listed. Questions 2.12 applyonly to students for whom Question 1 YES.

ANSWER FOREACH STUDENT IF YES TO QUESTION 1: PLEASE INDICATE WHETHER THIS STUDENT:

StudentNumber(from

enclosedlist)

1. Has this studentbeen usignedto Onor moreof your classes

during the 1587-88school year?

2. Consistentlyperforms

belowability?

3. Rix lycompletes

homework?

4. Isfrequently

absent?

S. Is-frequently

tardy?

6. Isconsistentlyinattentivein class?

Yes No Yes No DK Yes No DK es No DK Yes No DK Yes No DK01 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

02 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

03 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

04 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 3 8

05 1 2 1 2 8 1 2 a 1 2. 8 1 2 8 1 2 8

06 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

07 1 2 1 2 8 1 2 8 1 2 8 1 2 s 1 2 8

ce 1 2 1 2 8 1 2 8 1 2 8 1 t 1 2 8

09 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

10 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2

11 1 2 1 2 8 1 2 8 1 1:" 8 1 2 8 1 2 8

12 1 2 1 2 8 1 2 8 1 2 8 1 2 s 1 2 S

13 1 2 1 2 8 1 2 8 1 2 8 1 2 S 1 2 8

14 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 S

IS 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 1 2 8

16 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

17 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

18 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

19 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

20 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

21 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

22 1 2 1 2 8 1 2 8 1" 2 8 1 2 8 1 2 8

23 1 2 1 2 8 .1 2 8 1 2 8 1 2 8 1 2 824 1 2_ 1 2 8 1 2 8 1 2 S 1 2 8 1 2 8

25 1 2 1 2 8 *. 1 2 8 1 2 8 1 2 S 1 2 8

26 1 2 1 2 8 1 2 8 1 2. 8 1 2 8 1 2 827 1 2 1 2 8 1 2 8 1 2 8

28 1 2 1 2 8 1 2 8 1 2 8 1 2 .8 1 2 829 1 2 1 2 8 1 2 1 2 8 1 2 8 t 2 830 1 2 1 2 8 1 2 8 1 2 3 1 2 8 1 2 831 1 2 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

32 1 2 1 2 8 1 2 8 1 2 8

,IIMEISfineses

PART I. (CONTINUED)

StudentNumber

(frontenclosed

list).

.

7. Isexceptionally

passive orwithdrawn?

.

& Isfrequently

disruptive?

9. Has ever fallenbehind in =heelwork because of

a healthproblem?

10. Currently has aphysical or

emotional handi-cap that is

affecting his orher scbcol work?

11. Is aLanguage

Minority (LM)student?

12. Is a LimitedEnglish

Proficiency(LEP) student?

Yes I Noi DK Yes I No 1 DK *Yeti- No I DK Yes I No I DK Yes I No 1 DK Yes I No I DK

01 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 .1. 8

0 2 1 2 8 1 . 2 8 1 2 8 1 2 8 1 2 8 1 2 8

t 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

04 1 2 8 1 2 8 1 2 8 1 2 8 1 2..

8 1 2 8

OS 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

06 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

07 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

08 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

09 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

10 1 2 8 1 2 .8 '1 2 8 1 2 8 1 2 8 1 2 8

11 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 3

12 - 1 2 8 1 2-,

8 1 2 8 1 2 8 1 2 8 1 2 8

13 1 2 8 1 2 8 1 2 8 1 2 3 1 2 8 1 2 8 t

14 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

15 "1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

16 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

17 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

18 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

19 1 2 8 1 2 8 11 2 8 1 2 8 1 2 8 1 2 8

20 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

21 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

22 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

23 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

2 4 1 8 . 1 2 8 1 - 2 8 1 2 8 1 2 8 1 2 8

2S 1 2 8 1 3 8 1 2 8 1 2 8 1 2 8 1 2 8

26 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

27 1 2 8 1 2.

8 1 2 S 1 2t.-

3 1 2 8 1 2 8

28 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

29 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

33 '1 2 8 1 2 8 1 2 8 1 2 8 1 2 8 1 2 8

31 1 2 8 1 2 8 1 2 8 1 2 8 1 .2 8 1 2 8

32 1 2 8 1 2 8 I. 2 8 1 2 8 1 2 8 1 2 8

'See intmclucuon page for definition.

372

PART H. CLASS INFORMATION

Please answer the following questions for each class designated on the front cover of the questionnaire.

CLASS 01 clAssI. What is the tide and period or

hour of this class?(Liu classes in the sequence as theyappear on the front cover.)

Title:

Period/Hour.

TitiC

Period/Hour.

2. Which of the following best describesthe achievement level of the 8th gradersic this class compared with the averageEth grade student in this school'

This class consists primarily of students with(CIRCLE ONE)

Higher achievement levelsAverage achievement levels 2Lower achievement levels-- 3Widely differing achievement levels 4

This den consists primarily of students with(CIRCLE ONE)

Higher achievement levelsAverage achievement levelsLower achievement levels 3Widely differing achievement levels .- 4

3. How many students are enrolled in thisclass' I_I_I Students Students

4. Do you teach any part of this class in alanguage other than English?

(CIRCLE ONE)Yes I - Answer Question 5Yo 2 - Skip to Question

(CIRCLE ONE)Yes I - Answer Questka 5Yo 2- Skip ta Question

5. What language is that? Name of language Name of language

6. How many Limited English Proficiency(LEP) students are assigned to thisclass? (See Introduction page fordefinition.)

Number of LEPstudents in this class I_I_I

Number of LEPstudents in this class I_I_I

7. Approximately how much homewc sicdo you assign each week? Hours plus minutes Hours plus minutes

How often do you do each of thefollowing with homework assignments?

a. Keep records of who turned in theassignment

b. Return assignments with grades orcorrections

c. Discuss the assignment in class-(CIRCLE ONE ON EACH LINE)

All the Most of Some oftime the time the time Never

b. I

2 3 4

3 43 4

(CIRCLE ONE ON EACH LINE)All the Most of Some of

time the time the time Never

a. I

b. Ic 1

2 4

2 3 42 3 - 4

4 7 3

CLASS *3 CLASS 404 CLASS #S

Talc Title:

Period/Hour.,

Title:

Period/HounPeriod/Hour.,

Ibis class

Higher achievementAvenge achievement

-Lower achievementWidely differing

coraists primarily of students with(CIRCLE ONE)

levels 1

This class consists primarily

Higher achievementAverage achievementLower achievementWidely differing achievement

of students with:(CIRCLE ONE)

levels 1

Ills class consists primarily

Higher achievementAverage achievementLower achievementWidely differing achievement

of students with(CIRCLE

levelsONE)

1

levels 2 levels 2 levels

levels 3 3 levels 3

achievement levels.--. 4 levels 4 level 4

1_1_1 Students 1_1_1 Students I_I_I Students

Yes(CIRCLE ONE)

1 - Answa Question 52- Skip to Question 6

YesNo

(CIRCLE ONE)1- Answer Question 52 - Skip to Question 6

YesNo

(CIRCLE ONE)1 - Answer Question 5

- Skip to Question 6

Name of language Name of language Name of language

Number of LEPstudents in this class 1_1_1

Number of LEPstudents in this class 1_1_1

Numbei of LEPstudents in this class I_I_I

Hours plus minutes 1_1_1 Hours I_I_I plus minutes 1_1_1 Hours I_I_I plus minutes 1_1_1


time the time the time

a. 1 2 3

b. 1 2 3

e. 1 2 3

Never

4

44

b.c.



1 2 3

1 2 3

1 2 3

'Never

4

44

b.



1 2 3

1 2 31 2 3

Never

4

44

574

CLASS #1 CLASS #2

9. What use do you make of the followinginstructional materials?

b.

e.

d.

TextbooksReading materials otherthan textbooksAudio-visual materialsOther

10. Which textbook (or commerciallyprepared workbook) coostinnes thekjtme source that you use in thisclass?

TITLE

AUTHOR(S)

PUBLISHER

PUBLICATION DATE/EDMON

(CIRCLE ONE ON EACH LINE)Primary Secondaryresource resource

used used Rarely Notfrequently occasionally used used

a.

b.e.d.

2 3 4

222

333

444

(CIRCLE ONE ON EACH LINE)Primary Secondaryresource resource

used used Rarelyfrequently occasionally used

Notused

2 3 4

2 '3 42 3 42 3 4

11. Approximately what percentage of thistextbook/workbook will you 'cover' inthis course

(CIRCLE ONE)0 50. 60- 70- 80- 90-

49% 59% 69% 79% 89% 99% 100%

01 02 01 04 OS 06 07

(CIRCLE ONE)0- 50 ISO- 70 80- 90-

49% 59% 69% 79% 89% 99% 100%

01 02 03 04 05 06 07

12. Please give your opinion about each ofthe following statements related to thistextbook/workbook This textbook:a. is at a reading level which is too

difficult for most of mystudents

b. helps develop problem-solvingskills

e. explains concepts clearlyd. provides good suggestions Tor

homework assignmentse. does a good job covering the

subject ueaE is considered interestit 't by most

students in the el=

(CIRCLE ONE ON EACH LINE)Strongly StronglyAgree Agree Opinion Disagree Disagree

1 2 3 4

. 1 2 3 4 51 2 3 4 5

d. 1 2' 3 4 S

1 2 3 4 S

. 1 2 3 4 S

(CIRCLE ONE ON EACH LINE)Strongly No StronglyAgree Agree Opinion Disagree Disagree

5 a. 1

b. 1

e. 1

2 3 4 5

2 3 42 3 4 5

2 3 4 5

2 3 4 5

2 3 4 S

13. Indicate the persons or groups who -helped determine that you would usethis particular textbook/workbook inthis class.

(CIRCLE ALL THAT APPLY)a. I did 1

b. The principal 1

c. A group of teachers fromthis school 1

d. Department Heade. A district -wide textbook adoption

committee 1

f. A statewide textbook adoptioncommittee 1

g. Other 1

(CIRCLE ALL THAT APPLY)a. I did 1

b. The ptincipal 1

c. A group of teachers fromthis school 1

d. Department Head 1

e. A district-wide textbook adoptioncommittee 1

f. A state.wide textbook adoptioncommittee 1

g. Other 1

675

.....CLASS *3 CLASS #4 CLASS #5 i

(CIRCLE ONE ON EACH LINE) (CIRCLE ONE ON EACH LINE) (CIRCLE ONE ON EACH LINE)

Primary Secondary Primary Secondary Primary Secondary-resource resource resource resource resource resource

used used Rarely Not used used Rarely Not used used Rarely Not

frequently occasionally used used frequently occasionally used used frequently occasionally used used

L 1 2 3 4 a. 1 2 3 4 a. 1 2 3 4

b. 1 2 3 4 b. 1 2 3 3 b. 1 2 3 4

c. 1 2 3 4 c. 1 2 3 4 c. 1 2 3 4

d. 1 2 3 4 d. 1 2 3 4 d. 1 2 3 4

. .

(CIRCLE ONE) (CIRCLE ONE) (CIRCLE ONE)i

0 50 60- 70. 80- 90. 0 50- 60 70. 80. 90. 0. 50- 60 70. 80- 90.

49% 59% 69% 79% 89% 99% 100% 49% 59% 69% 79% 89% 99% 100% 49% 59% 69% 79% 89% 99% 100% ,

01 02 03 04 05 06 07 01 02 03 04 05 06 07 01 02 03 04 05 06 071

. (CIRCLE ONE ON EACH LINE) (CIRCLE ONE ON EACH LINE) (CIRCLE ONE ON EACH LINE)

Strongly No Strongly Strongly No Strongly Strongly No Strongly

Agree Agree Opinion Disagree Disagree Agree Agree Opinion Disagree Disagree Agree Agree Opinion Disagree Disagree

L 1 2 3 4 5 a. 1 2 3 4 5 a. 1 2 3 4 5

b. 1 2 3 4 5 b. 1 2 3 4 5 b. 1 2 3 4 5

c. 1 2' 3 4 5 c. 1 2 3 4 5 c. 1 2 3 4 5 .

d. 1 2 3 4 5 d. 1 2 3 4 5 d. 1 2 3 4

e. 1 2 3 4 5 e. 1 2 3 4 5 e. 1 2 3 4 5

f. 1 2 3 4 5 f. 1 2 3 4 5 f. 1 2 3 4 5

(CIRCLE ALL THAT APPLY) (CIRCLE ALL THAT APPLY) (CIRCLE ALL THAT APPLY)

a. I did 1 a. I did ...------------ 1 a. I did .----.-------- 1

b. The principal 1 b. The principal ----.---------- 1 b. The principal -----........ ...... --. 1c. A group of teachers from c. A group of teachers from c. A group of teachers from

this school .-- 1 this school . 1 this school 1

4. Department Head ,.-- 1 d. Department Head ------- 1 d. Department Head .---------- 1

a. A district-wide textbook adoption e. A district-wide textbook adoption e. A districtwide textbook adoption

committee 1 committee 1 committee - 1 I

f. A state-wlde textbook adoption f. A state-wide textbook adoption f. A state-wide textbook adoption

committee --. 1 committee . .-- - 1 committee ----.-----. 15. Other 1 g. Other -------.--- -- 1 g. Other .-------------- 1

7

CLASS 411 CLASS #2

14. How adequately prepared do Am feelto teach the subject matter covered inthis course?

(CIRCLE ONE)Very well prepared 1

(CIRCLE On)Very well prepared

Well prepared 2l

Well preparedAdequately prepared 3 Adequately preparedSomewb.at prepared 4

3Somewhat mewed 4

Toraily unprepared 5 Totally unprepared S

15. Approximately bow many bouts per week(toes this data meet regularly (excludetab periods)? U Routs 1_1 Hours

16. Indicate about bow math time youspend orb week doing each of thefollowing witlt this class.a. Providing instruction to the class as

a whole

(CIRCLE ONE ON EACH LINE)<1 1 2 3 4 5+

None hr. hr. hr. hr. hr. hr.

a. 01 02 03 04 OS 06 07

b. 01 02 03 04 OS 06 07

c. 01 02 03 04 OS 06 07

d. 01 02 03 04 OS 06 07e. 01 02 03 04 OS 06 07

f. 01 02 03 04 05 06 07g. 01 02 03 04 OS 06 07



a. 01 02 03 04 OS 06 07

b. 01 02 03 04 05 06 07

t 01 02 03 04 OS 06 07

d. 01 02 03 04 05 06 07e. 01 02 03 04 OS 06 07

f. 01 02 03 04 05 06 07g. 01 02 03 04 OS 06 07

b. Providing instruction to smallgroup of students

e. Providing instruction to individualstudents

d. Maintaining orda/discipliaingstudents

c. Administering tests or quizzes-f. Performing routine administrative

tasks (e.g., taking attendance.

making announcements. etc.)g. Conducting lab periods

8

77

CLASS #3 CLASS 4. CLASS #5

(CIRCLE ONE)1

(CIRCLE ONE)

Very well 1

(CIRCLE ONE)

Very well prepared 1Very well prepared

2

preparedWell --. 2 Well preparedWell prepared

3

preparedAdequately 3 Adequately prepared 3Adequately prepared ----

4prepared

Somewhat 4 Somewhat prepared 4Somnhae prepared

S

preparedTotally unprepared S Totally unprepared S

. Totally unprepared

U Hours U Hours LI Hours

(CIRCLE ONE ON EACH LINE)<1 I 2 3 4 5+

Nose hr. hr. hr. hr. hr. hr.

a. 01 02 03 04 05* 06 07

b. 01 02 03 04 QS 06 07

c. 01 02 03 04 QS 06 07

d. 01 02 03 04 QS 06 07

c. 01 02 03 04 QS 06 07

f. 01 02 03 04 QS 06 07

g . 01 02 03 04 QS 06 07



a. 01 02 03 04 OS 06 07

b. 01 02 03 04 QS 06 737

a 01 02 03 04 OS 06 07

d. 01 02 03 04 OS 06 07

c. 01 02 C3 04 03 06 07

f. 01 02 03 .04 OS 06 07

g. 01 02 03 04 05 06 07


Non hr. hr. hr. hr. hr. hr.

s 01 02 03 04 QS 06 07

b. 01 02 03 04 QS 06 07

a 01 02 03 04 QS 06 07

d. 01 02 03 04 QS 06 07

e. 01 02 03 04 QS 06 07

f. 01 02 03 011 05 06 07

g. 01 02 03 04 OS 06 07

978

THE REMAINDER OF PART TWO CONSISTS OF QUESTIONS THAT APPLY TO SPECIFIC SUBJECTS.each class designated on the front cover, please answer only the questions that apply to the subject being taugnt in that class:

English (Questions 17.19). Mathematics (Questions 20.22). Social Studies (Question 23). or Science (Questions 24-29).

CLASS 41 CLASS *2ANY,VElt QUESTIONS 17.19 FOR ENGLISH( LASSES ONLY.

1'. Indicate how much emphasis is given innits class to the following by circlingwhother each is a Major Topic. MinorTopic. Review Topic Only, or Not Coveredat All.

a. Grammar

(CIRCLE ONE ON EACH LINE)Review Not

Major Minor Topic CoveredTopic Topic Only at all

a. 1 2 3 4b. 1 2 3 4c. 1 2 3 4

d. 1 2 3 4

e. 1 2 3 4f. I 2 3 4



a. I 2 3 4

b. 1 2 3 4

c. 1 2 3 4

d. 1 2 3 4

e. 1 2 3 4

1. 1 2 3 ..

b. Literaturec. Composition

d. Reading .... .... ---e. Study skills

f, Spelling .......---. -

. :S. (low often are the followirg types ofliterature used in making assignmentsto your students?

a. Fiction

(CIRCLE ONE ON EACH LINE)Majonty Someof .the of thetime time Rarely Never

a. 1 2 3 4

b. 1 2 3 4

c. 1 2 3 4

d. 1 2 3 4

e. 1 2 3 4

f. 1 2 3 4

g. 1 2 3 4

(CIRCLE ONE ON EACH LINE)Majority Someof the of thetime time Rarely Never

a. 1 2 3 4

b. 1 2 3 4

c. 1 2 3 4

d. 1 2 3 4

e. 1 2 3 4

f. 1 2 3 4

g. 1 2 3 4

.-...-- ...-b. Poetry

c. Mythology/folk tales..4. Biography .-- ..... ---...-..... ..... ......-.....

c. Dramaf. Expository text

g. Other non-fiction - --- -

19 In addition to fulllength selections

appeanng in any textbook/workbook you

may.use. how many books will

you require your students

to read this school year?

(CIRCLE ONE)None - 1

One "

......3

4

Five or more ......----.--- 6

(CIRCLE ONliNone

One ....»

Two 1

Three -.$

Five or more .. ..ANSWER QUESTIONS 20.22 FOR%Lvr1 IEMATICS CLASSES ONLY

29. Indicate how much emphasis is given inthis class to she following by circlingwhether each is a Major Topic. MinorTopic. Review Topic Only, or Not Coveredat AU.

a. Common finction.: ...--.------0. Decimal fractions ....-.....--...... ..

c. Ratio and proportion ...--------..d. Percent ......... - .... ..- -..

e. Measurement ........ ....-..... ........ -__.LGeometry ........ -_,___,... .........-.g. Algebra (formulas and equations) ... ...... .

I. Probability and statistics .

j. Problem solving ..........- -- -... .


Major Minor Topic CoveredTopic Topic Only et all

a. 1 2 3 4

b. I 2 3 4

c. 1 2 3 4

1 3 3 4

e. 1 2 3 4f. 1 2 3 4

g. 1 2 3. 4

2 3 4

i. 1 2 3 4I. 1 2 3 4


Major Minor Topic CoveredTopic Topic Only a: all

.

a. 1 2 3 4

b. 1 3 3 4

c. 1 2 3 4

d. 1 2 3 4

e. 1 2 3. 4

f. 1 2 3 4

g. 1 2 3 4

h. 1 2 3 4

i. 1 2 3 4

j. 1 2 3 4

10

79

CL

ASS

*3

CL

ASS

#4

CL

ASS

4r5

(CIR

CL

E

ON

E

ON

EA

CH

LIN

E)

Review

Not

Major

Minor

Topic

Covered

Topic

Topic

Only

atall

a.

I '2 3 4

b. 1 2 3 4

c.

1 2 3 4

d.

1 2 3 4

e.

1 2 3 4

f. 1 2 3 4

(CIR

CL

E

ON

E

ON

EA

CH

LIN

E)

Review

Not

Major

Minor

Topic

Covered

Topic

Topic

Only

atall

a.

1 2 3 4

b. 1 2 3 4

c.

1 2 3 4

d. 1 2 3 4

e.

1 2 3 4

f. 1 2 3 4

(CIR

CL

E

ON

E

ON

EA

CH

LIN

E)

Review

Not

Major

Minor

Topic

Covered

Topic

Topic

Only

atall

a.

1 2 3 4

b. 1 2 3 4

c.

1 2 3 4

d. 1 2 3 4

e.

1 2 3 4

f. 1,

2 3 4

(CIR

CL

E

ON

E

ON

EA

CH

LIN

E)

Majority

Some

o:ttse

of the

time

time

Rarely

Never

a.

1 2 3 4

b.

1 2 3 4 "

c.

1 2 3 4

d.

1 2 3 4

e.

1 2 3 4

f. 1 2 3 4

g.

1 2 3 4

(CIR

CL

E

ON

E

ON

EA

CH

LIN

E)

Majority

Someof the

of the

time

time

Rarely

Never

a.

I 2 3 4

b. 1 2 3 4

c.

1 2 3 4

d. 1 2 3 4

e.

1 2 3 4

f. 1 2 3 4

g 1 2 3 4

(CIR

CL

E

ON

E

ON

EA

CH

LL

NE

)

Majority

Some

of the

of the

time

time

Rarely

Never

a.

1 2 3 4

b.

:1 2 3 4

c.

1 2 3 4

d. 1 2 3 4

c.

1 2 3 4

f. 1 2 3 4

g.

1 2 3 4

(CIR

CL

E

ON

E)

None

1

(CIR

CL

E

ON

E)

None

..1 '

(CIR

CL

E

ON

E)

None

12

34

S

One

, " One

One

Tw

o

Tw

o

3 Tw

o

..3

Three

4 Three

Three

Four

Four

.4 i Four

....S

Five

or more

6 Five

or more

6 Five

or more

6

(CIR

CL

E

ON

E

ON

EA

CH

LIN

E)

Review

Not

Major

Minor

Topic

Covered

Topic

Topic

Only

At

M

a.

1 2 3 4

b.

1 2 3 4

c.

1 2 3 4

d. 1 2 3 4

e.

1 2 3 4

f. 1 2 3 4

L.

1 2 3 4

h. 1 2 3 4

i. 1, 2 3 4

j. 1 2 3 4

(CIR

CL

E

ON

E

ON

EA

CH

LIN

E)

Review

Not

Major

Minor

Topic

Covered

Topic

Topic

Only

At

All

a.

1 2 3 4

b. 1 2 3 4

c.

1 2 3 4

d. 1 2 3 4

e.

1 2 3 4

f. 1 2 3 4

li 1 2 3 4

h. 1 2 3 4

i. 1 2 3 4

j. 1 2 3 4

(CIR

CL

E

ON

E

ON

EA

CH

LIN

E)

Review

Not

Major

Minor

Topic

Covered

Topic

Topic

Only

At

All

a.

1 2 3 4

b. 1 2 3 4

c.

1 2 3 4

d.

1 2 3 4

e.

1 2 3 4

f. 1 2 3 4

g 1 2 3 4

h.

1 2 3 4

1. 1 2 3 4j 1 2 3 4

11 .

80

CLASS *1 CLASS *2

21. Do your students have access to pocketor hand held calculators owned by theschool for use in this class? ---

(CIRCLE ONE)Yes1 2

(CIRCLE ONE)Yes No

1 2

22. On the average, bow often do yourstudents use calculators (the school's ortheir own) in this class?

(CIRCLE ONE)Several times a week or moreAbout once a week 2Hardly ever or never 3

(CIRCLE ONE)Satt_ral titqes a week or more.About once a week --.Hardly ever or never . 3

ANSWER QUESTION 23 FOR SOCIALSTUDIES CLASSES ONLY.

23. Indicate bow much emphasis' is given inthis lase to the Mowing by circlingwhether each is a Major Topic, MinorTopic, Review Topic Only, or Notcovered at AILa. State historyb. United States or American

historyc. World or Western history ---d. Livia /government

e. Geographyf. Current eventsg. Ethicsh. Economics



L 1 2 3 4

b. 1 2 3 4c. 1 2 3 4d. 1 2 3

e. 1 2f. 1 2

11. 1 2h. 1 2

3

3

3

3

44

4

4



a. I 2 3 4

b. I 2 3 4c. 1 2 3 4d. 1 2 3 4

2

22

2

3

33

3

.1

4

4

4

ANSWER QUESTIONS 24-29 FORSCIUNCE CIASSES ONLY

24. Indicate how much emphasis is given inthis class to the following by circlingwhether each is a Major Topic, MinorTopic. Review Topic Oaly, or NotCovered at All.a. Plantsb. Animalsc. Human biologyd. Genetics

e. Personal healthf. Earth science or geologyg. Weatherh. Astronomy or space

Electricity or =warnj. Mechanicsk. HestI. Optics

m. Chemistryn. Atomic theoryo. Environmental scienceP. OctanogroPtlYq. Science and society

(CIRCLE ONE ON EACH LINE) (CIRCLE ONE ON EACH LINE)Review Not Review Not

Major Minor Topic Covered Major Minor Topic CoveredTopic Topic Only At All Topic Topic Only At All

a. 1 2 3 4 a. 1 2 3 4b. 1 2 3 4 b. 1 2 3 4e. 1 2 3 4 c. 1 2 3 44. 1 2 3 4 4. 1 2 3 4

e. 1 2 3 4 e. I 2 3 4f. 1 2 3 4 f. 1 2 3 4g. 1 2 3 4 g. 1 2 3 4h. 1 2 3 4 h. 1 2 3 4

L I 2 3 4 L 1 2 3 4j. 1 2 3 4 j. 1 2 3 4k. 1 2 3 4 1c. 1 2 3 4I. 1 2 3 4 1. 1 2 3 4

tn. I 2 3 4 m. 1 2 3 4n. I 2 3 4 n. 1 2 3 4o. 1 2 3 4 o. 1 2 3 4P. 1 2 3 4 P. 1 2 3 4q. 1 2 3 4 q. 1 2 3 .1

, 12 8

CLASS *3 CLASS 414 CLASS #S

(CIRCLE ONE)Yes No

2'

(CIRCLE ONE)Yes No

1 2

(CIRCLE ONE)Yes No1 2

Several timesAbout cocaHardly ever

(CIRCLE OMa week or more Several times

About onceHardly ever

a week or more.a week

(CIRCLE ONE)Several timesAlmut onceHardly ever

(CIRCLE ONE)a week or mOre

3 3/3.ka week .--or never

2 2

3 or never 3 or never 3

...=1

(CIRCLE ONE ON EACH LINE)Rriew Not

Major Minor Topic Covered

Topic Topic Only At All

at 2 3 4

b. I 2 3 4a 1 2 3 4

d. I 2 3 4

e. I 2 3 4L I 2 3 4

g. I 2 3 4a I 2 3 4

(aRCLE ONE ON EACH LINE)Review Not


Topic Topic Only At AU

a. 1 2 3 4

b. 1 2 3 4a 1 2 3 4

d. 1 2 3 4

a 1 2 3E 1 2 3 4

g. 1 2 3 4

h. 1 2 3 4

b.c.d.

f.g.

h.



Topic Topic Only At All

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

I 2 3 1.,


Major Minor Topic CoveredTopic Topic Only At All


Major Minor Topic Car.redTopic Topic Only At All



-rink Topic Only At All

a 1 2 3 4 L 1 2 3 4 a 1 2 3 4

b. 1 2 3 4 b. I 3 4 b. 1 2 3 4

c. 1 2 3 4 a I

.21 3 4 c. 1 2 3 4

d. I 2 3 4 a 1 2 3 4 d. I 2 3 4

a I 2 3 4 c. 1 2 3 4 a I 2 3 4

L I 2 3 4 f. I 2 3 4 f. 1 2 3 4

g. 1 2 3 4 g. 1 2 3 4 g. 1 2 3 4

IL 1 2 3 4 h. 1 2 3 4 h. 1 , 2 3 4

L 1 2 3 4 I. 1 2 3 4 L I 2 3 4

j. 1 2 3 4 j. 1 2 3 4 j. 1 2 3 4

k. 1 2 3 4 k. 1 2 3 4 k. 1 2 3 4

L I 2 3 4' I. I 2 3 4 L 1 2 3 4

tn. I 2 3 4 m. I 2 3 4 m. I 2 3 4

a. 1 2 3 4 n. I 2 3 4 n. I 2 3 4

o. I 2 3 4 o. I 2 3 4 o. I 2 3 4

p. I 2 3 4 I% 1 2 3 4 P. I 2 3 4

q. 1 2 3 4 q. 1 2 3 4 i.. 1 2 3 4

1382

CLASS #1 CLASS #2

IS. How often do you demonstrate a

science expriment in class?

(CIRCLE ONE)Almost every day 1

About once a week

About once a month 3Less than once a month 4Never

(CIRCLE ONE)Almost every day

About once a weak-About once a month - 3Less than once a month 4

Never S

26. How oft.m do students conduct science

experiments in this class?

(CIRCLE ONE)Ala= every day 1

About once a week 2About once a month 3Less than ones a meth 4Never

(CIRCLE ONE)Almost every day 1

About once a week 2About once a month 3Less than once a month . 4

Never ---..-... S

27. Indicate whether or not you have access

to science laboratory facilities for your

teaching in this cis=a. in your regular du:taboosb. outside your regular classroom

(CIRCLE ONE ON FACH LINE)Yes

1 2

2

a.

b.

(CIRCLE ONE ON EACH LLNE)Yes `o

1 2

1 2

28. Which of the following best describes

the science equipment you have for

students in this :lass to use?

(CIRCLE ONE)Each one usually has his/her awnequipment

One student usually shares with

another

Groups of students (3 or more)

usually share equipment 3I have little or 40 equipment for

suide.its to USE

29. What is the condition of the science

equipment you use in this class? Excellent

I

...(aRcLE ONE)

Good Fair Poor2 3 4

I havenone

S

(CIRCLE ONE)Each one usually has his/her own

equip:nent 1

One student usually shares withanother --Groups of students (3 at more)

usually shre equipment 3I have little nc equipment forstudents to use 4

(CIRCLE ONE)

Excellent Good Fair1 2 3

Poor

4

t havenone

14

83

CLASS #3

(CIRCLE ONE

Almmt everyday

About once a week

About once a month * 3

Us.; than once a month 4

Never S

(CIRCLE ONE)

Alma every dayAbout once a week

About once a month 3

Las than once a month 4

Never

a.b.

(CIRCLE ONE ON EACH LINE)

Yes No

21 2

(CIRCLE ONE)

Each one usually has his/her own

equipment

One student usually shares with

another ------ 2

Groups of students (1 or more)

usually share equipment --_--. 3I have little or no equipment for

students to use -- 4

(CIRCLE ONE)

Excellent Good Fair Poor

2 3 4

I havenone

CLASS #4 CLASS #5

Almost everyday

About once

About once

Less than once

Never

(Cl;,CLE ONE). 1 Almost everyday

About onceAbout once

Less than once

Never

(CIRCLE

_

a week---- _.a month

ONE)

2

3

4

.

a week3

4a month

a month a month

S ---- S

Aimee everydayAbout once

About once

Less than once

Never

(CIRCLE ONE)

1 Almost everyday

About once

About once

Less than once

Never

(CIRCLE ONE)

2 a weeka week

3 a month

a month

3a month

a month 4 4

S

(CIRCLE ONE ON EACH LINT)

Yes No

2

2


Yes No

a. 2

b. 2

Each one

equipment

One student

anotherGroups

usually

have little

students

(CIRCLE ONE)

usually has his/her own

2

3

4

Each one

equipment

One student

another.._Groups

usually

I have little

students

(CIRCLE

usually has

usually

ONE)

his/her own

3

4

.

usually shares with-----------.of students (3 or More)

share equipment ....---_or no equipment for

to use

shares with

more)------for

of students (3 or

snare equipment

or no equipment

to use

Excellent

1

(CIRCLE ONE)

Gcod Fair Poor2 3 4

I havenone

S

Excellent

1

(CIRCLE ONE)

Good Fair Pcor2 3 4

I havenone

S

15

$4

PART III. TEACHER BACKGROUND AND ACTIVITIES

1. What is your sex?

(CIRCLE ONE)MaYt 1Female 2W 11.

2. Which best describes you?

3. What is the date of your birth?

(CIRCLE ONE)

American Indian or Alaskan Native 1Asian or Pacific Islander WONOM 2Hispanic, regardless of race...... 3Black, not of Hispanic Origin 4White, not of Hispanic Origin-- 51_1_1 1_1_1 19 1_1_1

Month Date Year

4. Counting this year, how many years in total have you taught at either the elementaryor secondary level?

1_1_1 Years

5. Counting this year, how many years in total have you taught in this school?

1_1_1 Years

6. What type of teaching certification do you hold from the state whereyou teach?

(CIRCLE ONE)

Regular or standard certification ---- 1Probationary certification 2Temporary, provisional, or emergency

certificateWO 3I amnot certified 4 (SKIP TO Q.8)

7. In each of the following subjects, please indicate whether or not you hold a c.atificate from the statewhere you teach.

a.b.C.

d.

(CIRCLEYes

Mathematics

ONE

1

ON EACH LINE)No

2222

Science

...."-00.1.1.0.0.1.011....

English 10Social Studies ............/.....

168o

8. What is the highest academic degree you hold?

(CIRCLE ONE)Less than a bachelor's degree .......... 1 (SKIP TO Q.13)

Bachelor's ..--- 2

Education specialist or professional diplomabased on at least one year of work past master'sdegree level 4

Doctorate S

First professional degree (e.g., M.D., LL.B.,J.D., D.D.S.) * 69. What were your major and minor fields of study for your bachelor's degree only?

(CIRCLE ALL THAT APPLY)MAJOR MINOR

a. 1 1

b. 1 ..._ 1c. History (or Social Studies/

1 1

d. 1 ... 1

e. Natural/Physical Sciences ........--- 1 -- 1

f. Foreign Language ..-- 1 1

g. Other (please specify)'1 ..... 1

10. If you have earned a graduate degree, what were your major and minor fields of study for your highest

graduate degree?

Not applicable; no graduate degree

a.b.c.

1_1 (SKIP TO 0. 11)

(CIRCLEMAJOR

Education ...............--...... ----.............Frigl/sh

ALL THAT APPLY)MINOR

1 ....... 1.History (or Social Studies/

SocialScience) 1 ........... 1

Mathematics -------------d. 1 ........... 1

e. Natural/Physical Sciences ..........--- 1 ... 1

f.

g.

Foreign Language . . .

Other (please specify)1

1

1

1

1

17 86

11. Please print the name of the college or university at which you received your bachelor's degree andindicate the year of your degree (or ofyour most recent attendance).

(PLEASE PRINT NAME. DO NOT ABBREVIATE.)

Name of College /University

City, State

Year of Degree (or most recent attendance) ...................._____ 19

12. Please print the name of the college or university at which you received your master's or other graduatedegree (or have earned graduate credits) and indicate the year of your degree (or of your most recentattendance). If you have completed more than one graduate degree, please fill in the information belowfor your highest degree. If you have not completed a graduate deirree, please give the name of thecollege or university at which you have earned the largest number of graduate credits.

Not applicabie: No graduate credits ..... ...-......--.--.-- 1_1 (SKIP TO 0.13)Name of College/University

City, State

Year of Degree (or most recent attendance) .. .... 19

13. Are you proficient in any language(s) other than English?

(CIRCLE ONE)

Yes 1No 2 (SKIP TO Q.18)

14. In what language(s) are you proficient?

(CIRCLE ALL THAT APPLY)

a. French OM.* . 01 000~1 041. IMO 1b. German -- ..... .. . 1

c. Greek ... ..... »............ »...... »..... 1d. Italian .. ............. 1c. Polish .... ». 1f. Portuguese 1g. Spanish 1h. Chinese 1i. Japanese 1j. Korean 1k. A Filipino language 11. An Indochinese language 1m. Other (please specify) ".... 1

18 87

15. Please answer the following questions about the non-English language in which you are most proficient.

(IF YOU KNOW MORE THAN ONE NON-ENGLISH LANGUAGE, ANSWER WITH REGARD

TO THE LANGUAGE IN WHICH YOU ARE MOST PROFICIENT. PLEA`,"E WRITE THE

NAME OF THAT LANGUAGE ON THE LINE BELOW.)

Language

16. With regard to that language, how well do you do the following?

. (CIRCLE ONE ON EACH LINE)

How well do you:VeryWell

PrettyWell Well

Not VeryWell

a. Understand that language 1 2 3 4

b. Speak that language 1 2 3...»

Read that language 1 2 3

--- ,44

d. Write that language 2 ........... 3 4

17. Which of the following statements accurately describe your past experience with the language other than

Fnglis in which you are most proficient?

(CIRCLE ONE ON EACH LINE)Yes No

a. I am a native speaker of the language .....11.; 2

b. The language was the utedium of instructionfor my elementary or secondary education 1 7

c. The language was the medium of instructionfor my university studies --, .. .. 1 2

d. I studied the language as a foreign language ....---- ...... .. 2

e. ilearned the language informally 1 2

18. What is your employment status in this school system?

(CIRCLE ONE)

Regular full-time appointment 1

Regular part-time appointment 2

Substitute teacher 3

Other 4

19 88,

19. During the last 12 months, what is the total amount of time you have spent on in-service education in thesubject you teach the majority of the time? (Include attendance at workshops, continuing educationprograms, etc., but do not include formal courses for which you have received college credit.)

(CIRCLE ONE)

None--1.1.0 WOO.I 4SS than 6 hours6-15 hours16-35 hours

*11.Morethan 35 hours *MOINNI.04.01......................

1

2345

W. What type(s), of support have you received in the last 12 months for in-service education in the subjectyou teach the majority of the time?


a. 1b. Released time from teaching .----...........--- 1c. Travel and/or per diem expenses 1d. 1e. Professional growth credits ...-------- 1f. Other (please specify) 1

21. Do you provide instruction in an eighth grade gifted and talented program at this school?

(CIRCLE ONE)

Yes00000 0000000 00 1No . 2 (SKIP TO Q.26)

22. What percentage of your classroom time isspent in teaching students in a gifted and talented program?

Percentage of time . 1_1_1_1 %

23. Do you have special training in teaching gifted and talented children?


a. Yes, in-service training ....-.......b. Yes, undergraduate course credit ... 1c. Yes, graduate course credit 000000 1d. Yes, continuing education credit 1e. No 1

24. Do you have special certification in teaching gifted and talented children?

(CIRCLE ONE)

Yes, provisional or temporary ........... 1Yes, permanent or long-term ....... 2No..... 00000000 3

208 9

25. For the gifted and talented program in which you teach, how satisfied are you with the following:


Extremely Extremely

Satisfied Satisfied Dissatisfied Dissatisfied

a. The financial resources available forthisspecial program 1 2 ..--.. 3 4

b. The content or curriculum of the2 4

c. The amount of time available forplanning and preparation ofgifted/talented instruction 1100 4

d. Student progress under the program .....-- 3 ..... ..... 4

e. The selection procedures for thegifted/talented program 1 4.011 1. *4,4, 3 4

f. The amount of time allocatedto teaching gifted classes -- 3 4

26. Indicate the degree to which each of the following matters is a problem in your school

(CIRCLE ONE ON EACH LINE)Not a

Serious Moderate Minor Priblem

a. Student tardiness 1 2 3 4

b. Student absenteeism 1 2 3 4

c. Student class cutting 1 2 3 4

d. Physical conflicts among students 1 2 3 4

e. Robbery or theft .... 1 2 3 4

f. Vandalism of school property -- .........-- 1 . ....... 2 .... .... 3 4

g.. Student use of alcohol ........................................ 1 2 3 4

h. Student use of illegal drugs .... - ...... I O. 2 ..... 3 4

LStudent possession of weapons ................... 1 ---.... 2 ...... ......... 3 4

j. Physical abuse of teachers .................._............. 1 ............. 2 3 4

k. Verbal abuse of teachers .................................... 1 . ............. 2 3 4

27. In addition to your duties at this school, do you hold another paying job that is either full or parttime?

(CIRCLE ONE)

Yes, summer only 1

Yes, school year only .-- 2

Yes, during the entire year 34

21 90

23. How many days of teaching were you absent, for any reason, during the first semester of the currentschool year?

(CIRCLE ONE)No days absent 11.2 days absent 23-4 days absent _ 35.7 days absent .... 48.11 days absent. 512 or more days absent 6

29. How often did someone with supervisory responsibility, from your school or district, formally observeyour teaching during the first semester of the current school year?

(CIRCLE ONE)At least once a week 1At least once a monthSeveral times 3Hardly ever or never 4

30. For the most recent full week, please indicate about how much time you spent outside your regularschool hours on each of the following school-related activities:

(CIRCLE ONE ON EACH LINE)<1 1 2 3 4 5 6+

None hr. hr. hrs. hrs. hrs. hrs. hrs.a. Planning and prqaring

for teaching 01 02 03 04 05 06 07 08b. Correcting papers 01 02 03 04 05 06 07 08c. Other recordkeeping/

paperwork 01 02 03 04 05 06 07 08d. Meeting with other

teachers on lessonplanning, curriculumdevelopment, guidance 01 02 03 04 05 06 07 ...... 08

e. Coordinating acurriculum area ordepartment 01 02 03 04 05 06 07 08

f. Supervising students(halls, field trips,playground) 01 02 03 04 05 06 07 08

g. Coaching or advisingextracurricularactivities 01 02 03...... 04 05 06 07 08

h. Communicating withparents 01 02 03 04 05 06 07 08

22

31. Since the beginning of the current school year, how many students' pares (or guardians) have youtalked with individually regarding their child's classroom performance?

(CIRCLE ONE)

None 01

1-4 students' parents 02

5.9 students' parents 03

10-19 students' parents ---.-"...--............." 04

20-29 students' parents ..."....."......... 05

30-39 students' parenti 06

40-59 students' parents ......... 0760 or more students' parents .....

32. What proportion of your students use a microcomputer on a regular basis 'for instructional purposesrelated to the material you cover in your classes?

(CIRCLE ONE)

None .--." 01 (SKIP TO (2.34)Fewer than 10% .. 0210-25% ..... ....... 0326-50% 0451-75% ........ 0576-90% 06

More than 90% .

33. Which of the following best describes how you make instructional use of microcomputers with thesesty 'ants relative to the regular instruction in your classes?

(CIRCLE ONE)

Totally for enrichment purposes 1

Mainly for enrichment purposes, a littlefor remedial purposes 2About equally split between enrichment andremedial purposes 3

Mainly foi remedial purposes .. 4Totally for remedial purposes 5

23 92

34. Please provide the information requested below so we can reach you if any clarification of yourresponses is needed. Your Social Security Number is needed so that any later information is correctlymatched with the same individual. (Please print)

(Last name)

(Social Security Number)

(First name) (MI) (Maiden name, if any)aTelephone Number

Home or Best time of AMOffice day to call: PM

The National Science Foundation would like to use your college transcript(s) to conduct research oncollege course taking patterns.of teachers in order to assess and improve teacher education and trainingprograms. Transcript information will never be identified with the individual and collected informationwill be merged with those of other teachers. We plan to obtain transcripts using the provisions ofSection 99.31 of the Family Rights and Privacy Act of 1976. However, wa will honor your wishes in thismatter. If you do not want us to request your college transcript(s), please check the box and signbelow.

Signature (Only if you refuse)

Many postsecondary institutions provide transcripts at lower costs if you grant explicit permission. if youare willing to grant us explicit permission to obtain your transcripts) and save your government somemoney, please sign the permission form below.

Transcript Permission Form

Your signature is requested to allow NELS:88 to obtain a copy of your college transcript(s). Theinformation will be used solely for the purposes of this study. We wish to thank you for your help andinformation.

Please give NELS:88 a copy of my college transcript.

Signature

24,9


Appendix B

Critical Items: Teacher Questionnaire

94


BYT1_1BYT1_4BYT1_6BYT2_1BYT2_2BYT2_3BYT2_13ABYT2_13BBYT2_13CBYT2_13D.BYT2_13EBYT2_13FBYT2_130BYT2_15BYT2_17ABYT2_17BBYT2_17CBYT2_17DBYT2_17EBYT2_17FBYT2_20ABYT2_20BBYT2_20CBYT2_20DBYT2_20EBYT2_20FBYT2_20GBYT2_20HBYT2_20IBYT2_20JBYT2_23ABYT2_23BBYT2_23CBYT2_23DBYT2_23EBYT2_23FBYT2_23GBYT2_23HBYT2_24ABYT2_24BBYT2_24CBYT2_24DBYT2_24EBYT2_24FBYT2_24GBYT2_24H

Student assigned to one or more of teacher's classesIs student frequently absentIs student consistently inattentiveTitle and period of class.Achievement level compared with schoolNumber of students enrolled'in classTeacher determines textbooksPrincipal determines textbooksTeacher group determines textbooksDepartment head determines textbooksDistrict committee determines textbooksState committee determines textbooksOther determines textbooksHours class meets each weekEmphasis on grammarEmphasis on literatureEmphasis on compositionEmphasis on readingEmphasis on study skillsEmphasis on spellingEmphasis on common TractionsEmphasis on decimal fractionsEmphasis on ratio and proportionEmphasis on percentEmphasis on measurementEmphasis on geometryEmphasis on algebraEmphasis on integersEmphasis on probability and statisticsEmphasis on izoblem solvingEmphasis on state historyEmphasis on U.S. historyEmphasis on world historyEmphasis on civicsEmphasis on geographyEmphasis on current eventsEmphasis on ethicsEmphasis on economicsEmphasis on plantsEmphasis on animalsEmphasis on human biologyEmphasis on geneticsEmphasis on personal healthEmphasis on geologyEmphasis on weatherEmphasis on astronomy

95

Base Year: Teacher ComponentData File Users Manual

BYT2_24IB YT2_24JBYT2_24KBYT2_24LBYT2_24MBYT2_24NBYT2_240BYT2_24PBYT2_24QBYT3_1B YT3_2BYT3 4B YT3_7AB YT3_7BB YT3_7CB YT3_7DB YT3_8BYT3_11ABYT3_11BB YT3_12AB YT3_12BBYT3_12CBYT3_13BYT3_18BYT3_21

Emphasis on electricity'Emphasis on mechanicsEmphasis on heatEmphasis on opticsEmphasis on chemistryEmphasis on atomic theoryEmphasis on environmentEmphasis on oceanographyEmphasis on science and societySex of teacherRace of teacherYears taught elementaryCertificate in mathematicsCertificate in scienceCertificate in EnglishCertificate in social studiesHighest degree held

"Undergraduate school nameYear of undergraduate degreeNo graduate degreeGraduate school nameYear of graduate degreeProficient in language other than EnglishEmployment status in school systemInstruct gifted eighth graders

2

98

L


Appendix C

Record Layout for NELS:88 Teacher Questionnaire

9_7

, h.


QuestionNumber

VariableName

Format Length StartPosition

EndPosition

STU_ID STU_ID I 7 1 7

SCH_ID SCH_ID 1 5 1 5

SSTRATID SSTRATID I 2 1 2

SUBJECT SUBJECI. A 1 8 8

TEACH TEACH I 2 9 10

CLASS CLASS I 2 11 12

1_1 BYT1_1 I 1 13 13

1_2 BYT1_2 I 1 14 14

1_3 BYT 1_3 I 1 15 15

1_4 BYT1 4 I 1 16 16

1_5 BYT1_5 I 1 17 17

1_6 BYT1_6 I 1 18 18

1_7 BYT1 7 I 1 19 19

1_8 BYT1_8 I 1 20 20

1_9 BYT1_9 I 1 21 21

1_10 BYT1_10 I 1 22 22

1_11 BYT1_11 I 1 23 23

1_12 BYT1_12 1 1 24 24

PERIOD PERIOD A 5 25 29

2_2 BYT2 2 I 1 30 30

2_3 BYT2_3 I 2 31 32

2_4 BYT2 4 I 1 33 33

2_5 BYT2_5` I 2 34 35

2_6 BYT2_6 I 2 36 37

2_7H BYT2_7H I 2 38 39

2_7M BYT2 7M I 2 40 41

2_8A BYT2_8A I 1 42 42

2_8B BYT2_8B I 1 43 43

2_8C BYT2_8C I 1 44 44

2_9A BYT2_9A 1 1 45 45

2_9B BYT2_9B I 1 46 46

2_9C BYT2_9C I 1 47 47

2_9D BYT2_9D I 1 48 48

2._11 BYT2_11 I 2 49 50

2_12A2_12B

BYT2_12ABYT2_12B

II

1

1

51t

5251

52

.2_12C BYT2_12C I 1 13 53

2_12D BYT2_12D I 1 J4 54

2_12E BYT2_12E I 1 55 55

2_12F BYT2_12F I 1 56 56

2_13A BYT2_13A I 1 57 57

2_13B BYT2_13B I 1 58 58

981


2_13C BYT2_13C I 1 59 592_13D BYT2_13D I 1 60 602_13E BYT2_13E I 1 61 61

2_13F BYT2_13F I 1 62 622_13G BYT2_13G I 1 63 632_14 BYT2_14 I 1 64 642_15 BYT2_15 I 2 65 662_16A .BYT2_16A I 2 67 682_16B BYT2_16B I 2 69 702_16C BYT2_16C I 2 71 722_16D BYT2_16D I 2 73 742_16E BYT2_16E I 2 75 762_16F BYT2_16F I 2 77 782_16G BYT2_16G 1 2 79 80SUBJECT2 SUBJECT2 A 1 81 81

2_17A BYT2_17A I 1 82 822_17B BYT2_17B I 1 83 832_17C BYT2_17C I 1 84 842_17D BYT2_17D I 1 85 852_17E BYT2_17E I 1 86 862_17F BYT2_17F I 1 87 872_18A BYT2_18A I 1 88 882_18B BYT2_18B I 1 89 892_18C BYT2_18C I 1 90 902_18D BYT2_18D I 1 91 912_18E BYT2_18E I 1 92 922_18F BYT2_18F I 1 93 932_18G BYT2_18G I 1 94 942_19 BYT2_19 I 2 95 962_20A BYT2_20A I 1 97 972_20B BYT2_20B I 1 98 982_20C BYT2_20C I 1 99 992_20D BYT2_20D I 1 100 1002_20E BYT2 20E I 1 101 101

2_20F BYT2.2OF I 1 102 1022_20G BYT2_20G I 1 103 1032_20H BYT2_20H 1 1 104 1042_201 BYT2_201 I 1 105 1052_20J BYT2_20J I 1 106 1062_21 BYT2_21 I 1 107 1072_22 BYT2_22 I 1 103 1082_23A BYT2_23A I 1 109 1092_23B BYT2_23B I 1 110 1102_23C BYT2_23C I 1 111 111

2_23D BYT223D I 1 112 112

2

99


2_23E BYT2_23E I 1 113 113

2_23F BYT2_23F I 1 114 114

2_23G BYT2_23G I 1 115 115

2_23H BYT2_23H I 1 116 116

2_24A BYT2_24A I 1 117 117

2_24B BYT224B I 1 118 118

2_24C BYT2_24C I 1 119 119

2_24D BYT2_24D I 1 120 1202_24E BYT224E I 1 121 121

2_24F BYT2_24F 1 1 122 122

2_24G BYT2_24G I 1 123 123

2_24H BYT2_24H I 1 124 124

2_241 BYT2_241 I 1 125 125

2_24J BYT2_24J I 1 126 1262_24K BYT2_24K I 1 127 127

2_24L BYT2_24L I 1 128 1282_24M BYT2_24M I 1 129 1292_24N BYT2_24N I 1 130 1302_240 BYT2_240 I 1 131 131

2_24P BYT2_24P 1 1 132 1322_24Q BYT2_24Q I 1 133 133

2_25 B YT2_25 I 1 134 1342_26 BYT2_26 I 1 135 1352_27A BYT227A I 1 136 136

2_27B BYT2_27B I 1 137 1372_28 BYT2_28 1 1 138 138

2_29 BYT2_29 I 1 139 1393_1 BYT3_1 I 1 140 1403_2 BYT3 2 I 1 141 141

3_3Y BYT3_3Y I 2 142 143

34 BYT3 4 I 2 144 145

3_5 BYT3_5 I 2 146 147

3_6 B YT3_6 I 1 148 148

3_7A BYT3_7A I 1 149 1493_7B BYT3 7B I 1 150 1503_7C BYT3 7C I 1 151 151

3_7D BYT3 7D I 1 152 152

3_8 BYT3_8 I 1 153 153

3_9A1 BYT3_9A1 I 1 154 1543_9A2 BYT3_9A2 I 1 155 1553_9B 1 BYT33131 I 1 156 156

3_9B2 BYT3_9B 2 I 1 157 157

3_9C1 BYT3_9C1 I 1 158 158

3_9C2 BYT3_9C2 I 1 159 159

3_9D1 BYT3_9D1 I 1 160 160

1 0 0 3


3_9D2 BYT3_9D2 I 1 161 1613_9E1 BYT3_9E1 I 1 162 1623_9E2 BYT3_9E2 1 1 163 1633_9F1 BYT39F1 I 1 164 1643_9F2 BYT3_9F2 I 1 165 1653_9G1 BYT3_9G1 I 1 166 1663._9G2 BYT3_9G2 I 1 167 167

'3_9H1 BYT3_9H1 I 1 168 1683_9H2 BYT3_9H2 I 1 169 1693_10A BYT3_10A I 1 170 1703_10A1 BYT3_10A1 I 1 171 1713_10A2 BYT3_10A2 I 1 172 1723_10B 1 BYT3_10B1 I 1 173 173

. 3_10B2 BYT3_10B2 I 1 174 1743_10C1 BYT3_10C1 I 1 175 1753_10C2 BYT3_10C2 I 1 176 1763_10D1 BYT3_10D1 I 1 177 1773_10D2 BYT3_10D2 I 1 178 1783_10E1 BYT3_10E1 I 1 179 1793_10E2 BYT3_10E2 I 1 180 1803_10F1 BYT3_10F1 I 1 181 1813_10F2 BYT3_10F2 I 1 182 1823_10G1 BYT3_10G1 I 1 183 1833_10G2 BYT3_10G2 I 1 184 1843_10H1 BYT3_10H1 I 1 185 1853_10H2 BYT3_10H2 I 1 186 1863_11B BYT3_11B I 2 187 1883_12C BYT3_12C I 2 189 1903_13 BYT3_13 I 1 191 1913_14A BYT3_14A I 1 192 1923_14B BYT3_14B I 1 193 1933_14C BYT3_14C I 1 194 1943_14D BYT3_14D 1 1 195 1953_14E BYT3_14E I 1 196 .1963_14F BYT3_14F I 1 197 1973_14G BYT3_14G I 1 198 1983_14H. BYT3_14H I .1 199 1993_141 BYT3_14I I 1 200 2003_14J . B1T3_14J I 1 201 2013_14K BYT3_14K I 1 202 2023_14L BYT3_14L I 1 203 2033_14M BYT3_14M I 1 204 2043i5 BYT3_15 I 2 205 2063_16A BYT3:16A 1 1 207 2073_16B BYT3_16B I 1 208 208

4

.101


3_16C BYT3_16C I 1 209 209

3_16D BYT3_16D I 1 210 210

3_17A BYT3_17A I 1 211 211

3_17B BYT3_17B I 1 212 212

3_17C BYT3_17C I 1 213 213

3_17D BYT3_17D I 1 214 214

3_17E BYT3_17E I 1 215 215

3_18 BYT3_18 I 1 216 216

3_19 BYT3_19 I 1 217 217

3_20A BYT3_20A I 1 218 218

3_20B BYT3_20B I 1 219 219

3_20C BYT3_20C I 1 220 220

3_20D . BYT3_20D I 1 221 221

3_20E BYT3_20E I 1 222 222

3_20F BYT3_20F I 1 223 223321 BYT3_21 I 1 224 224

3_22 BYT3_22 I 3 225 227

3_23A BYT3_23A I 1 228 228

3_23B BYT3_23B I 1 229 229

3_23C BYT3_23C I 1 230 230

3_23D BYT3_23D I 1 231 231

3_23E BYT3_23E I 1 232 2323_24 BYT3_24 I 1 233 233

3_25A BYT3_25A I 1 234 234

3_25B BYT3_25B 1 1 235 235

3_25C BYT3_25C I 1 236 236

3_25D BYT3_25D I 1 237 237

3_25E BYT3_25E I 1 238 238

3_25F BYT3_25F I 1 239 2393_26A BYT3_26A I 1 240 240

3_26B BYT3_26B I 1 241 241

3_26C BYT3_26C I 1 242 242

3_26D BYT3_25D I 1 243 243

3_26E BYT3_26E I. 1 244 244

3_26F BYT3_26F I 1 245 245

3_26G BYT3_26G I 1 246 245

3_26H B YT3_26H I 1 247 247

3_261 BYT3_26I I 1 248 248

3_26J BYT3_26J I 1 249 249

3_26K BYT3_26K I 1 250 250

3_27 BYT3_27 I 1 251 251

3_28 . BYT3_28 I 2 252 253

3_29 BYT3_29 I 1 254 254

3_30A BYT3_30A I 2 255 256

3_30B BYT3_30B I 2 257 258

102 5


3_30C BYT3_30C I 2 259 2603_30D BYT3_30D I 2 261 2623_30E BYT3_30E I 2 263 2643_30F BYT3_30F I 2 265 2663_30G BYT3_300 I 2 267 2683_30H BYT3_30H I 2 269 2703_31 BYT3_31 I 2 271 2723_32 BYT3_32 I 2 273 2743_33 BYT3_33 I 1 275 275COMPOSITE G8TYPE I 1 276 276COMPOSITE G8CTRL I 1 277 277COMPOSITE BYSCENRL I 1 278 278COMPOSITE GSENROL I 1 279 279COMPOSITE G8URBAN I 1 280 280COMPOSITE G8REGON I 1 281 281COMPOSITE G8MINOR I -1 282 282COMPOSITE G8LUNCH I 1 283 283

6

1 9:3


Appendix D

NELS:88 Base Year School Composite Variables for the Teacher Data File

104


Each composite variable is defined below and shown in the order in which it appears on thedata tape. See Chapter VII for a brief discussion of composite variables. Variable names beginningwith BYSC indicate variables from the Base Year School data file. The composite variables included

on the data tape for the teacher component provide information about the student's school.

To ensure that the confidentiality provisions contained in Public Law 100-297 have been fully

implemented, procedures commonly applied for disclosure avoidance in other Government-sponsoredsurveys were used in.preparing the data tape associated with this manual. These include suppressing,abridging, end recoding identifiable variables. Every effort has been made to provide the maximum re-search information that is consistent with reasonable confidentiality protections. Deleted, abridged,

and/or recoded variables appear with an explanatory footnote in the codebook (Appendix G).

School Composites

G8TYPE classifies the type of school by the grades spanned. It was coded using school datafirst. After the unique patterns of grade spans were determined, they were collapsed, creating the fol-

lowing categories. For example, G8TYPE = 1 includes schools that start with either pre-kindergarten,

kindergarten, or grade 1 and that end with grade 8.

The responses to BYSC1A-N were compared to established patterns to determine the appro-

priate grade span category. If G8TYPE was missing, then it was coded using the QED (Quality Educa-

tion Data) file as a second source.

The values for G8TYPE are:

1=PorK or 1 through 82 = P or K or 1 through 123 = 6 or 7 or 8 through 124 = 3 or 4 or 5 through 85 = 6 through 86 = 7 through 87 = 7 through 9/8 through 98 = Missing

G8CTRL classifies the type of school into public, Catholic, or other private as reported bythe school. The classification was collapsed from BYSC4. A few non-Catholic private schools werecontacted to confirm their designation.

The values for G8CTRL are:

1= Public school2 = Catholic school3 = Private school, other religious affiliation4 = Private school, no religious affiliation

BYSCENRL categorizes the entire school enrollment as reported by the school. The valueswere created by collapsing the data from BYSC2 into categories. Missing data were then imputedfrom the actual. enrollment reported on the QED file.

105


The values for BYSCENRL are:

1 = 1-109 students2 = 200-3993 = 400-5994 = 600-7995 = 800-9996 =1,000 -1,1997 = 1,200+

G8ENROL categorizes the eighth grade enrollment as reported by the school. The valueswere created by collapsing the data from BYSC3 intc categories. Missing data were then imputedfrom the QED file for eighth grade schools.

The values for G8ENROL are:

1 = 1-49 students2 = 50-993 =100 -1994 =200-2995 = 300-3996 = 400+

G8URBAN classifies the urbanicity of the student's school. It was created directly from QED(Quality Education Data) data (position 199-199). The classifications are the Federal Information Pro-cessing Standards (FIPS) as used by the U.S. Census.

The values for G8URBAN are:

1= Urbancentral city2 = Suburbanarea surrounding a central city within a county constituting the MSA

(Metropolitan Statistical Area)3 = Ruraloutside MSA

G8REGON indicates in which of the four U.S. Census regions the school is located. It wascreated by recoding the sampled state of the eighth grade school into the four Census Bureau regions.In rare instances, this value was set to missing for confidentiality reasons.

The values for G8REGON are:

1= NortheastNew England and Middle Atlantic states2 = North CentralEast North Central and West North Central states3 = SouthSouth Atlantic, East South Central, and West South Central states4 = WestMountain and Pacific states8 = Missing

G8MINOR reflects the percentage of minority students in the eighth grade reported by theschool. It was constructed by adding nonreserve code values of BYSC13A-D and categorizing the

2

106


result. If the school questionnaire was missing or if BYSC13A-D was missing, G8MINOR was set to

missing.

The values for G8MINOR are:

0 =None1= 1-5%2 =6 -10%3= 11-20%4 = 21-40%5= 41 -60%6=61-90%7 =1-100%8 = Missing

G8LUNCH categorizes the percentage of free or reduced price lunch at the school calculated

from the school questionnaire. It was constructed by dividing BYSC16A by BYSC2, multiplying by

100, rounding to the nearest whole number and coding the result. If the school questionnaire was miss-

ing or if BYSC16A was missing, G8LUNCH was set to missing.

The values for G8LUNCH are:

0 = None1= 1-5%2 = 6-10%3 = 11-20%4=21-30%5 = 31-50%6= 51-75%7 = 76-100%8 = Missing

--AsmFros...ormOtie.i.vr

3

X07


Appendix E

NELS:S8 Related Data Files and Data Files Available from theNational Center for Education Statistics

108ii371:C.71_


Studies, and Files Related to NELS:88

In addition to the core sample and survey described in the main text, several other supple-

mental components were undertaken and data files generated under the auspices of the NELS:88

base year study. These include: several state augmentations; a supplement of hearing-impaired stu-

dents, funded by Gallaudet University; a supplement of Christian schools that are members of the

Christian Schools International organization, funded by the Bamabas Foundation; the NELS:88 En-

hancement Survey of Middle Grades Practices, fUnded by the Office of Educational Research and

Improvement (OERI), through the Johns Hopkins University Center for Research on Elementary and

Middle Schools (CREMS); the collection of transcripts for the base year teacher sample, sponsored

by the National Science Foundation; and the production of a modularized version of the NELS:88

data in IBM-compatible format on floppy diskettes, sponsored by a grant from the National Science

Foundation and the U.S. Department of Education. These auxiliary data files greatly expand and en-

rich the analytic uses of the public use data sets.

The NCES-sponsored core sampl,tof 1,052 participating schools and 24,599 participating

students was increased to 1,242 participating schools and 28,397 participating students, respectively,

as a result of the state augmentations and Christian schools supplements.

Data for the state augmentations and all supplements discussed below do not appear on the

NCES public release tapes for NELS:88.

Christian Schools Supplement

A sample of Christian schools that are members of the Christian Schools International (CSI)

organization was drawn to supplement NELS:88. The sample was selected from CSI schools with

probability proportional to eighth grade size. Two disproportionately large school units were double-

sampled. Of the initially contacted 58 schools, 41 schools agreed to participate. (Due to the double -

sampling of the two schools, the number of sampling units was 43.) Students, parents, teachers, and

school administrators were surveyed. Students completed both the cognitive test battery and the

questionnaire during the Survey Days held in their schools.

State Augmentations and Supplements

In an effort to enhance the statistical precision of their state samples, four states sponsored

sample augmentations by adding schools and students in their states. Three of these states also spon-

sored instrument supplements in the form of additional questions pertaining to policy issues of inter-

est to their states.

Survey of NELS:88 Base Year Dropouts

Seven months after completion of in-school data collection (in January 1989), the small num-

ber of dropouts from the base year core sample were surveyed. These were students who were eligi-

ble to participate at the time that the school roster was annotated to indicate eligibility by the school

coordinator. They were drawn into the sample but then dropped out between the time of sampling

and their school's Survey Day. Students who drop out of school subsequent to their base year Survey

Day will be captured in the NELS:88 first follow-up.

A student was designated a "dropout" when several conditions were met: the student had

been absent from the school for at least twenty consecutive days, the absence was not excused, and it


was the opinion of the school coordinator that the child wouldnot return to school. According to thisdefinition, chronic truants who had not taken legal action to leave school (or could not take such ac-tion owing to their age) could also be designated dropouts.

In identifying the dropouts, significant definitional problems were encountered as plans forthe dropout survey progressed. On Survey Day, school coordinators identified 96 absent samplemembers as dropouts. However, the following.autumn, it was learned that most of these studentswere not dropouts at all, but had transferred to other schools. Thus, during the five to seven monthperiod following the Survey Day, when NORC staff were engaged in locating and interviewing thedropouts in the sample, it was frequently the casethat students who had been originally classified as1987-1988 school year dropouts had to be reclassified based on new information that became avail-able. For the purposes of this survey, we attempted to collect data from all students who were drop-outs or truants as of their base year Survey Day.

The sample of eligible base year dropouts, whose status was verified, contained 29 dropoutsand one parent of each child. The locating task was made more difficult by the fact that, unlike thosewho had completed the questionnaires on Survey Day, these children had not provided any locatinginformation. The locating information was first sought at the child's former school. If the school wasnot able to provide a valid current address, calls were made to directory assistance and to selectedformer classmates of the child. Field interviewers were able to locate 26 of the 29 students. Of the26 locatable children, 25 participated; of the 26 locatable parents, all 26 participated. The responserate was 86 percent for the dropouts and 90 percent for their parents. Although the sample is small, itis a national probability sample of eighth grade dropouts. In the NELS:88 first follow-up, these drop-outs will be surveyed again in spring 1990.

The instruments for the dropouts differed only slightly from those used for the core sampleof students. Both the base year student and base year parent questionnaires were modified in order toreflect the later administration date and changed school status of the children. Certain questionswere reworded to reflect the appropriate point of reference. For example, "since the beginning ofthis school year" was changed to "when you were in eighth grade." Questions aboutschool situationwere deleted as no longer directly relevant to the situation of the dropout when they referred to suchthings as high school attendance plans and courses in which the student was currently enrolled. Stu-dent cognitive tests were not administered, nor was teacher information collected for the dropouts.

The data collection procedures also differed from those used in the main study. Both stu-dent/dropout and parent questionnaires were completed by telephone interviews or, for the signifi-cant number of respondents without telephones, in personal interviews by NORC field staff. Locat-ing and data collection were conducted between November, 1988 and January, 1989.

CREMS NELS:88 Enhancement Survey of Middle Grades Practices

The Survey of Middle Grades Practices enhances the NELS:88 base year school question-naire by collecting new information to monitor middle grades reform in the schools attended byNELS:88 eighth graders. The questionnaire for this supplemental survey was designed by the Centerfor Research on Elementary and Middle Schools (CREMS) of the Johns Hopkins University and thedata collection was conducted by NORC.

The school principals who provided base year information in the NELS:88 school question-naire were asked to participate in this enhancement survey between late October 1988 and February

0

Bass Year: Teacher ComponentData File User's Mcoual

1989. The enhancement survey augments the information in the base year school questionnaire with

details on school and classroom charactetletics and practices, including school organization, guid-

ance and advisory practices, rewards for and evaluations of student performance, curriculum and in-

structional practices, transition to high school, middle grade programs, parent involvement, and team

teaching.

Included in the enhancement survey is an alternative version of an item on classroom organi-

zation. This item from the CREMS data has been appended to the base year school file. It should be

noted that the original question on the organization of classroom instruction (see school codebook,

BYSC18) was asked during the 1987-1988 school year, while the correction item was asked during

and references the 1988-1989 school year.

The unweighted completion rate for the enhancement survey was 98.63 percent.

Collection of NEIS:88 Teacher Transcripts

In order to assess teacher qualifications in science and mathematics, NELS:88 participating

teachers were asked for permission to obtaincopies of their college transcript records. The National

Science Foundation will use the transcripts to conduct research on college coursetaking patterns of

teachers in order to assess and improve teacher education and training programs.

Under a grant from the National Science Foundation (NSF), Westat began collecting the col-

lege transcripts in the fall of 1988. Based on the NELS:88 design, a total of 1,881 mathematics and

science teachers (or the total number of those who gave permission to obtain their college tran-

scripts) are participating in the Transcript Study, requiring transcript collection and follow-up efforts

at registrars' offices at approximately 1,200 postsecondary institutions. Two data files will be devel-

oped to facilitate the analysis of the relationship between transcript-based measures of teacher quali-

fications and teacher characteristics and practices. One file will link the teacher transcript measures

with applicable teacher and school survey data sets from NELS:88. The second file will link the

teacher transcript measures to NELS:88 student questionnaire and cognitive test data.

Modularized Version of NELS:88 Data for Floppy Diskettes

An education longitudinal analysis group at the University of Chicago, sponsored by the Na-

tional Science Foundation and the U.S. Department of Education, will produce a modularized ver-

sion of the NELS:88 base year data for floppy diskettes. The modularized version of the data will be

appropriate for modern IBM-compatible computing environments and it will make the data easily

and more economically accessible for research and policy-related use by a wider audience. The mod-

ularized NELS:88 data will be made available by NCES.

Past Studies and Data Files Related to NELS:88 Available from NCES

Data from the earlier NCES longitudinal studies--NLS-72 and HS&B--may also be of some

interest to users of the NELS:88 data. These data sets will be of special interest in later waves of

NELS:88, when cross-cohort comparisons will be possible (for example, comparisons of the

NELS:88 1990 sophomores and the HS&B 1980 sophomores; comparison of the 1992 NELS:88 se-

niors and the HS&B sophomore and senior cohorts in 1982 and 1980, and NLS -72 seniors in 1972).

In addition to the core surveys for HS&B and NLS-72, briefly described earlier, records stud-

ies have been undertaken, including the collection of the high school transcripts of the sophomore


cohort and the collection of postsecondary education transcripts and financial aid data for the se-niors.Data files for these studies and other HS &B data, such as parent surveys, school surveys,teacher comments, etc., are described below. User's manuals or other forms of documentation areavailable from NCES for all the data files. These auxiliary data files greatly expand the analytic po-tential of the core data sets, and researchers are encouraged to become familiar with them.

HS&B Base Year Files

The Language File contains information on each student who during the base year reportedsome non-English language experience either during childhood or at the time of the survey. This filecontains 11,303 records (sophomores and seniors combined), with 42 variables for each student.

The Parent File contains questionnaire responses from the parents of about 3,600 sopho-mores and 3,600 seniors who are on the Student File. Each record on the Parent File contains a totalof 307 variables. Data on this file include parents' aspirations and plans for their children'spostsecondary education.

The Twin and Sibling File contains base year responses from sampled twins and triplets;data on nonsampled twins and triplets of sample members; and data from siblings in the sample.This file (2,718 records) includes all of the variables that are on the HS&B student file, plus two ad-ditional variables (family ID and SETTYPE--type of twin or sibling).

The Sophomore Teacher File contains responses from 14,103 teachers on 18,291 studentsfrom 616 schools. The Senior Teacher File contains responses from 13,683 teachers on 17,056 stu-dents from 611 schools. At each grade level, teachers had the opportunity to answer questions aboutHS&B-sampled students who had been in their classes. The typical student in the sample was ratedby an average of four different teachers. Preliminary analyses by NCES indicate that the files con-tain approximately 76,000 teacher observations of sophomores and about 67,000 teacher observa-tions of seniors.

The Friends File contains identification numbers of students in the HS&B sample who werenamed as friends of other HS&B-sampied students. Each record contains the IDs of sampled stu-dents and IDs of up to three friends. Linkages among friends can be used to investigate the sociome-try of friendship structures, including reciprocity of choices among students in the sample, and totrace friendship networks.

Merged HS&B Base Year, First, Second and ThirdFollow-Up Files

The First Follow-Up Sophomore File contains responses from 29,737 students and includesboth base year and first follow-up data. This file includes information on school, family, work experi-ences, educational and occupational aspirations, personal values, and test scores of sample partici-pants. Students are also classified in terms of high school status as of 1982 (that is, dropout, sameschool, transfer, or early graduate).

The First Follow-Up Senior File contains responses from 11,995 individuals and includesboth base year and first follow-up data. This file includes information from respondents concerningtheir high school and postsecondary experiences and their work experiences.

The Second Follow-Up Sophomore File has all base year, first follow-up, and second fol-low-up data for 14,825 members of the sophomore cohort. Data cover work experience, postsecond-

112


ary schooling, earnings, periods ofunemployment, and so forth, for the sophomore cohort, who by

this time had been out of high school for two years.

The Second Follow-Up Senior File encompasses all base year, first follow-up, and second

follow-up data for the 11,995 individuals who constitute this follow-up sample. Data cover work ex-

perience, postsecondary schooling, earnings, periods of unemployment, and'so forth, for the senior

cohort, who by this time had been out of high school for four years.

The Third Follow-Up Sophomore File includes all base year, first follow-up, second follow-

up, and third follow-up data for the 14,825 members of the sophomore cohort. Data cover marriage

and family formation, work experience, postsecondary schooling and interest in graduate degree pro-

grams, earnings, periods of unemployment, and alcohol consumption for this cohort, who by 1986

had been out of high school for four years.

The Third Follow-Up Senior File includes all base year, first follow-up, second follow-up,

and third follow-up data for the 11,995 individuals who constitute this follow-up sample. Data cover

marriage and family formation, work experience, postsecondary schooling and interest in graduate

degree programs, earnings, periods of unemployment, and alcohol consumption for the senior co-

hort, who by 1986 had been out of high school for six years.

Other HS&B Files

The High School Transcript File describes the coursetaking behavior of 15,941 sophomores

of 1980 throughout their four years of high school. Data include a six-digit course number for each

course taken, along with course credit, course grade, and year taken. Other items of information,such as grade point average, days absent, and standardized test scores, are also contained on the file.

The Offerings and Enrollments File contains school information, course offerings, and en-

rollment data for 957 schools. Each course offered by a school is identified by a six-digit course

number. Other information, such as credit offered by the school, is also contained on each record.

The Updated School File contains base year data (966 completed questionnaires) and first

follow-up data (956 completed questionnaires) from the 1,015 participating schools in the HS&B

sample. First follow-up data were requested only from those schools that were still in existence in

the spring of 1982 and had members of the 1980 sophomore cohort currently enrolled. Each high

school is represented by a single record that includes 230 data elements from the base year school

questionnaire, if available, along with other information from the sampling files (e.g., stratum codes,

case weights).

The Postsecondary Education Transcript File for the HS&B seniors contains transcript

data on dates of attendance, fields of study, degrees earned, and the titles, grades, and credits of

every course attempted at each school attended, coded into hierarchical files with the student as the

highest level of aggregation. Although no survey forms were used, detailed procedures were devel-

oped for extracting and processing information from the postsecondary school transcripts that were

collected for all members of the 1980 senior. cohort who reported attending any form of postsecond-

ary schooling in the first or second follow-up surveys. (Over 7,000 individuals reported over 11,000

instances of school attendance.)

5


The Senior Financial Aid File contains financial aid records from postsecondary institutionsrespondents reported attending and federal records of the Guaranteed Student Loan Program and ofthe Pell Grant program.

The HS&B REGIS and PSVD File contains the postsecondary school codes for schoolsHS&B respondents reported attending in the first and second follow-ups. In addition, the file pro-vides data on institutional characteristics, such as type of institution, highest degree offered, enroll-ment, admissions requirements, tuition, and so forth. This file permits analysts to link HS&B ques-tionnaire data with institutional data for postsecondary schools attended by respondents.

NLS-72 Files

The NLS-72 Base Year Through Fourth Follow-Up (1979) File contains data from thebase year through fourth follow-up for over 23,000 respondents. Data include school experiencesand test results during the base year and subsequent activities related to work, postsecondary school-ing, military service, family formation, andgoals and aspirations.

The NLS-72 Fifth Follow-Up File consists of the results of the fifth follow-up survey, car-ried out in 1986, when sample members were about thirty-two years old. Data include work experi-ence going back to 1979, postsecondary schooling, extensive family formation history, periods of un-employment, goals and aspirations, and selected attitudes. Records in this file can be linked throughstudent ID to those in the NLS-72 Base Year Through Fourth Follow-Up (1979). .

The NLS-72 Teacher Supplement File contains the responses of the portion of the fifth fol-low-up NLS-72 sample who had obtained teacher certification and/or had teaching experience. Datainclude certification history, subjects taught, years of experience, attitudes toward teaching as a ca-reer, and subsequent work experiences of those who had left teaching. These data can be linkedthrough the respondent ID to the NLS-72 Fifth Follow-Up File and to the NLS-72 Base Year ThroughFourth Follow -Up File.

The Postsecondary Education Transcript Study of the NLS-72 Sample contains transcriptdata on dates of attendance, fields of study, degrees earned, and the titles, grades, and credits ofevery course attempted at each school attended, coded into hierarchical files with the student as thehighest level of aggregation. Although no survey forms were used, detailed procedures were devel-oped for extracting and processing information from the postsecondary school transcripts thatwerecollected in 1984 for all members of the NLS-72 cohort who reported attending any form ofpostsecondary schooling in any of the first through fourth follow-up surveys. (Over 14,000 individu-als reported over 24,000 instances of school attendance).

6

114


Appendix F


115



The files provided on the public release tape include SAS cards and a SAS

system file.

The SAS system file includes:

1) base year questionnaire data2) base year schoolbased composites

NCES and NORC strongly suggest that all SAS users be aware of the potential

problem areas when using the teacher data'files via SAS.

1. SAS users should use the '(KEEP=..-.)' and '(DROP=...)' options in the

'SET...;' statement and/or in the 'DATA...;' statement when creating working data

files so that unwanted variables are not included in the files. It is faster (but

not essential) for variables in the '(KEEP=...)' statement to be listed in the same

order as they occur in the main system file. Remember also that the '(KEEP=...)'

option does not reorder the variable's in the new data set.

2. You may have to delete at least one third of the label cards given in this

file because of SAS system limitations that are present at many computer

installations.

3. The large number of VALUE cards, in the PROC FORMAT section requires that a

special DD statement be placed just after the //EXEC SAS card to increase the

capacity of the format library during a SAS run:

//LIBRARY DD SPACE=(TRK,(25,25,60))

This may not be possible at some computer installations, so it may be

necessary to delete some values.

4. When working with large files, it may be necessary to override the default

work space with the following DD card:

//WORK DD UNII=SYSCR,SPACE=(CYL,(40,40))

Place the //WORK DD card just after the //EXEC SAS card (or after the

//LIBRARY DD card, if that is included as well).

5. The formats given in the PROC FORMAT step here are not permanently

associated with each variable. Whenever they are needed for a procedure, it is

necessary to include them in this PROC FORMAT step before the procedure that will

use them, as shown in the following example:

//EXEC SAS,OPTIONS='NOGRAPHICS',REGION=1280K//LIBRARY DO SPACE=(TRK,(25,25,60))

//WORK DD UNIT=SYSCR,SPACE=(TRK,(1000,1000))//IND1 DD DSN=ACCT.TEACHER.SASLIB,

// UNIT=SYSDA,

// DISP=SHR

//SYSIN DD *

OPTIONS DQUOTE;

116

1

Base Year: Teacher ComponentDataFile User's Manual

PROC FORMAT;

VALUE FBYT3 1V 1 = "MALE"2 = "FEMALE "'

6 = "DON'T KNOW"7 = "REFUSAL"8 = "MISSING"

,

9 = "LEGITIMATE' SKIP ";VALUE FBYT3_6V 1 = "REGULAR/STANDARD"

2 = "PROBATIONARY"3 = "TEMPORARY"4 = "NOT CERTIFIED"*6 = "DON'T KNOW"7 = "REFUSAL"8 = "MISSING"

9 ="LEGITIMATE SKIP";

PROC FREQ DATA=INOI.TEQ;FORMAT BYT3_1 FBYT3_IV.

BYT3.fi FBYT3 6V.;

TABLES BYT3_1*BYT3_6;

TITLE "GENDER BY TYPE OF TEACHING CERTIFICATION";

At the end of the formats given in this :le, there is a frequency procedure(in comment form) which contains FORMAT...; statements for every variable for whichthere is a format.. These FORMAT...; statements will save users a lot of timebecause they can be used in any SAS procedure.

When users create their own formats they should keep in mind that a format fora character.variable must have a format name beginning with '$', and that formatnames must not end in a digit.

6. For very large files, the user may encounter problems when sorting.Various options may be added to the //EXEC SAS card to circumvent these problems.A suggested example is given below (consu*.t the SAS manual for descriptions ofthese options):

// EXEC SAS,OPTIONS='NODYNALLOC',REGION=1280K,SORT=30

7. It is suggested that the user include the LENGTH statement when creatingnew variables in order to save space and computer memory.

8. For many tabulations, PROC TABULATE produces the most readable output. TheSAS user may use the format statements (provided) for classification variables toproduce the row values of tabulate tables.

9. Output from SAS can be downloaded to personal computers for production.offinal reports. NOES has available a program for taking into account the sampledesign when computing standard errors. The program, known as CTAB, is a Taylorseries based routine that uses an ASCII file to compute standard errors forcrossclassifications. The program also produces labeled tabular output suitablefor use in publications. CTAB is available for use on microcomputers, ana can beobtained through NOES.

2

117


10. Use the NCES- and NORC-defined composite and classification variables

whenever possible to simplify programming. These classification variables were

carefully constructed and for many of them, sources of data from outside the

teacher questionnaire were merged into the teacher data to construct the variables.

11. SAS and SPSS-X system files can now be converted at many computer

installations. Contact your own facility to obtain the information necessary to

create an SPSS-X file from SAS and vice-versa.

3

118


Appendix G

Codebook

119

NELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)Page 1

The codebaok and data file ors p teal at the level of DMeatlen TEACH Tape Per. 9-10student-teacher pairs. Different statIstian,will appear whencoopering the number of students with.lst i:est one teacherrating, the number of teachers who.did the rating, and the TEACH TEACHER NUMBERnumber of teacher ratings. The date file is structured atthe level of student-teacher pates because the objective ofthe teacher survey we to'obta'n ratings In two prespecified PER- VALIDsubjects for each student. Student participants constitute RESPONSE CODES FREQ CENT PCTthe basic unit of analysis in,the NELS:08 study. For most ----- - ---students, the two subjects wr.re taught by two separate 1 13363 30.0% 30.0%teachers. In these :;-the student could have two 2 10866 24.4% 24.41records, that Is, one from each teacher, or only one rrrrr d, 3 5638 12.7% 12.7%if ens of the teachers refused to respond. For a smell 4 4251 9.6% 9.8%number of students tha-ttso courses were taught by the same 5 3562 8.0% 8.0%teacher. In that case, the student has two sets of ratings, 8 2626 5.7% 5.7%both made by only one teacher. Further, In most schools 7 1644 3.7% 3.7%each teacher made ratings on a number of students. Ss. 8 1135 2.5% 2.5%Chapter 7 of the User's Manual for the NELS:14 teacher 9 606 1.4% 1.4%component for more information. 10 348 .8% .8%

11 231 .5% .5%12 126 .3% .3%13 96 .2% .2%14 76 .2% .2%15 27 .1% .1%

Question STU 20 Tape Pos. 1 -? 16 10 .0% .0%Formate 17 17 5 .0% .0%

18 3 .0% .0%=U.)0 STUDENT PUBLIC RELEASE ID 19 1 .0% .0%

-- -----TOTALS: 44612 100.0% 100.0%

Formats 32

Question SCILID Tape Pos. 1-5Fermate 15

SCH.JO SCHOOL PUBLIC RELEASE ID

Question SISTRATID Tapa Pee.Fermate 12

SSTRATID SUPERSTRATUM PUBLIC RELEASE ID

Question CLASS Taps Pea. 11-12Fermat* 12

CLASS CLASS squalliER

RESPONSEPER- VALID

CODES FREQ CENT PCT----- --- -----

1 19441 43.7% 43.9%2 12024 27.0% 27.2%3 6629 14.9% 15.0%4 4022 9.0% 9.1%5 1682 3.8% 3.8%6 385 .9% .9%7 22 .0% .0%8 17 .0% .0%9 13 .0% .0%10 2 .0% .0%

RESERVED CODES:NOTE: This'varieble was receded by NCES in accordence with MISSING 98 276 .6% (MISS)

the confidentiality provisions of PL100-297 (1988).

Question SUBJECT

TOTALS: 44512 100.0% 100.0%

Taps Pos. 11-11 PART 1. STUDENT INFORMATIONFermat: Al

Please answer the questions In this section by circling theSUBJECT SUBJECT CODE appropriate response for each of the students on the

attached list: days) 204o: 8Don't Know (DK). NOTE:Please answer Question 1 for each student listed. Questions

PER- VALID 2-12 apply only to students for whom Question 1 a YES.RESPONSE CODES FREQ CENT PCT

--------'English E 11542 25.9% 25.9%Social Studies/History H 106E8 24.0% 24.0%l&.th M 11414 25.6% 25.6%Balance S 10h68 24.4% 24.4% Question 1_1 Taps Pos. 13-13

Fermate IITOTALS: 44512 100.0% 100.0%

BYT1..1 STUDENT ASSIGNED TO 1+ CLASSES 87-88

Has this student been assigned to one or more of yourclasses during the 1987-88 school year?

PER- VALIDRESPONSE CODES FREQ CENT PCT

Tee, student was in thisteacher's class for thissubJ:ii. (Information obtainedfrom the.teachrar) 1 44099 99.1% 99.1%Yes, student wss In thisteacher's ales; for thissubJect (information obtainedfrom the coordinator orstudent). See NOTE 3 413 .9% .9%

TOTALS: 44512 100.0% 100.0%

NOTE: This coda Is used for transfer-in students who wereadded after the sample wss drawn, since no Part I studentinformation was collected for these students. The informa-tion on which teacher teught this student for this subjectwas obtained from the coordinator or the student. All otherPert I fizits 1_2 - 1_12 are coded 8 for MISSING.

12.0

PIPS 2NELS BB: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Question 1_2 Tape Fos. 14-14Fermat Ii

SYTI_2 STUDENT PERFORMS BELOW ASILITY

Question i S .Taps Pes.Formats Ii

IF YES TO QUOTION Is PLEASE INDICATE WHETHER THIS STUDENT:Consistently performs below ability] Is consistently inattentive In class?

BYT1 8 STUDENT IS INATTENTIVE IN CLASS

IF YES TO QUESTION I: PLEASE INDICATE wHETHSR THIS STUDENT:

RESPONSE CODES FREQPER- VALIDCENT PCTIPM

yesI

worm11139

.0.** 1125.1% 25.9%No 2 31978 71.8% 74.1% PER- VALIDRESERVED CODES:

RUIN:1CW CODES FREQ CENT PCTDON'T KNOW 6 434 1.0% (MISS) ------------..Yes

--.I

...- --20.1% 20.7%

REFUSAL 7 23 .1% (MISS) 9946WISSING 8 890 2.0% (MISS) No 2 34373 77.2% 79.3%RESERVED COOES:-----44512

----- -t----100.0% 100.0%TOTALS: "OcM'T KNOW 6 (29 .3% (MISS)REFUSAL 7 45 .1% (MISS)MISSING 8 1019 2.3% (MISS)

TOTALS'-----44512

----- -----100.0% 100.0%

%autism 1 S Tape P... 16-16Fermat: II

STUDENT RARELY COMPLETES HOMEWORKSYTto

IF YES TO QUESTION Is PLEASE INDICATE WHETHER THIS STUDENT:Rarely nompleteb homework?

PER- VALIDRESPONSE r.:00ES PREP CENT PCT

-----Yes

, I 8894 19.5% 20.0%No 2 34707 78.0% 80.0%RESERVED CODES:DON'T KNOW 6 129 .3% (MISS)REFUSAL 7 43 .1% (MISS)MISSING 8 939 2.1% (MISS)

TOTALS*

Question 1.7 Tape Pes4 10-111Fermat II

PYT1_7 STUDENT EXCEPTIONALLY PASSIVE/WITHDRAWN

IF YES TO QUESTION It PLEASE INDICATE WHETHER THIS STUDENT,

Is exceptionally passive or withdrawn7

----- ----- ..----PER- VALID44512 100.0% 100.0% RESPONSE COOES FREQ CENT PCT--------. ---

I I 3598 8.1% 8.3%No 2 39705 89.2% 91.7%RESERVED CODES:DON'T KNOW 6 122 .3% (MISS)REFUSAL 7 62 .1% (MISS)MISSING 8 1025 2.3% (MISS)

. - --- ----- ..----TOTALS: 44512 100.0% 100.0%Question 1_4 Tsp. Pos. 16-11

Format: IIBYTI 4 STUDENT IS FREQUENTLY ABSENT

IF YES TO QUESTION Is PLEASE INDICATE WHETHER THIS STUDENT:

Is frequently Absent?

RESPONSE CODES---------- ---

YesNo

FREQ- --

1 48062 387C5

PER- VALIOCENT PCT- -10.8% 11.0%87.0% 89.0%

Tape Pos. 20-20FormstI II

DISRUPTIVE

INDICATE WHETHER THIS STUDENT:

Question t_g

EYTIJI STUDENT IS FREQUENTLY

IF YES TO QUESTION I: PLEASERESERVED C00ES1

DON'T KNOW S 82 .2% (MISS)Is frequently disruptive,

REFUSAL 7 43 .1% (MISS) PER- VALIDMISSING 8 876 2.0% (MISS) RESPONSE COOES' FREQ CENT PCTTOTALS: 44512

----- -----100.0% 100.0%

----- -----Yes 5567

----- -----12.5% 12.8%1

No 2 37801 84.9% 87.2%RESERVED COOES:DON'T KNOW 6 57 .1% (MISS)REFUSAL 7 63 .1% (MISS)MISSING 8 1024

-----2.3% (MISS)

---TOTALS: 44512 100.0% 100.0%

Question 1_5

BYTI_5 STUDENT IS FREQUENTLY TARDY

IF YES TO QUESTION Is PLEASE INDICATE WHETHER THIS STUDENT:

Is frequently tardy?

Tape Pee. 17-17Formats 21

PER- VALID.

-RESPONSECODES PREP CENT PCT-------" - -Yes

1 2507 5.6% 5.8%No 2 40387 90.7% 94.2%RESERVED CODES,DON'T KNOW 6 679 1.5% (MISS)REFUSAL 7 43 .1% (MISS)MISSING 8 896 2.0% (MISS)

TOTALS: 44512 100.0% 100.0%

121

NELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Question -.LIS Ups Pos. 21..21Format, It

!WTI" STUDENT FELL BEHIND BECAUSE OF HEALTH

Page 3

puzetton 1.12 Tara Moe.I

24..24Format: I

BYT1_12 STUDENT LIMITED ENGLISH PROFICIENCY

IF NES TO QUESTION 1: PLEASE INDICATE %NETHER THIS STUDENT:IF YES TO QUESTION 1: PLEASE

Has m.)r fallen behindproblem,

RESPONSE

INDICATE WHETHER THIS

in school work because of

CODES FREQ----

1 11302 311821

S 46287 768 1057

-......-

44612

STUDENT:

health

PER- VALIDCENT PCT

-----

Is Limited English Proficiency

RESPONSE

(LEP) student,

CODES.-------

1

2

678

FREQ----

66341786

631169

1166

PER- VALIDCENT PCT

----- --------.-YesNoRESERVED CODES:DON'T KNOWREFUSALMISSING

TOTALS:

.---4.3% 6.0%82.7% 56.0%

10.4% (MISS).2% (MISS)

2.4% (MISS)....--.. -....--

100.0% 100.0%

..............

No-RESERVED CODES:

DON'T KNOWREFUSALMISSING

NOTALSt

1.8% 1.6%113.11% 68.5%

1.1% (MISS).2% (MISS)

2.6% (MISS)-----41612

---- -----100.0% 100.0%

Question 1,_10 Tape Pos. 22-22Format: 21

BYTIJO STUDENT HAS HANDICAP AFFECTING SCHLWORK

IF YES TO QUESTION 1: PLEASE INDICATE WHETHER THIS STUDENT:

Currently has physical or emotional handicap that iseffecting his or her school work,


--- - -- -- -- - ----- ----- -----Yes

-7- - -1 1614 3.6% 4.0%

No 2 38346 86.1% 96.0%RESERVED CODESDON'T KNOW 6 3415 7.7% (MISS)REFUSAL 7 76 .2% (MISS)MISSING 8 1061 2.4% (MISS)

---- -----TOTALS: 44512 100.0% 100.0%

Question 1..11 Tope Pos. 23-23Format: It

6171_11 STUDENT IS LANGUAGE MINORITY

IF YES TO QUESTION 1: PLEASE INDICATE WHETHER THIS STUDENT:

it Language Minority (LM) student,

NOTE: Limited - English- Proficient (LEP) Students: A student:..iota native language is other then English end whose tkilltin listening-to, spooking, reeding, or writing English aresuch that hotshe derives little benefit from school instruc-tion in English.

PART II. CLASS INFORMATION

Pleeee answer the following questions for each cies,class designated on the front cover of the questionnaire.

Question 2_I11*Whet is the title end period or hour of the class,

Question COURSE

(Refer to Question 2_1)

NOTE: This variable was supp d by NCES in accordancewith the confidentiality provisions of PL100-297

PER- VALID (1988).RECPONSF CODES FREE) CENT PCT

...... ---- ---Yes 1 2324 6.2% 6.6%No 2 39744 89.3% 94.6%RESERVED CODES:DON'T KNOW 6 1266 2.8% (MISS)REFUSAL 7 69 .2% (MISS)MISSING 8 1118 2.6% (MISS)

TOTALSt 44612 100.0% 100.0% Question PERIOD Tope Pos. 215-211Formats AS

NOTE: Language - Minority (LM) Studentst A student in whosehems a non-English lengugs is typically spoken. Suchstudents may include those whose English is fluent enoughto benefit from instruction in ecedomic subjects offeredin English as well as students whose English proficiencyis limited.

PERIOD PERIOD OR HOUR OF CLASS

What is the title and period or hour of this class,


1,22

PageNELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER- STUDENT)

4

Question 2_2 Tape Pos. 30-30Fermat: 11

BYT2_2 ACHIEYEAMAY LEVEL-THIS CLASS VS AVERAGE

liblestien 2 4

BYT2 4 LANGUAGE OTHER THAN ENGLISH?

Tape Pas. 33..23Fermati 11

Which of the following best describes the achievement levelof the 8th graders to this class compared With the go8th grade student in this school?

This class consists primarily of students with: (CIRCLE ONE)

PER VALIDRESPONSE CODES FREQ CENT PCT

class in a language otherkg.;47:Vaantagtel.117"PER- VALID'

RESPONSE CODES FREQ CENT PCT

YesNoRESERVED CODES:

REFUSALMISSING

TOTALS:

1

2

78

21043825

39838

.5% .5%95.0% 99.5%

.1% (MISS)1.4% (MISS)Higher achievement levels

Average achievement levelsLower rchievement levelsWidely Iffering achilevelsRESERVED CODES:DON'T KNOWREFUSALMISSING

TOTALS:

1

23

4

678

11152.172027312

8024

4142739

-----44512

25.1%38.6%18.4%

18.0%

.1%

.1%1.7%

25.5%39.4%16.7%

18.4%

(MISS)(MISS)(MISS)

44512 100.0% 100.0%

-----100.0%

--100.0%

Question 2 5 Tape Pee. 34.35Fermat: 12

ENGLISH

PER- VALID

BYT2_5 WHAT LANGUAGE OTHER THAN

What SangUage is that?

Question 2 3 Tape Pes. 3122,. RESPONSE CODES FREQ CENT PCTFermate 22

BYT2 3 NUMBER OF STUDENTS ENROLLEDFrenchGerman

1

2 2.0%.1%IN CLASS 3.4%

12.5%

How many students are enrolled in this class?GreekItalianPolish

34

.0%

.0%

.0%

.00% %PER- VALID Portuguese 6 .0% .0%RESPONSE CODES FREQ CENT PCT SilanishChinese

7a

17 .4%.0%

82.7U.0%

..---1

2.0% .0%.1% .1%

1529

JapX o

910 .0%

.

.00% %

A Filipino language 111.0%4 68 .2% ..2% An Indochinese language 12 .0%6

681104

.2% .2%

.2% .2%Other lagi:RESERVED COO

13 .0% .5%

REFUSAL 97 39 .1% (MISS)8 189 .4% .4% MISSING 98 640 1.4% (MISS)11 330 .7% .8% LEGITIMATE SKIP 89 43626 98.0% MISS/10 490 1.1% 1.1%

44512 100.0% 103.0%11 428 1.0% 1.0% TOTALS:12 596 1.3% 1.4%13 670 1.5% 1.5%14 772 1.7% 1.8%15 1195 2.7% 2.7%16 1025 2.3% 2.3%17 1210 2.7% 2.8%18 1596 3.6% 3.7%19 1414 3.2% 3.2%20 2064 4.6% 4.7%21 1972 4.4% 4.5%22 2367 5.3% 6.4%23 2493 5.6% 5.7%24 2748 6.2% 6.3%26 3057 6.9% 7.0%26 2862 6.4% 6.6%27 2525 5.7b 6.e%28 2601 5.8% 6.0%29 2225 5.0% 5.1%30 2560 5.7% 5.8%31 1394 3.1% 3.2%32 1368 3.1% 3.1%33 999 2.2% 2.3%34 811 1.8% 1.9%35 379 .9% .8%36 350 .8% .8%37 202 .5% .6%38 85 .2% .2%39 104 .2% .2%40 27 .1% .1%41 6 .0% .0%42 9 .0% .0%43 2 .0% .0%44 2 .0% .0%46As48

37s

.0%. .

.00%16 .00%%RESERVED CODES:,DON'T KNOW 96 15 .0% (MISS)REFUSAL 97 63 .1% (MISS)MISSING 98 784 1.5% (MISS)A

----- ----- --TOTALS: 44612 100.0% 100.0%

123

NELS 88: 3ASE YEAR TEACHER QUESTIONMAIRE (TEACHER-STUDENT)

Question 2.;$ Tops Pee. 26-27Permit: 12

SV12.11 SUMER OF LEP STUDENTS IN CLASS

How espy Limited English Proficiency (LEP) students areassigned to this class, (See Part 1 Question 12 NOTE fordefinition.)

Page 5

Question 2..7M Tsp.1

Pis.240-41

Fermat:

6YT2_711 HOW MUCH HOMEWORK PER WEEK - MINUTES

Appreziostoiy hew much homework do you assign each week,(plus minutes)

RESPONSE CODES FREQPER- VALIDCENT PCT RESPONSE CODES FREQ

PER- VALIDCENT PCT

.11011MOI1.mwole.M11.1MM

RESERVED CODES:DOT KNOWREFUSALMISSING

TOTALS:

O1

234567611

1011121314151617

III

20

2223242526272829303234353640

96979C

311671116681165434316151114SS3045841225271140321

108

81

4924

2461

431

10861

1255-----44512

664% 61.6%4.4% 4.6%2.2% 2.2%1.0% 4.0%.7% .

.4% .47% %

.3% .3%.2% .2%.1% .1%.1% .1%.2% .2%.0% .0%.1% .1%.1% .1%.0% .0%.1% .1%.0% .0%.0% .0%

.0% .0%

.0% .0%

.0% .0%

.0% .0%

.0% .0%

.0%.

.

.0% 00% %

.0% .0%

.0% .0%0%

. 0% .

.0% .00%%

.0% .0%

.0%%

.

.0%0%X

.0% .0%

.2% (MISS).1% (MISS)

2.8% (MISS)

woarmt .goamee.yeam

2

RESERVED COVES:DON'T KNOWREFUSALMISSING

TOTALS:

1

1

22122253033404145485055

SS97SS

following

24360s3

STaI

23917741168

22

11013160

451416

I

111111

3056

3161

782

64.6% 554%.os .0%

.0%.0%

.aa .aa

.011 .0%

.5% .5%4.0% 4.1%2.6% 2.7%.0% .0%.0% .0%.2% .3%

29.6% 30.2%.1% .1%

3.2% 3.2%.0% .0%

2.0% 2.1%.0% .0%.7% .7%.0% .0%


1.8% (MISS)----- --..-- -----44512 100.0% 100.0%

with homework

Question LS

How often do you do each of theassignments, (CIRCLE ORE EACH)

----- -----100.0% 100.0%

Tape Pos. 38-39Forest: 12

PER WEEK - HWRS

do you assign each wask2

PER- VALID

Tape Pos. 42-42Format: II

IN HOMEWORK

assignment

PER- VALIDCOOES FREQ CENT PCT

-------- ----- ---- - -----

Question 2_7H ShleetIon 2_6A

8V11 _7H HOW MUCH HOMEWORK

frolmately how much homework

BYT2_8A KEEP RECORDS OF WHO TURNED

Keep records of who turned In the

RESPONSE

All the timeMost of the time

RESPONSE CODES . FREQ CENT PCT I

2331718270

74.5% 76.0%18.6% 18.9%----------

0----- -----

6.5% 6.6%2854 Some of the tims 3 1691 3.8% 3.9%1 14036 31.5% 32.2% Weyer 4 516 1.2% 1.2%2 15385 34.6% 35.3% RESERVED COOES:3 5683 12.8% 13.0% DON'T KNOW 6 2 .0% (MISS)4 2583 5.8% 5.9% REFUSAL 7 53 .1% (HISS)5 2157 4.8% 4.9% MISSING 8 809 1.8% (MISS)s446 1.0% 1.0% -----

44512---- ------100.0% 100.0%7 200 .4% .5% TOTALS:

10 112 .3% .3%12 10 .0% .0%

RESIRVED COOLS: (Refer to Question 2_11)DON'T KNOW SS 31 .1% (MISS)REFUSAL 97 81 .1% (MISS)MISSING SS 782 1.11% (MISS)

TOTALS: 44612 100.0% 100.09

124

QUesttes 2_68

NELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER- STUDENT)

8712_811 RETURN HOMEWORK WITH

Return assignments with grades

RESPONSE

Tape P.s. 49.43Fermat) It

GRADES. CORRECTIONS

or corrections

-tPER- VALIDCODES FREQ CENT par

QUestien 2_98

8V72_98 USE OF OTHER READING MATERIALS

Reading materials other than textbooks

Tape Pee. 46^46Formats II


-----Primary resource usedAll the tine 1 21773 48.9% 49.9% frequently 1 6571 14.8% 15.3%Most of the time 2 12890 23.5% 29.1% Secondary resource usedSome of the time 3 7230 15.2% 16.8% occasionally 2 25139 56.5% 58.6%Never 4 1925 4.3% 4.4% Rarely used 3 7892 17.7% 18.4%RESERVED CODES: Not used 4 3332 7.5% 7.8%DON'T KNOW 6 2 .0% (MISS) RESERVED CODES:REFUSAL 7 53 .1% (MISS) REFUSAL 7 37 .1% (MISS)MISSING a 839 1.9% (MISS) MISSING 8 1521 3.4% (MISS)

TOTALS: 44512 100.0% 100.0% TOTALS: 44512----100.0%

--100.0%

(Refer to Question 2 8) (Refer to Question 2 9)

Tape Pes. 44-44Fermat: 11

ASSIGNMENT IN CLASS

in class

Tape lies. 47-47Format' I1

Question 2_00Question 2 IC

BYT2_8C DISCUSS HOMEWORK

Discuss the assignment 81'72_9C USE OF AUDIO-VISUAL MATERIALS

Audio-visual materialsPER- VALID

RESPONSE CODES FREQ CENT PCTRESPONSE CODES FREQ

PER- VALIDCENT PCTAll the time 1 29976

--*--67.3% 88.7%

Primary resource usedMost of the time 2 11170 25.1% 25.6%Some of the time 3 2119 4.8% 4.9% frequently I 5623 12.6% 13.1%Never 4 397 .5% .9% Secondary resource usedRESERVED CCOS: occasionally 2 24186 54.3% 56.4%REFUSAL 7 53 .1% (MISS) Rarely used 3 10340 23.2% 24.1%MISSING 8 797 1.8% (MISS) Not used

RESERVED CODES:4 2727. 6.1% 6.4%-----

44512--*-- --100.0% 100.0%TOTALS: REFUSAL 7 57 .1% (MISS)

MISSING 8 1579 3.5% (MISS)

TOTALS:-----44512

---- -----100.0% 100.0%(Refer to Question 28)

(Refer to Question 2_0

Question 2_9

What use do you make of the following instructionalmeterials7 (CIRCLE ONE EACH)

Taps Pos. 48-48Pormett II

MATERIALS

PER- VALIDCODES- FREQ CENT PCT

Question 2 9D

8172_90 USE OF OTHER INSTRUCTIONAL

Other

RESPONSE

Primary resource usedfrequently I 4057 9.1% 9.4%Question 2_IA Tape Pos. 45-48 Secondary resource used

Formsti I1 occasionally 2 15151 34.0% 35.3%Rarely used 3 7825 17.6% 18.2%BYT2_9A USE TEACHER MAKES OF TEXTBOOKS Not used 4 15900 35.7% 37.0%RESERVED CODES:Textbooks DON'T KNOW 6 2 .0% (MISS)

REFUSAL 7 57 .1% (MISS)RESPONSE----- CODES

PER- VALIDFREQ CENT PCT

MISSING

TOTALS:

8 1520-----44512

3.4% (MISS)----- -----100.0% 100.0%Primary resource usse

frequently 1 38242 85.9% 88.0%Secondary resource usedoccasionally 2 3885 8.7% 8.9% (Refer to Question 2_9)Rarely used 3 774 1.7% 1.8%Net used 4 573 1.3% 1.3%RESERVED COOES:

REFUSAL 7 57 .1% (MISS)MISSING 8 981 2.2% (MISS)

----- *-TOTALS: 44512 100.0% 100.0%


125

EELS 88: EASE YEAR TEACHER QUESTIONNAIRE (TEACIIER-STUDENT)

Buestiest 2..10

Which textbook (or commercially prepared workbook) consti-tute* the PRIMARY aura that you use in this class?

1/OVIIIN

Qantas 2..10A

TITLE

*Satins 2 100

PUBLICATION DATE

Page 7

(Rotor top:Clastion 2_(0)

NOTEs This variable was al.pp d by NOES in accordancewith the confidentiality provisions of PL100-297(MS).

(Rofor to Question 2_10) Qunstion 2..101

MOTESwith vthe r icaobnle iwn tsivapp ty prod vbiy ioNOE

So f

i n PaLc00-d97 ce

(MM.

ClUontioa 2..1011

AUTHOR(S)


NOTE: This variable was supp d by NCES in accordancewith the confidentiality provisions of PL100-297(1968).

EDITION

(Refer to Question 2..10)

NOTE: This arable was sup i by NC., inwith the confidentiality provisions of PL100-297(11166).

Question 2_11 Tapo Pot. 41-450Formats 22

BYT2_11 PERCENTAGE Of TEXTBOOK COVERED IN COURSE

Approximatolyin twhhisat p courseta', g*

(CIRCLEof this

ONE)tatbook/workbook will

you 'aver*


0 - 49%50 - 59%60 -. 69%70 .- 79%60 59%90 .- SS%100%RESERVED CODE6s

DON'T KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS

1

234567

96978869

321443116436667651192167393291

5574

1240-451

7.2% 7.5%9.9% 10.3%8.6% 10.2%

15.2% 15.6%26.6% 27.8%19.6% 20.5%7.4% 7.7%

.1% (MISS)62% (MISS)

2.6% (VIM1.0% (MISS)

Question 2_10C

PUBLISHER

-----44512

----- -----100.0% 100.0%

(Refor to Question 2_10)

NOTES This variable was supp d by NCES in accordancewith the confidentiality provisions of PL104.297(1986).

1

Question _2.12

Plass give your opinion about ach of the followingstatements related to this textbook/workbook. (CIRCLEONE EACH)

126

Pigs 8NELS 83: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Tape Pos. 5444Omost1o* 2_127*Motion 2..12A Top.. Pol. 61.41formal t1 Format! I111.111.14101111/1116.111IMMAMMIMENO

SYT2.120 TEXTBOOK HAS 0000 woo:moms FOR mawSYT2..12A TEXTBOOK LEVEL TOO DIFFICLT FOR STUDENTSThis textbook provides good suggsstions for homeworkThis textbook is at a Poodles level which 1$ too diffieult

for most St my students. assignments.

PER- VALIDPER-. VALID RESPONSE COOLS FREQ CENT PCTRESPONSE CODES FREQ CENT PCT -.......

Strongly agree 1

----..6757 15.2% 15.5%

..........-.......... -......-......

Strongly agree 1

........-

1411 3.2% '3.3% Agree 2 22870 50.7% 62.11%Agree 2 452D 10.2%' ID.E% No opinion 3 4442 10.0% 10.4%No opinion 3 1247 2.1% 12.10% Disagree 4 7324 16.5% 17.1%Disagree 4 25406 67.1% 51.2% * ply disogree 5 1684 3.5% 34%Strongly disagree 5 10335 23.2% 24.1% RESERVED 000181RESERVED CODES: DON'T KNOW 8 14 .0% (MISS)DON'T KNOW 6 13 .0% (MISS) RIFL3AL 7 77 .2% (MISS)REFUSAL 7 71 .2% (MISS) MISSING 8 1175 2.6% (MISS)MISSING 8 1046 2.4% (MISS) LEGITIMATE SKIP 6 461 1.0% (MISS)LEGITIMATE SKIP 9 461 1.0% (MISS) ----- ......... -........

44512 100.0% 100.0%Timm....--- .......- ....---

44612 100.0% 100.0%TOTALS:

(Refer to Questinn 2_12)

Question 2_129 Tees Pee. 52.42Fermat* I1

BVT2_1211 TEXTBOOK DEVELOPS PROBLEM- SOLVING SKILLS

This textbook helps develop problem-solving skills.

(Refor,to Question 2_12)

Comption 2_121 Taps Pos. 111-111Formats I1

BYT2_12E TEXTBOOK COVERS SUBJECT AREA WELL

This textbook does a good Job covering the subject ores.

PER- VALIDPER-. VALID RESPONSE CODES FREQ CENT PCTRESPONSE CODES FREQ CENT PCT -------- -....-- -......- ---....----*--- ---.-- ------ ----- Strongly agree 1 9485 21.3% 22.1%Strongly agree 1 4854 10.5% 11).9% Agree 2 25918 55.2% 60.5%Agree 2 23311 52.4% 54.5% No opinion 3 1912 4.3% 4.5%No opinion 3 5442 12.2% 12.7% Disagree 4 4779 10.7% 11.2%Dissgree 4 7958 17.9% 18.6% Strongly disagree 5 765 1.7% 14%Strongly disagree 5 1406 3.2% 3.3% RESERVED CODES:RESERVED CODES: DON'T KNOW 6 13 .0% (MISS)DON'T KNOW 6 14 .0% (MISS) REFUSAL 7 76 .2% (MISS)REFUSAL 7 76 .2% (MISS) MISSING 8 1103 2.5% (MISS)MISSING 8 1180 2.7% (MISS) LEGITIMATE SKIP 9 431 1.0% (MISS)LEGITIMATE SKIP 9 461 1.0% (MISS) -----

44612------ -----100.0% 100.0%TOTALS:

44512-----

100.0% 100.0%TOTALS:

(Refs. to Question 2_12) (Refer to Question 2_12)

CONCEPTS

concepts

1


CLEARLY

clearly.


Tape Pos. £5-58Format: II

TO MOST STUDENTS

by most students

PER- VALIDCODES FREQ CENT PCT

Question 2_12FQUilstion 2_12C

BYT2_12F TEXTBOOK INTERESTING

This textbook is considered interestingin the class.

RESPONSE

BYT2_120 TEXTBOOK EXPLAINS

This textbook explains

RESPONSE

Strongly agreeAgreeNo opinionDisagree.Strongly disagreeRESERVED 00016:


TOTALS:

...-------1

2345

678S

666D26125243841St547

2S76

lEgs4S1

441112

14.7%83.2%5.5%

11.2%1.5%

.1%.2%

2.7%1.0%

100.0%

16.3%65.5%5.7%

11.6%1.5%

(MISS)(MISS)(MISS)(MISS)

100.0%

Strongly ogresAgreeNo opinionMew.. .Strongly disagreeRESERVED CODES:DON'T KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS:

..--....

1

2346

6769

23101634710241110712512

2776'

1117461ft....

44612

5.2% 5.4%.37.2% 35.6%.23.0% 23.9%24.9% 25.6%6.0% 6.2%

.1% (MISS)

.2% (MISS)2.5% (MISS)1.0% (MISS)

MWMONO NVID4W.

100.0% 100.0%

(Refer to Question 2..12)(Refer to Question 2..12)

127.

NELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT) Pegs 9

QUestien 2_13D Taps Pos. 60-70Question a_is Fermata II

Indicate the prsons or groups who helped determine that youwould use this particular teatbook /workbook in this class. PER- VALID(CIRCLE ALL THAT APPLY) RESPONSE CODES FREQ CENT PCT

11772_130 DEPT HEAD

Department Head

HELPED DETERMINE USE OF TEXTBK

------- ----- ----- -----Yis 1 13112 29.5% 30.6%No... 2 28671 66.7% 69.4%RESERVED CODES:DON'T KNOW 6 318 .7% (MISS)REFUSAL ' 7 83 .2% (MISS)MISSINC 8 867 1.9% (MISS)LEGITIMATE SKIP a 461 1.0% (MISS)

----- ----- -----%elitism 2_13A Tape Pea. 57-57 TOTALS: 44512 100.0% 100.0%

Fermat:

1YT2_13A TEACHER HELPED DETERMINE USE OF TEXT903K

I didGisler to Question 2 13)


----- -----Yes 1 17695 394% 41.4%No 2 26068 66.4% 58.6%RESERVED CODES:NWT KNOW 6 318 .7% (MISS)REFUSAL 7 83 .2% (MISS) Question 2_13E Tape Pes. 61-61MISSING 8 867 1.9% (MISS) Fermat: IILEGITIMATE SKIP 9 461 1.0% (MISS)

TOTALS:-----

100.0% 100.0%----- ----- 11772_13E DISTRICT COMMITTEE DETERMINE USE OF TEXT

44512A district-wide textbook adoption committee

PER- VALID(Refer to Question 2_13) RESPONSE CODES FREQ CENT PCT

Question 2_131 Taps Pos. 68-58Feraati II

BYT2_138 PRINCIPAL HELPED DETERMINE USE OF TEXTBK

The principal

PER- VALIDRESPONSE CODES FREQ CENT PCT--- - ----- -----

-7----.., ----- -----Yes 1 19705 44.3% 46.1%No' 2 23054 51.8% 53.9%RESERVED CODES:

DON'T KNOW t 342 .8% (MISS)REFUSAL 7 83 .2% (MISS)MISSING 8 867 1.9% (MISS)LEGITIMATE SKIP ,.... 9 461 1.O% (MISS)

TOTALS: 44512 100.0% 100.0%


YesNoRESERVED CODES:DON'T KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS:

1

2

6789

888433894

32383

867461

20.0% 20.8%76.1% 78.2%

.7% (MISS)

.2% (MISS)1.9% (MISS)1.0% (MISS)

100.0-----

% 100.0%-----

62-62Question 2_13F Taps Pos.Format: II

BYT2_13F STATE COMMITTEE DETERMINED USE OF TEXTBK-----44512


A -wide textbook adoption committee


------ ---Yes

---------- --1 6194 13.9% 14.5%

No 2 33576 82.2% 85.5%RESERVED CODES:DON'T KNOW 6 331 .7% (MISS)REFUSAL 7 83 .2% (MISS)MISSING 8 867 1.9% (MISS)LEGITIMATE SKIP 9 461 1.0% (MISS)

Question 2_13C Tape Pee. 59-69 TOTALS: 44512 100.0% 100.0%Fermat: 11

11772_13C TEACHER GROUP DETERMINED USE OF TEXTBOOK

A group of teachers from this school

PER- VALIDRESPONSE CODES FREQ CENT PCT------- -

Yes 45.3% 47.2%No 1 Nal 50.6% 52.8%RESERVED CODES:DON'T KNOW 6 318 .7% (MISS)REFUSAL 7 83 .2% (MISS)MISSING.. 8 867 1.9% (MISS)LEGITIMATE SKIP 9 461 1.0% (MISS)

----- ----- -----TOTALS: 44512 100.0% 100.00



12'8

NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Question 2_130 Tape Pet. 63-43. Format: 11

11112_136 man HELPED DETERMINE USE OF TEXTBOOK

Other

PER- VALIDRESPONSECODES FREQ CENT PCT........... -----

Yes1 3877 8.7% 9.1%No 2 33901 87.4% 90.8%RESERVED CODES1

OON'T KNOW 6 323 .7% (MISS)REFUSAL 7 83 .2% (MISS)MISSING 8 867 1.9% (MISS)LEGITIMATE SKIP 9 461 1.0% (MISS)----- ........ -----TOTALS: 44512 100.0% 100.0%

(Refer to Question 2 13)

Question 2..14 Tape Pee. 64-64Forest: t1

BYT2_14 HOW PREPARD TEAOHR FEELS TO TEACH COURSE

How adequately prepared do you feel to teach the subject

QUeStimn 2r,10A Tape Fos. $7.41Formats 12

BTT2_16A PROVIDING INSTRUCTION TO WHOLE CLASS

Providing instruction to the clais as a whole

RESPONSE CODES FREQPER- VALIDCENT PGT

None------

1

-----150

--....- -......-

.3% .3 %-Less than one hour 2 2590 5.8% 6.0%Ons hour 3 5974 13.4% 13.8%Two hours 4 14715 33.1% 33.9%Three hours 6 12919 29.0% 29.7%Four hours 6 5074 11.4% 11.7%Five or more hours .7 2020 4.6% 4.1%RESERVED CODES:DON'T KNOW 96 31 .1%-(MISS)REFUSAL 97 80 .2% (MISS)MISSING 98 959 2.2% (MISS)TOTALS: 44512

-----100.0% 100.0%


Question 2_1$111 Tape Po*. 6*-70Format: 12

matter covered in-this course, (CIRCLE ONE) BYT2_1611 PROVIDING INSTRUCTION TO SMALL GROUPSPER- VALID Providing instruction to ;Mall groups of studentsRESPONSE' CODES FREQ CENT PCT- -------- -------- ---- ----- -.-.--Very wmll prepared

1 30780 69.11. 70.4%Well prepared 2 9094 20.4% 20.8%Adequately prepared 3 3077 6.9% 7.0%Somewhat prepared 4 717 1.6% 1.6%Totelly_logredRESERVED

5 60 .1% .1%

REFUSAL - 7 59 .1% (MISS)MISSING 6 725 1.6% (MISS)----- ----- -----TOTALS: 44512 100.0% 100.0%

Question 2_16 Tape Pos. 115-58Format) 32

BYT2_16 NUMBER OF HOURS PER WEEK CLASS MEETS

Approximately how many hours per week doss this class meetregularly (exclude lab periods),

RESPONSE CODES

.

FREQPER-.CENT

VALIDPCT

Hone-------.

1

....---

8175-----18.4%

-----19.0%Less than one hour 2 21258 47.8% 41.3%One hour 3 9516 21.4% 22.1%Two hours 4 2936 6.6% 6.8%Three hours 6 785 1.8% 1.8%Four hours 6 232 .6% .5%Five or more hours 7 237 .5% .5%RESERVED CODES:

DON'T KNOW 96 36 .1% (MISS)REFUSAL 97 80 .2% (MISS)MISSING 98 1257 2.8% (MISS)

TOTALS:-----44612

-----100.0%

---100.0%


PER-. VALIDRESPONSE CODES FREQ CENT PCT------- ----- -- --- Question 2..180 Tape Pos.

171.-720 6 .0% .0% Format: 21 3 .0% .0%

2 403 .9% .9% BYT2_16C PROVIDING INDIVIOUAL INSTRUCTION3 4428 9:9% 10.2%4 13897 31.2% 31.9% Providing instruction tc individual students5 23972 53.9% 65.1%6 2037 254 .6% .6%6 207 .6% .5%

t9 130 .

33 .13% % .1%.3%RESERVED CODES:

REFUSAL 97 55 .1% (MISS)MISSING 98 921 2.1% (MISS)-----TOTALS: 44612 100.0% 100.0%

V.I.M01.1,1110INIMM.W.MI

Question 2_16

Indicate about how much time you spend each week doingeach of the following with this ChM. (CIRCLE ONE EACH)

RESPONSE--

CODES--------

FREQ-----

PER- VALIDCENT PCT

----- -- ---None1 3168 7.1% 7.3%Less then one hour 2 23454 62.7% 54.2%One hour 3 11499 25.8% 26.6%Two hours 4 3481 7.8% 8.0%Three hour, 5 962 2.2% 2.2%Four hours 6 337 .8% .8%Five or more hours 7 380 .8% .8%RESERVED COOKS:

DON'T KNOW 96 37 .1% (MISS)REFUSAL 97 80 .2% (MISS)MISSING 98 1114 2.5% (MISS)--- -----TOTALS: 44512 100.0% 100.0%


129

EELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACEER-STUDENT) Page 11

TopaFermat!

ORDER/DISCIPLINE

students

CODES FREQ

Pos. 78.44:a

PER- VALIDCENT PCT----- ...---

11.7% 20.3%62.4% 64.4%8.6% 6.8%2.4% 2.6%1.3% 1.3%1.1% 1.2%1.4% 1.6%

.1% (MISS)

.2% (MISS)2.7% (MISS)

LAS PERIODS

CODES

Top,Permits

FREQ

211661612542602212516187116

12SO

1360-----44612

Poe. 711-110E2

PER- VALIDCENT PCT

......-- .......-

0Milatten. 2_16GOueetiem USD

6IT2_16G TIME SPENT CONDUCTING

Conducting lab periods

RESPONSE

WIT2.160 TIME SPENT MAINTAINING

Maintaining ardor/disciplining

RESPONSE . -..--..-Ns"Less than ens hourOne hourTwo hoursThree hoursFour hour.Five or more hoursRESERVED CODES:


TOTALS:

-- ---- --1

234567

9617118

66.6% 18.11%13.6% 14.2%11.6% Sal%6.0% 5.1%1.2% 1.2%.4% .4%.2% .2%

.0% (MISS)

.2% (MISS)3.1% (MISS)----- -

100.0% 100.0%

NoneLest than One hourOne hourTwo hoursThree hoursFour-hoursFive or. more hoursRESERVED CODES: -''

DON'T'KNOWREFUSALMISSING

TOTALS:

---1

234567

16117

IN

--..--

67712776738131064574605638

2669

1222--44512. Ilibeml.M

100.0% 100.0%

'Misr to Quest(on 2 16)(Refer to Question 2_16)

Taps Pos. 76-76Permit: 12

TESTS/QUIZES

PER- VALID

question 6UOJICT2 Taps Pos. 61.41Format: Alquestion MSS

SUSJECT2 SUBJECT MATTER OF CLASS


IWT2.111E TIME-SPENT ADMINISTERING

Administering toots or quizzes

--------.... -.............- flINIEnglish E 11542 25.11% 25.1%RESPONSE CODES FREQ CENT PCTSocial Studies/History H 108 6

Non. 1 1120 2.5% 2.6% Math M 114614 25.6% 25.6%Less than one hour 2 25770 67.9% 59.6% Science 11 10868 24.4% 24.4%One'hour..'s 3 14191 31.9% 32.11% ----- ---.... --

TOTALS: 44612 100.0% 100.0%Two hours 4 1630 3.7% 3.8%Three hours 6 .241 .6% .6%Four hours 6 76 .2% .2%Five or ammo hours 7 60 .1% .1%RESERVED' CODES,

DON'T KNOW 66 91 .2% (MISS)REFUSAL 97 80 .2% (MISS)MISSING 98 1264

-----2.8% (MISS)

TOTALS: 44512 100.0% 100.0% THE'REMAINDER OF PART TWO CONSISTS OF QUESTIONS THAT APPLYTO SPECIFIC SUBJECTS. For each class designated on thefront cover, please answer only the questions that applyto the subject being taught in that class: English

(Refer to Qusstion 2_16) (Questions I7 -19), Mathematics (Questions 20-22), SocialStudies (Question 23), or Science (Questions 24-29).

Question 2_16F Taps Pos. 77-78Format: 12

9YT2_16F TIME SPENT ON ADMINISTRATIVE TASKS

Performing routine administrative tasks (e.g., takingotterdenco, making ts, etc.)

ANSWER QUESTIONS 17-19 FOR ENGLISH CLASSES ONLY.

'Question 2_17

Indicate how much emphasis is given in this class to thefollowing by circling whether each is Major Topic, Minor

(CTopic, Review ToACHpic Only, or Not C d at All.IRCLE ONE E)

RESPONSE, --------

CODES ('REQPER- VALIDCENT PCT

NOnS 1 8274 18.6% 19.1%Loss than one hour 2 32130 72.2% 74.3%One hour 3 1997 4.5% 4.6%Two hours 4 508 1.1% 1.2%Three hours 6 90 .2% .2%Four hours s 31 .1% .1%Five or more hours 7 210 .6% .516RESERVED CODES:DON'T KNOW 96 16 .0% (MISS)REFUSAL 97 80 .2% (MISS)MISSING 88 1176 2.6% (MISS)

TOTALS, 44512 100.0%100.0%


30

QuaetiOa 2_17A


BYT2_17A EMPHASIS GIVEN TO GRAMMAR

Grammar

Tape Pee. 6282Firmed It

41=MIIMIN,Question 2_I7D1111111/

6VT2_170 EMPHASIS GIVEN TO READING

Reading

Tape Poe. 65-65Formats, II

RESPONSE OPUS PREP

8770198255937

42

in32970.....44512

PER-CENT

VALIDPCT

RESPONSE CODES FREQ

4607367713741597

22

28332970----_44512

PER- VALIDCENT PCT---------

Major topic....Minor topicReview topic onlyNot d at allRESUMED CODES:


TOTALS:

-------1

234

678-9

10.4% 40.9%8.3% 32.7%30% 12.2%3.8% 14.2%

.0% (MISS)

.0% (MISS)

.8% (MISS)74.1% (MISS)

----- --.--100.096.100.0%

Major topicMinor topicReview topic onlyNot d at allRESERVED COOES:DON'T KNOWREFUSALMISSING'LEGITIMATE SKIP

TOTALS:

.....---

1234

6789

..----

19.7%4.4%1.3%.1%

.0%

.0%

.4%74.1%

--77.4%'17.3%5.0%.3%

(MISS)(MISS)(MISS)(MISS),..

100.0%----100.0%

(Refer to Quostion 2,17) Motor to Question 2_17)

TO LITERATURE

CODES

TapeFermat:

FREQ-----622531343871657

22

23532970---44512

Pee. 83.43II

PER- VALIDCENT PCT

SKILLS

CODES

Tape Pea. 88.4111Fermat) II

PER- VALIDFREQ CENT PCT----- - ---- -----2002 ,4.5% 17.7%6035 11:3% 44.5%3543 8.0% 31.3%741 1.7% 6.5%

2 .0% (MISS)219 .5% (MISS)

32970 ..74.1% (MISS)----- --- -- - ----44612 100.0% 100.0%

Question. 2_175...........Question 2_178

111,72_17E EMPHASIS GIVEN TO STUDY

Study Skills

RESPONSE

6T12-111 EMPHASIS GIVEN

Literature

RESPONSE

Major topicMir-or topicReview topic onlyNot cover at allRESERVED COOES:

ERFUSALh.ISSINGLEGITIMATE SKIP

TOTALS:

--------t

234

789

--.-----Major topicMinor topic.Review topic onlyNot d at allRESERVED COOES:DON'T KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS:

----1

234

6789

-- -----14.0% 66.1%7.0% 27.7%.9% 3.4%

3.6% 13.8%

.0% (MISS)

.0% (MISS)

.5% (MISS)74.1% (MISS)---- -.---100.0% 100.0%

(Refer to Question 2..17)(Refer to Question 2 17)

TO COMPOSITION

CODES------i

234

6789

Tips Pos. 84-84Format: II


----.. -----8527 19.2% 75.4%2644 5.9% 23.4%102 .2% .9%40 .1% .4%

4 .0% (MISS)2 .0% (MISS)

223 .5% (MISS) .32970 74.i% (MISS)

- --- -----44512 100.0% 100.0%

TO SPELLING

i

--CODES-

234

789

Tape Poe. 87-87Format:


----- -----4479 10.1% 39.5%4633 10.4% 40.9%1511 3.4% 13.3%716 1.6% 6.3%

2 .0% (MISS)201 .2% (MISS)

32970 74.1% (MISS)

44512 100.0% 100.0%

Question 2_17F

Question 2_17C

8Y72_17F EMPHASIS GIVEN

Spelling

RESPONSE

Major topicMinor topicReview topic onlyNot covcred at allRESERVED CODES:

REFUSALMISSINGLEGITIMATE SKIP

TOTALS:

BYT2_17C EMPHASIS GITEd

Composition

RESPONSE

RAJ°r topicMinor topicReview topic onlyNot covered at allRESERVED CODES:DON'T KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS:

(Ref., to Question


Question 2_18

How often are the following types of literature used inmaking assignments to your students/ (CIRCLE ONE EACH)

131

NELS 88: EASE YEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT) Page 13

Tape Poe. SS -SiFermat: II

USED IN ASSIGNMENTS


........ ..... .....1 4886 11.0% 43.2%2 4758 10.7% 42.1%3 723 1.8% 1.4%4 933 2.1% 8.3%

6 2 .0% (MISS)7 11 .0% (MISS)8 231 .5% (MISS)9 32970 74.1% (MISS)

----- ----- .....44512 100.0% 100.0%

Tape Pee. 11.411Fermat, II

USED IN ASSIGNMENTS


........ ..... .....1 574 1.3% 5.1%2 8444 14.5% 57.4%3 2847 5.11% 23.1%4 1654 3.5% 13.9%

7 11 .0% (MISS)8 312 .7% (MISS)9 32970 74.1% (MISS),==

44512 100.0% 100.0%

Question 2_110cimedien MBA

BYT2..110 HO% OFTEN BIOGRAPHY

Biography

RESPONSE..........

Majority of the timeSome of the timeRarelyNeverRESERVED CODES,REFUSALMISSINGLEGITIMATE SKIP

TOTALS,

BYTIJSA MOW OFTEN FICTION

Fietien

RESPONSE...........

MaJerity of tho timeSiems of the timeRarelyNeverRESERVED CODES,


TOTALS,


(Refs, to Question 2..18)

Tape Fes. 419-111Format: II

USED IN ASSIGNMENTS


-------- -- -1 671 1.3% 5.1%2 6221 14.0% 55.3%3 3221 7.2% 25.6%4 1243 2.8% 11.1%


----44512 100.0% 100.0%

Tape Poe. 12.42Format: II

IN ASSIGNMENTS

PER- VALIDCODES FREQ CENT PCT--- ----- ----- -----

1 656 1.2% 5.0%2 6385 14.3% 66.9%3 2662 6.0% 23.7%4 1611 3.6% 14.4%

7 11 .0% (MISS)8 317 .7% (MISS)9 32970 74.1% (MISS)

-44512 100.0% 100.0%

QUestien 2.181

Question 9..111SYT2_18E HOW OFTEN DRAMA USED

Drams

RESMONSE----.--..--

Majority of the timeSome of the timeRarelyNeverRESERVED 000E1:

REFUSE.MIPRINGLEGITIMATE SKIP

TOTALS:

(1:ote, to Question 2_18)

BYT2_1811 HOW OFTEN POETRY

Poetry

RESPONSE

MaJority of the timeboas of the timeRarelyNeverRESERVED CODES,


TOTALS:


Question 2_18F Tope Pos. 93-93Format, IIfm.m...elye.*

Question 2,;-.48C Tape Poe. 110-90Format, 11

USED IN ASSIGNMENTS

PER VALIDCODES FREQ CENT PCT

1 314 .7% 2.8%2 4950 11.1% 44.2%3 3549 8.0% 31.7%4 2378 5.3% 21.2%

8 38 .1% (MISS)7 11 .0% (MISS)6 304 .7% (MISS)II 32570 74.1% (MISS)

44512 100.0% 100.0%

9YT2_18F HOW OFTEN EXPOSITORY TEXT USED IN ASSIGN

Expository text

PER-RESPONSE CODES FREQ CENT

Majority of the time 1 971 2.2%Some of the time 2 5413 12.2%Rarely 3 3294 7.4%Never 4 1647 3.6%RESERVED C0018,

DON'T KNOW 1 7 .0%REFUSAL 7 11 .0%MISSING 8 299 .7%LEGITIMATE SKIP II 32970 74.1%

TOTALS, 44512 100.0%


VALIDPCT

8.7%45.2%29.3%13.8%


100.0%

BYT2_18C HOW OFTEN MYTHOLOGY

Mythology/folic tales

RESPONSE..... ..- .. - ...

Majority of the timeSome of the timeRarelyNeverRESERVED CODES:


TOTALS,


132

Pop 14NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Taps Pas. 94-54Format: II

NON-FICT USED IN ASSIGN

CENT -VPCTALID

Taps Pea. 97.47Formats II

FRACTIONS

PER VALIDCODES FREQ CENT PCT

Question 2_20AQUoiltien 2.,1612

6YT2_20A EMPHASIS GIVEN TO COMMON

Common fractions

RESPONSE

11/72,_16G HOW OFTEN OTHER

Other- non - fiction

RESPONSE CODES------- FREQ

Major topic-----

1

-----8947

..---- ....---

14.9% 59.4%-------

Majority of the time -----482

----- -----1.0% 4.2%I Minor topic 2 1351 3.0% 12.1%Some of the time 2 6894 12.8% 61.4% Review topic only 3 2970 8.7% 28.9%Rarely 3 3428 7.7% 30.9% Not d at all 4 217 .6% 1.9%Never 4 1499 3.4% 13.6% RESERVED CODES:RESERVEDRESERVED CO

KNOW 8 11 .0% (MISS)DON'T KNOW 8 7 .0% (MISS) REFUSAL 7 29 .1% (MISS)REFUSAL 7 11 .0% (MISS) MISSING 8 189 .4% (MISS)MISSING 8 444 1.0% (MISS) LEGITIMATE SKIP 9 33096 74.4% (MISS)LEGITIMATE SKIP 9 32970 74.1% (MISS) ----- -----100.0% 100.0%

----- TOTALS: 44512----- -----100.0% 100.0%

TOTALS( 44512

( Refer to Question 2_18) (Refer to Question 2_20)

----Question 2_209 T Ps. 118.411Question 2_111 Taps Poe. 55-1111

Formape at* o ItForgets 12BY [2_19 HO. OF BOOKS STUDENTS REQUIRED TO READ BYT2 208 EMPHASIS GIVEN TO DECIMAL FRACTIONS

Decimal fractionsIn addition to full - length selections appearing in anytextbook/workbook you may use. how many books will yourequire your students to read this school year/ (CIRCLEONE)

PER- VALIDRESPONSE CODES FREQ CENT POT

RESPONSE CODES FREQPER- VALIDCENT PCT--------

Major topicMinor topicReview topic onlyNot d at all

1

234

-----641318982730360

----- -----14.4% 67.3%3.8% 15.2%8.1% 24.4%.8% 3.1%

-----None

-------1

-----2359

----- -----6.3% 20.6% RESERVED CODES:One- 2 816 1.8% 7.2* DON'T KNOW 8 Ii .0% (MISS)Two 3 1362 3.1% 12.0% REFUSAL 7 29 .1% (MISS)Throe 4 1271 2.9% 11.2% MISSING 8 166 .4% (MISS)Four 5 1643 4.!% 18.3% LEGITIMATE SKIP 9 33098 74.4% (MISS)Five or more

RESERVED CODES:6 3876 8.3% 32.8%

TOTALS:.,...*44512

wim........100.0% 100.0%DON'T KNOW 98 6 .0% (MISS)REFUSAL 97 2 .0% (MISS)MISSING 96 207 .6% (MISS)LEGITIMATE SKIP 99 32970 74.1% (MISS) (Refer to Question 2_20)----- ----- -----TOTALS: 44512 100.0% 100.0%

ANSWER QUESTIONS 20-22 FOR MATHEMATICS CLASSES ONLYQuestion 2_20C Tap* Pos. 92-99

Fermat: IS

SYT2_20C EMPHASIS GIVEN TO RATIO AND PROPORTION

Ratio and proportion

RESPONSE-- - - - ---

Major topicMinor topic

1

2

FREQ

70382913

PER- VALIDCENT PCT

...--... ......-

18.6% 82.5%6.5% 26.0%

Question 2_20

Indicate how much emphasis is given in this class to the Review topic only 3 1000 2.2% 6.9%following by circling whether eachTopie,_Roviaw Topic Only, or Not C

is a Major Topic, Minord at All. (CIRCLE

Not d at allRESERVED CODES:

4 262 .8% 2.2%ONE EACH)

MISSING 8 182 .4% (MISS)LEGITIMATE SKIP 9 33098---- 74.4% (MISS).....--.. -----

TOTALS: 44612 100.0% 100.0%


133

NELS 88: BASE TEAR TEACHER QUESTIONNAIRE

Tape PO,. 100-100Formats 11

PERCENT

(TEACHER-STUDENT) Pegs 15

Tape Pos. 10310GFormati 11

Question 8_2411

Question 2_200

SYT2_20G EMPHASIS GIVEN TO ALGEBRA

Algebra (formulas and equations)11112200 EMPHASIS GIVEN TO

P t PER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCT

RESPONSE.----------

CODES-...-....---

FREQ CENT PCT ..---- ----------- --------major topic 1 7235 16.3% 64.6%

Major topic I

.---- -----16.3% 72.6%5134 Minor topic 2 2938 6.6% 26.2%

Minor topic 2 1754 3.5% 15.7% Review topic only 3 272 .6% 2.4%Review topic only 3 1080 2.4% 11.7% Not covered at all 4 753 1.7% 6.7%Not d at all 4 201 .6% 1.5% RESERVED CODES'RESERVED CODES' REFUSAL 7 29 .1% (MISS)DONT KNOW 6 11 .0% (MISS) SSING 8 186 .4% (MISS)REFUSAL 7 25 .1% (MISS) LEGIT IMATE SKIP 6 26086 74.4% (MISS)MISSING 8 157 .4% (MISS) ----- ----- -----

LEGITIMATE SKIP II 33058 74.4% (MISS) TOTALS' 44512 100.0% 100.0%

TOTALS' 44512 100.0% 100.0%

(Refer to,Question 2_20)


Question 2_2CH Taps Pea. 104-104Format' 11

Question 2_201 Tape Pos. 101 -101Formats 21 SYT2_2014 EMPHASIS GIVEN TO INTEGERS

BYT2_20E EMPHASIS GIVEN TO MEASUREMENT Integers

Measurement

PER- VALIDRESPONSE CODES

--------FREQ

PER- VALIDCENT PCT

- -- - - -----------Major topicRESPONSE CODEN FREQ CENT PCT 1 7889 17.7% 70.6%

-------- ---- - ----- ----- Minor topic 2 2284 5.2% 20.5%Major topic 1 3950 8.11% 35.3% Review topic only 3 544 1.2% 4.9%Minor topic 2 4547 10.2% 40.6% Not d at 01 4 451 1.0% 4.0%Review topic only 3 1826 4.1% 16.3% RESERVED CODES'Not d at all 4 865 1.5% 7.7% DON'T KNOW 6 11 .0% (MISS)RESERVED CODES' REFUSAL 7 29 .1% (MISS)

DON'T KNOW 6 11 .0% (MISS) MISSING 8 186 .4% (MISS)REFUSAL 7 25 .1% (MISS) LEGITIMATE SKIP 8 33098 74.4% (MISS)MISSING 8 186 .4% (MISS) - - --- ----- -----LESITIMATE SKIP 9 33098 74.4% (MISS) TOTALS' 44512 100.0% 100.0%

- -----TOTALS' 44512 100.0% 100.0%



Tape Pos. 105-105Formats 11

Question 2..201

Question 2_20F Taps Poe. 102-102Format' II BYT2_201 EMPHASIS GIVEN TO PROBABILITY/STATISTICS

BYT2_20F EMPHASIS GIVEN TO GEOMETRY Probability and statistics

Geometry PER- VALIDRESPONSE CODES FREQ CENT PCT

PER- VALID ---- ------ -----

RESPONSE CODES FREQ CENT PCT Major topic 1 2174 4.9% 19.6%....... - - -- -- --- - Minor topic 2 5005 11.2% 46.0%

Major topic 1 5457 12.3% 48.8% Review topic only!

2.0% 8.0%Minor topic 2 4011 11.0% 35.8% Not covered at all Al 6.5% 27.6%Review topic only 3 573 2.2% 8.7% RESERVED CODES:Not d at all 4 748 1.7% 6.7% DON'T KNOW 6 11

RESERVED CODES' REFUSAL 7 28 :7: MINIDON'T KNOW 6 11 .0% (MISS) MISSING 8 248 .6% (MISS)REFUSAL 7 29 .1% (MISS) LEGITIMATE SKIP 8 33298 74.4% (MISS)MISSING 8 164 .4% (MISS)LEGITIMATE SKIP 5 33098 74.4% (MISS) TOTALS: 44512 100.0% 100.0%

TOTALS' 44512 100.0% 100.0%



134

Pigs 1$NELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

QUestIon 2_20J Tons Pos. 106-408Fermat! II

iref2.206.1 EMPHASIS GIVEN TO PROS1.111 SOLVING

Problem solving

RESPONSE

Quostleft 2_22A Taps Pos. 108 -109Parma' II

9YT2_23A EMPHASIS GIVEN TO STATE HISTORY IN CLASS

State history

PER- VALID RESPONSECODES FREQ CENT PCT

PER- VALID.CODES FREQ CENT PCT

Major topicMinor topicReview topic only

RESERVEDd at

ERVED =galall


......-..---

1 $3372 26123 2054 61

S 1178 201

211

9 33098

--....- ..--....

111.8% 75^1%5.5% 22.1%.6% 1.1%.2% .6%

.0% (MISS)

. .15% (MISS)74.4% (MISS)

major topicMinor topic,Review topic onlyNot covered at allRESERVED C00151


TOTALS,

1234

7

9

1789359920253043

7210

33824

4.0% 17.2%1.1% 34.4%4.6% 19.4%8.1% 211.1%

.0% (M

.8% (MISS)76.0% (MISS/

44512 100.0% 100.0%TOTALS


IIMMI ...P.m... lam44512 100.0% 100.0%

Question 2_21 Tape Pos. 107.107Fermat* II


cuestoin 2 235 Tape Pos. 110-110Format, II

5YT2_2311 EMPHASIS GIVEN TO U.S. HISTORY IN CLASS87T2.21 STUDENTS HAVE ACCESS TO SOIL CALCULATORS

Do your students have access to pocket orcalculators owned by the school for use(CIRCLE ONE)

RESPONSE CODES

hand baldIn this

FREQ

451D6615

29251

33098-----44512

class,

PER- VALIDCENT PCT

United States or American history

RESPONSE CODES FREQ

8363977699457

7155

33824---..-44512

PER- VALIDCENT PCT-------

Major topicMinor topicReview topic onlyNot covered at allRESERVED CODES,

REFUSALmiumLEGITIMATE SKIP

TOTALS*

1

234

7a9

18.8% 72.7%2.2% 8.3%1.6% 6.7%1.0% 4.4%


76.0% (MISS)

YesNoRESERVED CODES,


TOTALS,

1

2

789

----- -----10.2% 40.6%14.9% 59.4%

.1% (MISS)

.8% (MISS)74.4% (MISS) ----- --

100.0% 100.0%----- ---- -100.0% 100.0%


Tape Pos. 108-104Format, II

CALCULATORS

students use calculatorsthis class? (CIRCLE ONE)

PER- VALIDCODES FREQ CENT PCT------

1

--2258 6.1% 20.4%

TIP. Pos. 111-111Format, II

HISTORY IN CLASS

PER- VALIDCODES FREQ CENT PCT.

Question 2_22

BYT2_22 HOW OFTEN STUDENTS USE'

On the go. how often do your(the school's or their own) in

RESPONSE---- ------

S 1 tines a week or more..

Question 2_23C

SYT223C EMPHASIS GIVEN TO WORLD

World or Western history

RESPONSE--About once a week 2 1642 4.1% 18.6% Major topic 1 946 2.1% 9.1%Hardly ever or never 3 6986 15.7% 83.0% Minor topic 2 3592 8.1% 34.6%RESERVED COOES,

Review topic only 3 3189 7.1% 30.4%DON'T KNOW 6 3 .0% (MISS) Not d at all 4 2710 8.1% 28.0%REFUSAL 7 29 .1% (MISS) RESERVED COOE81MISSING 5 288 .64 (MISS) REFUSAL 7 7 .0% (MISS)LEGITIMATE SKIPill 33018 74.4% (MISS) MISSING 8 264 .6% (MISS)

TOTALS, 44512 100.0% 100.0%LEGITIMATE SKIP 9 33824 78.0% (MI58)- --. ---

TOTALS, 44612 100.0% 101.0%

ANSWER QUISITON 23 FOR SOCIAL STUDIES CLASSES ONLY.

Quotation 2_23

Indicate how much emphasis Is given in this class to thefollowing by circling whet/tor each is a Major Toole, MinorONTopic, EACH) Review Topic Only, or Not Covered at All. (CIRCLEA

(Refer to question 2..23)

135

NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT) Page 17

TapePermit*

TO °IC:CS/GOV'T IN CLASS

CODES FREQ-- - --.-1 38932 51423 10144 441

7 78 191S 33824

44512

Pos. 112..112II

PER- VALIDCENT PCT----- ---

Tops Pos. 115-116Format* II

TO ETHICS IN CLASS


-------- ----- ----- -----.1 993 2.2% 9.6%2 4792 10.8% 46.3%3 2215 5.0% 21.4%4 2344 5.3% 22.7%

7 35 .1% (MISS)8 309 .7% MSS)9 33824 76.0% (MISS)

-- -- -----44512 100.0% 100.0%

Question 2..2301111=.10.1..aQuestion 2_23D

BYT2_230 EMPHASIS GIVEN

Ethics

RESPONSE--

BYT2_230 EMPHASIS GIVEN

Civics/government

RESPONSE -----Major topicMinor topicReview topic onlyNot d it ellRESERVED CODES:REFUSALMISSINGLEGITIMATE SKIP

TOTALS:'

Major topicMinor topicReview topic onlyNot d it ellRESERVED CODES:


TOTALS:

8.7% 37.1%11.6% 49.0%21,31, 9.7%1.0% 4.2%

.0% (MISS)

.4% (MISS)76.0% (MISS)

-- -100.0% 100.0%

(Refs: to Question 2_23)(Refer to Question 2_23)

Tops Pos. 111 -116Questien 2_23HQuestion 2,.23TC Tope/Pos. 113-113 Pormet1 II

Format* 119YT2_23H EMPHASIS GIVEN TO ECONOMICS IN CLASS

111/72_23E EMPHASIS RIVEN TO GEOGRAPHY IN CLASSEconomics

Geography PER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCT

RESPONSE CODES--------

FREQ-----CENT PCT -6--- ----- w------------

Major topic--- 1 953 2.1% 9.1%r-----

Major topic ,

-----2824 6.3111 26.9% Minor topic 2 5271 11.8% 50.5%

Minor topic 2 5594 12.6% 53.3% Review topic only 3 2120 4.8% 20.3%Review topic only 3 1523 3.4% 14;6% Not d st all 4 2090 4.7% 20.0%

Nat d it all 4 546 1.2% 5.2% RESERVED CODES:RESERVED CODES: REFUSAL 7 29 ,1% (MISS)

REFUSAL 7 29 .1% (MISS) MISSING 8 226 .5% (MISS)

MISSING 8 172 .4% (MISS) LEGITIMATE SKIP 9 33824 76.0% (MISS)

LEGITIMATE SKIP 9 33624 76.0% (MISS) ----- ----- ..--------- - - -- - TOTALS: 44512 100.0% 100.0%

TOTALS: 44512 100.0% 100.0%

(Refer to Question 2_23)(Refer to Question 2 23)

ANSWER QUESTIONS 24-29 FOR SCIENCE CLASSES ONLY.

Question 2_23F Tsp. Pot. 114-114Formats It

TO CURRENT EVENTS IN CLASS

PER- VALIDCODES FREQ CENT PCT in this class to the

is Major Topic, Minor

BYT2_23F EMPHASIS CIVN

Current events

RESPONSE

Question 2_24

Indicate how much emphasis is givenfollowing by circling whether each

Major topic 1 2677 6.0% 25.5% Topic Review Topic Only, or Not C d at All. (CIRCLEMinor topic 2 6144 13.8% 06.6% ONE EACH)Review topic only 3 1326 3.0% 12.6%Not covered it ail 4 343 .8% 3.3%RESERVED CODES(REFUSAL 7 10 .0% (MISS)MISSING 8 186 .4% (MISS)LEGITIMATE SKIP 4.. 9 33824 76.0% (MISS)

TOTALS: 44512 100.0% 100.0%


Question 2_24A Tope Pes. 117-117Format* II

BYT2_24A EMPHASIS GIVEN TO PLANTS IN CLASS

Plants

RESPONSE CODES FREQPER- VALIDCENT PCT

Major topic 1 1166 2.6% 10.9%Minor topic 2 1461 3.3% 13.7%Review topic only 3 1677 3.3% 15.8%Not d it all 4 6239 44.2% 59.6%RESERVED COOPS:DON'T KNOW 6 2 .0% (MISS)REFUSAL 7 17 .0% (MISS)MISSING 6 217 .5% (MISS)LEGITIMATE SKIP 9 33644 76 6% (MISS)

TOTALS: 44512 100.0% 100.0%


136

Page ISEIS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Q uestion 2..2411 Taps Pea. 1111.4111Format* II

S VT2.243 EMPHASIS GIVEN TO ANIMALS IN CLASS

Animals

ChlostIen 2..2411. Taps Pos.II

121..121

BYT2_24E EMPHASIS GIVN TO PERSONL HEALTH IN CLASS

Personal health



Major topic---------

1

-----963

-----. -----2.2% 9.1%Major topie

--------I

-----1433

----- -----3.2% 13.5% Minor topic 2 1972 4.4% 18.7%Minor topic 2 1494 3.4% 14.1% Review topic only 3 1493 3.4% 14.2%Review topic only 3 1663 3.7% 15.7% Not covered at all 4 6098 13.7% 57.9%Not covered et all 4 8028 13.5% 56.7% RESERVED CODES:RESERVED CODEbi

DON'T KNOW 6 2 .0% (MISS)'DON'T KNOW 6 2 .0% (MISS) REFUSAL 7 17 .0% (MISS)REFUSAL 7 17 .0% (MISS) MISSING 5 323 .7% (MISS)MISSING 8 226 .5% (MISS) LEGITIMATE SKIP. 9 33644 75.6% (MISS)LEGITIMATE SKIP 9 33644 75.611.(MISS)------ ..---- -----

TOTALS: TOTALS: 4451244512 ----- -----100.0% 100.0% 100.0% 100.C%

(Refer to Question 2 24) (Refer to Question 2_24)

QueitIon 2_24F Tas .QUistian 2.24G Tape Pos. 115 -11!Forpmat*

PosII

12Z-122Pelmet: II

BYT2 24C EMPHASIS GIVEN TO HUMAN BIOLOGY IN CLASZ 8YT2 24F EMPHASIS GIVEN TO EARTH SCIENCE IN CLASS

Human biology

-RESPONSE CODES FREQPER- VALIDCENT PCT

Earth science or geology

RESPONSE CODES FREQPER-, VALIDCENT PCT

------,.--Major topicMinor topicReview topic onlyNot covered at allRESERVED CODES:


TOTALS:

1

234

6789

-----5640826658

3301

217

22432644

----- -----13.1% 55.0%1.9% 7.8%1.5% 6.2%7.4% 31.1%

.0% (UISS)


75.6% (MISS)

Major topicMinor topicReview/topic onlyNot d at allRESERVED CODES:


TOTALS:

..----1

234

6789

-----1916982956

6766

217

23033644

----- -----4.3% 18.0%2.2% 9.2%2.1% 9.0%15.2% 63.7%

.0% (MISS)

.0% (MISS)

.5% (MISS)75.6% (MISS) -----

44512---,- -----100.0% 100.0%

-----44512

----- -----100.0% 100.0%

(Rife, to Question 2 24)

Question 2 240 Tape Pos. 120-120Format: II

SYT2 24D EMPHASIS GIVEN TO GENETICS IN CLASS

Genetics

(Refer -to Queition 2_24)

Question 2_246 Tap: Pot. 123-123Format: II

111112_24G EMPHASIS GIVEN TO WEATHER IN CLASS

Weather

RESPONSE CODES..-------

1

234

6789

FREQPER- VALIDCENT PCT

RESPONSE CODES- FREQ

455915136703889

217

21833644-----44512

PER-CENT

VALIDPCT

-----42.9%14.2%6.3%

36.6%


100.0%

- --------Major topicMinor topicReview topic onlyNot covered it allRESERVED CODES:


TOTALS:

1

234

6789

-----10.2%3.4%1.5%8.7%

.0%

.0%.5%

75.6%. - - --

100.0%

Major topicMinor topicReview topic onlyNot covered it allRESERVED CODES:DON'T KNOWREFUSAL-MISSINGLEGITIMATE SKIP

TOTALS:

-----7931654869

7294

217

23933644-- -- -44512

----- -----.1.8% 7.5%3.7% 15.6%2.0% 8.2%16.4% 68.7%

.0% (MISS)

.0% (MISS)

.5% (MISS)75.614 (MISS)

----- -----100.0% 100.0%

(Refer to Quetti.,:n 2_24) (Refer to Question 2 24)

137

NELS SS: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Tape Pos. 1:4-124Forgot: II

TO ASTRONOMY IN CLASS


IN CLASS

CODES

Question 2241CQuestion 2_24H

1YT2_241( EMPHASIS GIVEN TO HEAT

Heat

RESPONSE

11.072.24H EMPHASIS GIVEN

Astronomy or space

RESPONSE major topicMinor topicReview topic onlyNot covered et allRESERVED CODES:


TOTALS:

----1

234

67a9

Major topicMinor topicReview topic onlyNot covered at ellRESERVED =ESL

DON'T KNOWREFUSAL.MISSINGLEGITIMATE SKIP

TOTALS:

..

1234

a789

50391608648

3422

217

23433644

11.3% 47.6%3.4% 14.2%1.5% 6.1%7.7% 32.2%

.0% (MISS)

.0% (MISS)

.5% (HISS)75.6% (MISS)

-----44512

----.. --..--

100.0% 100.0%


Question 2.24I


Pogo 19

Tape lees. 127.-127Formats II


----- ---- -3067 6.1% 29.0%3391 7.6% 32.0%1033 2.5% 10.3%3040 6.8% 25.7%

2 .0% (U183)17 . .0% (MISS)

258 .6% (MISS)33644 75.6% (MISS)----- ----- -44512 100.0% 100.0%

Taps Fes. 125-126:Wootton 2241 ?Ftoasts sI

I

121.121

Formats II

9YT2_24I WAS'S GIVEN TO ELECTRICITY IN CLASS

Electricity or magnetism

RESPONSE CODES FREQPER- VALIDCENT POT

Major topic

----1 3133

----- -----7.0% 29.5%

Minor topic 2 2419 5.4% 22.8%Review topic only 3 1222 2.7% 11.5%Not covered at alt 4 3847 8.6% 36.2%RESERVED CODES:DON'T KNOW 6 3 .0% (MISS)REFUSAL.. 7 17 .0% (MISS)MISSING a 227 .5%1MISS)LECITINATE SKIP 9 22644 21:6* (!!!!)

TOTALS: 44512 100.0% 100.0%


Question 2_24,1 Taps Pos. 126 -126Formats I1

b'::2 24J EMPHASIS GIVEN TO MECHANICS IN CLASS

Mechanics

BYT2_24L EMPHASIS GIVEN TO OPTICS IN CLASS

Optics

RESPONSE COOES

Major topic--------

1

Minor topic 2'Review topic only 3Not covered stall 4RESERVED CODES:DON'T KNOW sREFUSAL 7MISSING 8LEGITIMATE SKIP 9

PER- VALID'FREQ CENT PCT----- ----- -----1971 4.4% 18.6%2478 6.6% 23.4%1159 2.6% 10.9%4978 11.2% 47.0%

12 .0% (MISS)17 .0% (MISS)

263 (MISS)33644 76.6% (MISS)-

-----TOTALS: 44612 100.0% 100.0%

----- -----


Question 2_2431 Tops Pos. 129-129Formal II

6772 24M EMPHASIS GIVEN TO CHEMISTRY IN CLASS

Chemistry

PER- VALIDPER? VALID RESPONSE CODES FREQ CENT POT

RESPONSE CODES. FREQ CENT POT ---------- -,--- -..---

---....--..-- ----- - Major topic 1 4715 10.6% 44.5%

Major topic 1 2419 5.4% 22.9% Minor topic 2 3324 7.6% 31.4%Minor topic 2 1957 4.4% 18.5% Review topic only 3 1219 2.7% 11.5%

'Review topic only 3 973 2.2% 9.2% Not covered at all 4 1328 3.0% 12.5%

Not covered at all 4 5230 11.7% 49.4% RESERVED CODES:RESERVED CODES: DON'T KNOW 6 3 .0% (MISS)

DON'T KNOW 6 12 .0% (MISS) REFUSAL 7 17 .0% (MISS)

REFUSAL 7 17 .0% (MISS) MISSING 8 262 .6% (MISS)

MISSING 8 260 .6% (MISS) LEGITIMATE SKIP 9 33644 76.6% (MISS)

LEGITIMATE SKIP 9 33644 75.6% (MISS) --- ----- ..----100.0% 100.0%----- -..--- ----- TOTALS: 44512

TOTALS: 44512 100.0% 100.0%

(Refer to Question 2.24)(Refer to Question 2_24)

138

MS. 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACERR-STUDENT)

Question 2_2411 Tape Pos. 130110Permat1 II

ItYll 24N EMPHASIS mix TO ATOMIC THEORY IN CLASSAtonic theory

PER-ESPONSE CODES FREQ CENTVAPCTLID

-------..-- .------- ----- ----- -----Major topic1 4324 9.7% 40.7%Minor topic 2 3235 7.3% 30.5%Review topic only 3 1322 2.7% 11.5%Not d at all- 4 1836 4.1% 17.3%RESERVED CODES:

DON'TKNOW 6 3 .0% (MISS)REFUSAL 7 17 .0% (MISS)MISSING 8 231 .5% (MISS)LEGITIMATE SKIP 9 33844 75.5% (MISS)......--- ---...- ..-.......

TOTALS: 44512 100.0% 100.0%


Question 2_240 Tcmo Peo. 131 -131Formats 11

OV12_240 EMPHASIS GIVEN TO ENVIRONMENTAL SCIENCE

Question 2 _.24Q Tape Pos. 133 -133Fermat: II

8V72 _24Q EMPHASIS GIVEN TO SCIENCE/SOCIETY

Science and society

PER- VALIDR RESPONSE CODES FREQ CENT PCTMajor topic

1 2110 4.7% 19.9%Minor topic 2 5192 11.7% 48.9%Review topic only 3 1330 3.0% 12.5%Not d at all 4 1978 4.4% 18.6%RESERVED CODES:DON'T KNOW 6 2 .0% (MISS)REFUSAL 7 17 .0% (MISS)HISSING 8 238 .6% (MISS)LEGITIMATE SKIP 9 33544 75.5% (MISS)----- ----- .....-...-

TOTALS, 44512 100.0% 100.0%


ChlastiOn 2_25 Tape Pee. 134134Forest* II

BVT2_25 HOW OFTEN DEMONSTRATES SCIENCE EXPERIMNT

Environmental science

RESPONSE CODES FPEQPER- VALIDCENT PCT

-----

Hoe often do you demonstrate a science experiment in.class?(CIRCLE ONE)

PER- VALIDRESPONSE CODES FREQ CENT PCTMajor topic--------

1

-----3116

-----7.0% 29.3% Almost every day

--------1

-----1305

----- .........-

2.9% 12.3%Minor topic 2 4302 9.7% 40.5% About ones c week 2 5538 12.4% N.V.ewRevi topic only 3 1159 2.6% 10.9% About ones a month 3 2270 U5.1% 21.4%Not covered at all 4 2043 4.6% 19.2% Less than once a month 4 1317 3.0% 12.4%RESERVED CODES:

Never 5 186 .4% 1.8%DON'T KNOW 6 3 .0% (MISS) RESERVED CODES:REFUSAL 7 17 .0% (MISS) REFUSAL 7 17 .0% (MISS)MISSING 8 228 .5% (MISS) MISSING 8 236 .5%-(MISS)LEGITIMATE SKIP 9 33544-----

75.6% (MISS) LEGITIMATE SKIP 9 33544 75.6% (MISS)TOTALS: 44512----- ....----

100.0% 100.0% TOTALS: 44512 100.0% 100.0%


Question 2 24P Tape Pos. 132 -132Format: 11

8YT224P EMPHASIS GIVEN TO OCEANOGRAPHY IN CLASS

Question 2.23 Tame Pos. 135-135Format: II

8YT2_26 HOW OFTEN STUDENTS CONDUCT EXPERIMENTS

How often do students conduct science experiments in thisclass? (CIRCLE ONE)

.

Oceanography


RESPONSE CODES FREQ

1327

PER- VALIDCENT PCT

Almost every day-.

1

----- -----3.0% 12.5%Major topic

1

-----3587

----- -----8.1% 33.9% About once a wet 2 5020 11.3% 47.3%Minor topic 2 23CS 5.2% 21.8% About once a month 3 2093 4.7% 19.7%Review topic only 3 676 1.5% 6.4% Loss than once a month 4 1407 3.2% 13.3%Not covered at all 4 4020 9.0% 38.0% Never 5 755 1.7% 7:1%RESERVED CODES:

RESERVED CODES:DON'T KNOW 6 2 .0% (MISS) REFUSAL 7- 17 .0% (MISS)REFUSAL 7 17 .0% (MItS) MISSING 8 249 .6% (MISS)MISSING 8 260 .6% (MISS) LEGITIMATE SKIP 9 33644 75.6% (MISS). LEGITIMATE SKIP 9 33644 75.6% (MISS)

-----44512

----- -----100.0* 1C0.0%

TOTALS:-----44512

----- -----100.0% 100.0%

TOTALS:


Question 2_27

Indicate whether or not you have access to sciencelaboratory facilities for your teaching in this class:

139

NELS $8: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Question Uth Tape Poe. 131111Fermata II

BYT2_27A ACCESS TO LAS Ili REGULAR CLASSROOM

in your regular oleseroom.


Vies 1

....---7321 11.5% 11.2%

2 3263 7.3% 30.1%RESERVED CCOES:

REFUSAL 7 17 .0% (MISS)SUSSING 8 259 .6% (MISS)LEGITIMATE SKIP 11 32844 76.1% (MISS)

....---

44512 100.0% 100.0%TOTALS:


Tape Pos. 137-137Fermata 11

REGULAR CLASSROOM

Question 1_2711

BVT2 278 ACCESS TO LAS OUTSIDE

outside your regular classroom.

PER- VALIDRESPONSE CODES FREQ. CENT PCT

Vas-

1

-----3556

----- -----8.0% 36.2%

No 2 6274 14,1% 63.8%RESERVED CODES:

REFUSAL 7 17 .0% (MISS)MISSING 8 1021 2.3% (MISS)LEGITIMATE SKIP 8 33644 75.6% (MISS)

TOTALS;-----44512

----- --100.0% 100.0%


Question 2_28 Tape Poe. 138-138Format: II

8772_28 AMOUNT OF SCIENCE EQUIPMENT FOR USE

Which of the following best describes the science equipmentyou have for students in this class to use? (CIPCLE ONE)

RESPONSE- -

Each one usually has his/herown equipmentOno student usually shareswith anotherGroups of studonts (3 or more)usually share equipmentI have little or no equipmentfor students to useRESERVED CODES:


TOTALS:


1

2

3

4

789

376

3724

4484

2002

17265

33644

44512

.8% 3.6%

8.4% 35.2%

10.1% 42.4%

4.5% 18.9%

.0% (MISS)6% (MISS)

75..6% (MISS)

100.0% 100.0%

Quelitien 2..21

Page 21

Tape Pee. 129-121PeraCtl 11

BYT2J1 CONDITION OF SCIENCE EQUIPMENT USED

What is the condition of the Wanes equipment you use inthis class? (CIRCLE ONE)


Excellent--"-'---

1 1643.----

3.7% 16.6%Geed 2 4434 10.0% 41.1%Fair 3 2824 1.3% 26.1%Poor 4 1126 2.6% 10.6%I have none s 571 1.3% 6.4%RESERVED CODES:

REFUSAL 7 17 .0% (MISS)MISSING 8 248 .6% (MISS)LEGITIMATE SKIP 9 33844 75.6% (MISS)

TOTALS:-----44512

----- -----100.0% 100.0%


NOsittlon 3_1Molla.M./

Tape Pos. 140-140Formatl II

6173_1 SEX CF TEACHER

What is your sae (CIRCLE ONE)

RESPONSE CODESPER- VALID

FREQ CENT PCT

Male-

1

----- --19524 43.9% 43.8%

Female 2 24888 56.1% 56.1%----- ----- -----44512 100.0% 100.0%TOTALS:

Question 3_2 Tape Pos. 141-141Format: II

8773_3 RACE Of TEACHER

Which beet describes you? (CIRCLE ONE)


Other 1 551 1.2% 1.3%Hispanic. regardless of race 2 1011 2.3% 2.3%Black, not of Hispanic Origin. 3 3565 8.0% 8.1%White, not of Hispanic Origin. 4 38718 87.0% 88.3%RESERVED CODES:DON'T KNOW 6 15 .0% (MISS)REFUSAL 7 373 .8% (uiss)MISSING 8 279 .R% (MISS)

TOTALS:--

100.0% 100.0%-----44512

NOTE: This variable was receded by NCES in accordancewith the confidentiality provisions of P1.1001-2971198%).

Question 3_3

What is the date of your birth?

NOTE: The month (3 3M and day (3 30) variables weresupp d by NOES in accordance with theconfidentiality ty provisions of PL100-297 (1988).

140


CODES

Tape Pee. 14210Formats 12


Tens Poo. 144-147Format: 12

CURRENT SCHOOL

how many years in total have you taught

PER- VALID

Question 3 5Question 2_3Y

BYT3_5 YEARS TAUGHT.1N

Counting this

11751_37 TEACHER'S BIRTH YEAR

Year

RESPONSE....--------

....................

1925 and baler,1

-.....--

726..............

1.6%...--...-

1.7%RESPONSE CODES FREQ CENT PCT

1 year---.........-

1

......... ..----5372 12.1% 12.2%

1926 - 1930 2 2007 4.5% 4.6%1931 - 1935 3 3314 7.4% 7.7% 2 years 2 3979 8.9% 9.0%1936 - 1940 4 4764 10.7% 11.0% 3 years 3 3571 8.0% 8.1%1941 - 1946 5 7721 17.3% 17.6% 4 years 4 2934 6.8% 6.6!1946 - 1950 6 10335 23.2% 23.9% 5 years 5 2673 6.C% 6.0%1951 - 1955 7 7094 15.9% 16.4% 6 - 7 years 6 3964 8.9% 9.0%1956 - 1960 6 4544 10.2% 10.5% 8 - 9 years 7 3942 8.9% 8.9%1961 and after 9 2803 6.3% 6.5% 10 - 11 years 8 3211 7.2% 7.3%RESERVED CODES:12 - 13 years 9 2334 5.2% 5.3%REFUSAL 97 537 1.2% (MISS) 14 - 15 years 10 2497 5.6% 5.6%MISSING 98 677 1.5% (MISS) 16 - 17 years 11 2406 5.4% 5.4%19 - 19

12 2471 5.6% 5.6%-----44612

-----100.0%

----.100.0%

TOTALS:20 or-more years 13 4649 10.9% 31.0%RESERVED COOES1

REFUSAL 97 48 .1% (MISS)(Refer to Question 3_3) MISSING 98 261 .6% (MISS)

-.........

44512---..-

100.0%-----100.0%

TOTALS:NOTE: This variable was receded by NCES in dance

with the confidentiality provisions of PL100-297(1988).

NOTE( This variable was receded by NOES in dancewith the confidentiality provisions of PL100-297(1988).

Question 3_4 Taps Pos. 144 -145Fornstt 12

8712 4 YEARS TAUGHT ELEMENTARY/SECONDARY LEVEL

Counting this year, how many years in betel have you taughtat either the elementary or secondary level?

PER- VALIDRESPONSE CODES FREQ CENT PCT*/...

Question 3,..1 Tape Poe. 148-146Format: 11

HELD

you hold from the

PER- VALID

6773_8 TYPE OF TEACHER CERTIFICATION

VeRatettc:rry::t::g7cipagattion)do

1 -3 years1 4756 10.7% 10.8% RESPONSE CODES FREQ CENT PCT4 - 6 years 2 4251 9.6% 9.6%

Regular or standard certifica----* --.---

7 - 9 years 3 4430 10.0% 10.0%10 - 12 years 4 5020 11.3% 11.4% LionI 39364 88.4% 89.0E13 - 15 years 5 5541 12.4% 12.5% Probationary certification.... 2 742 1.7% 1.7%16 - 18 years 6 6078 13.7% 13.8% Teuporary, provisional, or19 - 21 years 7 4442 10.0% 10.1% emergency certificate 3 1886 4.2% 4.3%22 - 24 years 8 3295 7.4% 7.3% I sm not certified 4 2249 5.1% 5.1%25 or more 9 6383 14.3% 14.4% RESERVED CODES:

_yearsRESERVED CODES:

DON'T KNOW 6 24 .1% (MISS)REFUSAL 97 40 .1% (MISS) REFUSAL 7 39 .1% (MISS)MISSING 98 276 .6% (MISS) MISSING 8 208 (MISS)TOTALS:..

TOTALS:-----44512

.5%---..- -----100.0% 100.0%

-----44512

----- -----100.0% 100.0%

NOTE: This variable was receded by NCES in accordancwith the confidentiality provisions of PL100-297(1988).

Question

In each of the following subjects, please indicate whetheror not you hold a certificate from the state where youteach. (CIRCLE ONE EACH)

141


Question 37A

BVT37A CERTIFICATE IN MATHEMATICS HELD

Mthsmstice

RESPONSE.-..--,-----

YeeNoRESERVED CODES:

DON'T etiOW.REFUSALMISSINGLEGITIMATE SKIP

TOTALS:


Question 3-TC

Tope Fos. 149.149Forest: II

CODES FREQ

1

--*--12611

2 29307

6 87 676 380II 2249

44512

PER- VALIDCENT PCT

-*--- -----28.1% 29.e%65.8% 70.1%

.0% (MISS)

.1% (MISS)

.9% (MISS)6.1% (MISS)

100.0% 100.0%

NG 8 380 .9% (MISS)LEGITIMATE SKIP 9 2249 6.1% (MISS)

BYT3_7C CERTIFICATE IN ENGLISH HELD

English

TOP, Pos. 1151-131Persist: II

.

TOTALS: 44512 100.0% 100.0%

CODES

-1

FREQ

162992 26527

7 678 3809 2249

44512

RESPONSE- -V.,NoRESERVED CODES:REFUSALMISSINGLEGITIMATE SKIP

TOTALS:

Question 3..79 Tees Pos. 152 -162Forest: II

svilja CERTIFICATE IN SOCIAL STUDIES HELD

Social Studies


Pam. 23


Question 3..79 Tees Pos. 152 -162Forest: II

svilja CERTIFICATE IN SOCIAL STUDIES HELD

Social Studies

Question 3...SAI Tape Pos. 154-154Format: II

BYT3 9A1 BACHELOR'S DEGREE MAJOR IN EDUCATION

Education


--.---

'fee 1 1643D 36.9% 39.3%No 2 25388 57.0% 60.7sRESERVED CODES:

REFUSAL 7 67 .1% (MISS)MISSING a 388 .9% (MISS)LEGITIMATE SKIP 9 2249 6.1% (MISS)

TOTALS:-----44612

----- -----100.0% 100.0%


RESPONSE

Question 3 8 Tope Pos. 163 -153Format: 21

Pam. 23

NDTE: This variable was receded by SCES in accordancewith the conffdentislity provisions of PL100-297(1988).


PER VALID Question 3_9CENT PCT-34.4% 36.6%59.6% 63.4%

What were your major and minor fields of study for your.1% (PISS) BACHELOR'S degree ONLY? (CIRCLE ALL THAT APPLY).9% (MISS)

6.1% (MISS)

142

100.0% 100.0%


Question 3...SAI Tape Pos. 154-154Format: II

BYT3 9A1 BACHELOR'S DEGREE MAJOR IN EDUCATION

Education

Yes 1 16845 37.8% 38.5%No 2 26935 60.5% 61.5%RESERVED CODES:

REFUSAL 7 33 .1% (MISS)MISSING 8 567 1.3% (MISS)LEGITIMATE SKIP 9 129 .3% (MISS)

Question 3 8 Tope Pos. 163 -153Format: 21

RESPONSE

TOTALS: 44512 100.0% 100.0%


Yes 1 16845 37.8% 38.5%No 2 26935 60.5% 61.5%RESERVED CODES:


TOTALS: 44512 100.0% 100.0%



--.---

'fee 1 1643D 36.9% 39.3%No 2 25388 57.0% 60.7sRESERVED CODES:

REFUSAL 7 67 .1% (MISS)MISSING a 388 .9% (MISS)LEGITIMATE SKIP 9 2249 6.1% (MISS)

----- ----- -----TOTALS: 44612 100.0% 100.0%

142

NDTE: This variable was receded by SCES in accordancewith the conffdentislity provisions of PL100-297(1988).

P.O. 24

211.Questien 3..181

NELS 8Sc BASE YEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Togs Pol. 1811111Fermat* I1

BY73.1A2 BACHELOR'S DEGREE MINOR IN EDUCATION

Education

RESPONSE CODES

iNiestien MCI Tega Ill -188Permit, II

SYT3_901 BACHELOR'S DEGREE MAJOR IN HISTORY

History (or Social Studies/S*010 Salines)

PER.. VALIDPER'. VALID RESPONSE CODES MUM CENT POTFREQ CENT PCT ...................... ..--........--..........- ____ ......-.. ...--.. Yes1 10188 23.8% 24.2%Yes 1 8153 13.S% 14.011 No 2 3304 74.11% 71.8%No 2 37805 84.911 88.01 RESERVED 20018:RESERVED CODES:

REFUSAL 7 33 .11 (MISS)REFUSAL 7 3: .1% (MSS) MISSING 8 587 1.3% (MISS)MISSING a 392 .2% (MISS) LEGITIMATE SKIP 1 128 .3% (MISS)LEGITIMATE SKI? a 129 .3% (MISS)-....-- ----- TOTALS: 44512 100.0% 100.0%TOTALS: 44512 100.0% 100.0%


. Question 3_1E1 Tape Pee. 158-156Periwigs II

BYT5_981 BACHELOR'S DEGREE MAJOR IN ENGLISH

English


Question 3_1102 Tap* lies. 181-158Forest: II

SYT3_9C2 BACHELOR'S DEGREE MINOR IN HISTORY

History (or Social Studios/Seals, Science)

PER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCTRESPONSE CODES FREQ CENT PCT ----- -...--- -----------..- ----- ----- ----- yam1 7881 17.2% 17.4%Yes 1 7883 17.7% 18.0% No 2 36297 81.6% 82.6%No 2 3C920 80.7% 82.0% RESERVED CODES:RESERVED CODES*

REFUSAL 7 33 .1% (MISS)REFUSAL 7 33 .1% (MISS) MISSING 8 402 .9% (MISS)MISSING 8 567 1.3% (MISS) LEGITIMATE SKIP 9 129 .3% (MISS)LEGITIMATE SKIP 9 129 .3% (MISS) -----44512

----- -----100.0% 100.0%

TOTALS:-----44512

----- -----100.0% 100.0%

TOTALS:

(Refer to Question 3_9) (Refer to Question 3_9)

Question 3_901 Tope Pos. 1110-1110Question 3_922 Tope Pea. 157-157Format: IIFormats II

SYT3 _91)2 BACHELOR'S DEGREE MINOR IN ENGLISH 8YT3_901 BACHELOR'S DEGREE MAJOR IN MATHEMATICS

MathematicsEnglish

aSPONSEPER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCTCODESFREQ CENT PCT -- - - - -- - -- ..---..--- - . -- - --..----*- - -- - - Yes

1 6063 11.4% 11.5%Yes 1 5682 12.8% 12.9% No 2 38730 87.0% 88.5%No2 38266 66.0% 87.1% RESERVED CODES:RESERVED =ES:

REFUSAL 7 33 .1% (MISS)REFUSAL 7 33 .1% (MISS) MISSING 8 567 1.3% (MISS)MISSING 8 402 .9% (MISS) LEGITIMATE SKIP 9 129 .3% (MISS)LEGITIMATE SKIP 9 129 .3% (MISS)---- - -------- TOTALS: 44512 100.0% 100.0%

----- -----100.0% 100.0%TOTALS: 44512


14

NELS 88: EASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Question 3_1102 Taps Pes..1111.-01Fermat* II

SY13_902 BACHELOR'S DEGREE MINOR IN MATHEMATICS

Mathematics

RESPONSE CODES

Page 25

Question 3_2Y1 Tape Pos. 114-184Formats

BYT3_101 BACHELOR'S DEGREE MAJOR IN FOREIGN LANG

Foreign Language

PER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCT

---------- ------- --- -----FREQ CENT PCT,

, ----,- --- Yes 1 671 2.0% 2.0%

Yes 1 4305 6.7% 11.8% No 2 42912 96.4% 96.0%No 2 38643 69.1% 9042% RESERVED CODES:RESERVED CODES,'REFUSAL 7 '33 .1% (MISS)

REFUSALMISSING

711

33667

.1% (MISS)1.3% (MISS)

MISSING 8 402 .9% (MISS) LEGITIMATE OKIP 9 129 .3% (MISS)LEGITIMATE SKIP 9 129

-----.3% (MISS)

----- ----- TOTALS:-- ---- -100.0% 100.0%

-----44512

,TOTALS: 44512 100.0% 100.0%


amostom a_pal Taps Pee. 1112-162Fermat: II

111/73_9E1 BACHELOR'S DEGREE MAJOR IN SCIENCE

Natural/physical Sciences

RESPONSE CODES


Question 3_11F2

BYT3_11F2 BACHELOR'S

Foreign Language

Tape Pos. 1115.1116Formoti II

DEGREE MINORIN FOREIGN LANG


FREQ CENT PCT ----- ----- ---- - -

---7------ --------'13.8%

Yes 1 4.76'Yes 1 6130 14.0% No 2 4182082 94.16% 95.3%

2 37653 84.6% 66.0% RESERVED CODES:RESERVED CODES: REFUSAL 7 33 .1% (MISS)REFUSAL 7 33 .1% (MISS) MISSING a 402 .9% (MISS)MISSING S 587 1.3% (MISS) LEGITIMATE SKIP 8 129 .3% (MISS)LEGITIMATE SKIP 9 ' 129 .3% (MISS) ----- ----- -- - --

--- - - ---- ----- TOTALS: 44512 100.0% 100.0%TOTALS: 44512 100.0% 100.0%


Question 3_9E2 Tape Pos. 183-163Formats II

BYT3_9E2 BACHELOR'S DEGREE MINOR IN SCIENCE

Netural/Physical Sciences

RESPONSE


Question 3_11G1 Taps Pos. 168-186Format: II

BYT3_9G1 BACHELOR'S DEGREE MAJOR IN OTHERAREA- 1

Other (please specify)


CODES FREQ CENT PCT -----Yes 1 7113 16.0% 16.3%

Yes 1 6238 14.0% 14.2% No 2 36647 62.3% 83.76No 2 37710 84.7% 85.8% RESERVED CODES:RESERVED CODES: REFUSAL 7 33 .1% (MISS)

REFUSAL 7 33 .1% (MISS) MISSING 8 690 1.3% (MISS)MISSING 8 402 .9% (MISS) LEGITIMATE SKIP 9 129 .3% (MISS)LEGITIMATE SKIP 9 129 .3% (MISS)

TOTALS: 44512 100.0% 100.0%TOTALS: 44512 100.0% 100.0%

(Refer to Question 3_9)(Refer to Question 3_9)

144

EELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Qmeatien 3.902 Tape Pes. 157.167Fermat: It

11V13.602 BACHELOR'S OECREE MINOR IN OTHER AREA- I

Other (pleas. specify)

Quettien Tape Pea. 170-170Fermat: II

11113_10A 'NOT APPLICABLE - 40 GRADUATE OEGREE

No applicable; no graduate degree

PER- VALIDPER- VALID RESPONSE CODES Ff.:.w CENT PCTRESPONSE CODES FREQ CENT PCT---,--........--.........


REFUSAL.MISSINGLEGITIMATE SKIP

TOTALS:

1

2

789

548338452

33415129

--....-.

12.3%86.4%

.1%

.9%:3%

12.6%57.6%

(MISS)(MISS)(MISS)----100.0%

YesMaRESERVED CODES:


T OTALS:

1

2

789

2482419445

18288129

65.3%43.7%

.0%

.7%.3%

-55.9%44.1%

(MISS)(MISS)(MISS)-----

44512-----100.0%

--..--

100.0%--.--44512

------100.0%

(Refer to Qsleet(on 3_9)

Question 3_947 Tape Pee. 11156Fermat: 11

BYT3_,H1 BACHELOR'S OECREE MAJOR 1)I OTHEICAREA- 2

Other (pies., specify)

(Refer'to Question 3_10)

QUestien 310AI Tape Pee. 171171Fermat: II

0Y7310.41 GRADUATE DEGREE MAJOR INEDUCATION

Education

PER- VALIDPER- VALID RESPONSE CODES FPEQ CENT POTRESPONSE CODES FREQ CENT PCT ...--. NOM * *YeeNoRESERVED CODES:

REFUSALMISSING ,

LEGITIMATE SKIP

TOTALS:

1

2

789

M.*.691

43188

33671129

..1.3% 1.3%

97.0% 95.7%

.1% (MISS)1.3% (MISS).3% (MISS)

YO.,NoRESERVED CODES:


T OTALS:

I

2

7a9

107116670

33446

24763

24.1% 65.6%19.3% 44.4%

.1i (MISS)1.0% (MISS)

55.6% (MISS)-----44612

.---- -----100.0% 100.0%

.....--

44612----- ..--....

100.0% 100.0%

(Refer to QUesticin 3_9) (Refer to Question 3_10)

Tape Pos. 1119..189.Format: II

MINOR IN OTHER AREA- 2

Tape Pes. 172-172Format: II

MINOR IN EDUCATION

Question 310A2Question 3.. 9H2

SYT310A2 GRADUATE OEGREE

Education

8fT3_9H2 .BACHELOR'S DEGREE


PER- VALIdRESPONSE CODES FREQ CENT PCTPER- VALID ---------- --- - - -----RESPONSE CODES FREQ CENT PCT lens1 1769 4.0% 9.2%--- - - - - -

------ No 2 17613 39.3% 90.8%1 1819 4.1% 4.1% RESERVED CODES:No 2 42135 94.7% 95.9% 0011.1* KNOW 6 12 .0% (MISS)RESERVED CODES:REFUSAL 7 47 .1% (MISS)REFUSAL 7 33 .1% (MISS) MISSING 8 418 .9% (MISS)MISSING 8 396 .9% (MISS) LEGITIMATE SKIP 9 24762 66.6% (MISS)LEGITIMATE SKIP 9 129 .3% (MISS)

----- -----TOTALS: 44612

-----10U.0%

----100.0%

T OTALS: 44612 100.0% 100.0%


Question 3_10

If you have sssss d GRADUATE DEGREE whet were your majorend minor fields of study for your HIGHEST graduate degree,


145

NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT) Page 27

Tope Pos. 171 -171QUortion 91002QU0Otion 910111 Tops Poe. 173 -173 Forests 11

Forest: IISYT310C2 GRADUATE DEGREE MINOR IN HISTORY

SYT31061 GRADUATE DEGREE MAJOR IN ENGLISHHistory (or Social Studios/Social Scionco)

English PER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCT

RESPONSECODES FREQ .CENT PCT - - --.. -------- ----- -----1213

-----2.7% 6.3%

--. -r- .. .-- Yell 1-.-----1

--*--2.5% 1.7%Yes 1300 No 2 '8069 40.8% 13.7%

No 2 1711110 40.4% 93.3% RESERVED WOES:RESERVED CODES: DON'T KNOW 6 12 .0% (MISS)

REFUSAL 7 33 .1% (MISS) REFUSAL 7 47 .1% (MISS)

MISSING 8 436 1.0% (MISS) 'MISSING 8 418 .5% (MISS)

LEGITIMATE SKIP 11 24763 664% (MISS) LEGITIMATE SKIP II 24763 66.6% (MISS)

TOTALS:.--.---44612

----- .-----,100.0% 100.0% TOTALS:

---44512 100.0% 100.0%

(Refer to Question 3_10) (Rofer to QUOStiOn kJ())

6

Quoatfen 310E2 T.P. Pose 174-174 Question 31001 Teo' Pos. 111-117Forest: II Forests 11

SYT310112 GRADUATE DEGREE MINOR IN ENGLISH SYT31001 GRADUATE DEGREE MAJOR IN MATHEMATICS

English Mathoosties

RESPONSE CODES--.-- -1

2

6769

FREQ

97918303

1247

41824753

44612

PER- VALIDCENT PCT

-.--- -----2.2% 6.1%

41.1% 114.11%

.0% (MISS)

.1% (MISS)

.11% (MISS)65.8% (MISS)

----- -----100.0% 100.0%


DON'T KNOWREFUSALMISSINGLEGITIMATE ;SIP

TOTALS:


Question 31001 Taps Pos. 176-175Forests 11

DYT310C1 GRADUATE DECREE MAJOR IN HISTORY 4

History (or Social Studios/,Social Science)


Yoe 1 2011 4.5% 10.4%No 2 17279 38.8% 89.6%RESERVED CODES:

REFUSAL 7 33 .1% (MISS)MISSING a 436 1.0% (MISS)LEGITIMATE SKIP 9 24763 55.6% (MISS)

TOTALS: 44612 100.0% 100.06

RESPONSE CODES FREQ

101318277

33436

24753-----44512

PER- VALIDCENT PCT

V.,NoRESERVED CODES:


TOTALS:

1

2

7a9

---- .-----2.3% 6.3%

41.1% 94.7%

.1% (MISS)1.0% (MISS)

56.6% (MISS)----- -----100.0% 100.0%

(Rotor to Question 3_10)

Question 31002 Taps Pos. 178-178orostl 11

BYT31002 GRADUATE DEGREE MINOR IN MATHEMATICS

KeithOmatics


Yips 1 888-- - --

2.0% 4.6 %Ne 2 '8394 41.3% 95.4%RESERVED CODES:

DON'T KNOW 6 12 .011 (MISS)REFUSAL 7 47 .1% (MISS)MISSING 8 418 .9% (MISS)LEGITIMATE SKIP 9 24763 65.6% (MISS)

-....- --..

TOTALS: 44612 100.0% 100.0%

(Refer to Quostlon 3_10) (Rotor to Question 3_10)

.1 4

,Questieft 31011

NELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER - STUDENT)

8VT310E1 GRADUATE DEGREE MAJOR IN SCIENCE

Tee. Pos. 1711..118Fermate II

310P2 Tape lies. 112..182Permit* II

9YT310f2 GRADUATE DEGREE MINOR IN FOREIGN LANG

Nature) /Physical Sciences

RESPONSE CODESFREQ PER- VALIDCENT PCT

Foreign Language

RESPONSE CODES FREQPER- VALIDCENT PCT-----

1

-71

---- .----.2% .4%Ve

1

---.--Ian

----- -----4.2% 9.7% NoNos 2 19211 43.2% Mg%No 2 17426 39.2% 90.3% RESERVED CODES:RESERVED CODES:

DON'T KNOW 8 12 .0% (MISS)REFUSAL 7 33 .1% (MISS) REFUSAL 7 47 .1% (MISS)MISSING 8 438 1.0% (MISS) MISSING 6 418 .9% (MISS)LEGITIMATE SKIP 8 24753 66.E% (MISS) LEGITIMATE SKIP 8 24763 5i..6% (MISS)TOTALS:

-----44612

----- .-100.0% 100.0% TOTALS: 44512 100.0% 100.0%


Question 310E2

8V1310E2 GRADUATE DECREE MINOR IN SCIENCE

(Refer to 04.108t1on 10)

Tape Pee. 180.180 Questlien 31001 Tape Pee. 183..183Persist: IfPermit Ii

BYT31001 GRADUATE DEGREE MAJOR IN OTHER AREA - 1Natural/Physical Sciences

RESPONSE CODES FREQPER- VALIOCENT POT

-ether (please specify)


---------Ves

1 1082 2.4% 8.5% Yes1 4714

*FM.10.6% 24.4%No 2 16220 40.0% 94.6% No 2 14676 32.7% 76.6%RESERVED,CODES:

DON'T KNOW 6 12 .0% (MISS)RESERVEDREFUSAL

CCOES:,

7 33 .1% (MISS)REFUSAL 7 47 .1% (MISS) MISSING 8 436 1.0% (MISS)MISSING a 418 .9% (MSS) LEGITIMATE SKIP 9 24753 55.6% (MISS)LEGITIMATE SKIP 9 24753

----- 56.6% (MISS)TOTALS: 44512 100.0% 100.0%

--..-- -----100.0% 100.0%

TOTALS: 44612


Question 310F1 Tope Eps. 181-181Format: II

SYT310F1 GRADUATE DEGREE MAJOR IN FOREIGN LANG

Foreign Language

RESPONSE .


Question 310G2 Tope Poe. 184-184'Format: 11

SVT31G2 GRADUATE0 DEGREE MINOR IN OTHER AREA - 1

Other (pleas specify)

PER- VALIDPER- VALIO RESPONSE CODES FREQ CENT PCTCOOES FREQ CENT ' PCT ---------- ----- yes1 1049 2.4% 5.4%Vies

1 200 .4% 1.0% No 2 16233 41.0% 84.6%No 2 19090 42.9% 99.0% RESERVED CODES:RESERVED CODES:DON'T KNOW 6 12 .0% (MISS)REFUSAL 7 33 .1% (MISS) REFUSAL 7 47 .1% (MISS)MISSING a 436 1.0m (MISS) MISSING 6 413 .9% (MISS)LEGITIMATE SKIP 9 24753

..---65.6% (MISS)----- ----- LEGITIMATE SKIP 8 24753 55.6% (MISS)

. -- - --TOTALS: 44512 100.0% 100.0% TOTALS: 44512 100.0% 100.0%


147

NELS 68: EASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT) Page 28

Topa foe. 187.148Formatt 12

Question 3_111*Motion 310H1 Tape Pea. 166.185

SYT3..t18 VIM OP RAOHILOR,8 DKORIK

Year of Degree (or meet recent attendants)

Formal II

3Y1410111 GRADUATE DEGREE MAJOR IN OTHER AREA - 2

Other (Osage specify) PER- VALIDPER- VALID RESPONSE CODES Mtn CENT 8C-

RESPONSE CODES FM CENT PCT .......... --,----Before 050 41

..... ..- .1.411 1.4%624---.--

Yes I SOS 1.3% 3.1% 1110-1152 62 883 1.1% 2.0%No 2 18812 42.0% 66,S% 11531855 SI 1101 2.5% 2.5%RESERVED 000111 15E5 -1851 68 1417 3.2% 3.2%

REFUSAL 7 33 0% (MISS) 1652 SS 112 2.0% 2.1%81158180 $ 4311 1.0% (MISS) 11110 SO 515 1.6% 14%LEGITIMATE SltiP 1 24763 15.11.% 112.2) St 873 2.2% 2.27.MI

62 680 1.1% 2.0%TOTALSi 44512 100.0% 100.0% 1153 63 1113 2.7% 2.7%

1$164 64 1342 3.0% 3.1%1165 115 1392 3.1% 3.2%1988 118 1435 3.2% 3.3%

(Refer to Question 3_10) 1887 87 1708 3.6% 3.1%1168 68 1859 4.2% 4.3%1889 69 2069 4.1501 4.7%1270 70 2442 5.5% 5.611

1871 71 1119 4.3% 4.4%1872 72 1626 4.1% 4.2%1073 73 2021 4.11% 4.6%1174 74 1458 3.4% 3.4%1675 75 1817 3.15% 3.7%1176 78 12118 2.9% 3.0%

Quietism 310H2 Tape Pee. 166-188 1177 77 194 2.2% 2.3%1978 78 1240 2.8% 2.8%Fermatl 111975 79 1040 2.3% 2.4%

1197310N: GRADUATE DEGREE MINOR IN OTHER AREA :. 2 1980 80 807 2.0% 2.0%1181 SI 1175 2.8% 2.7%

Other (plisses specify) 1162 82 1013 2.3% 2.3%1883 83 1105 2.5% 2.5%

PER- VALID 1884 64 985 2.2% 2.3%RESPONSE CODES FREQ CENT PCT 1985 85 1168 2.6% 2.7%

---------- - -- -- ...- ** 1886 86 1401 3.1% 3.2%Vee 1 425 1.0% 2.2% 1967 -1988 65 1455 3.3% 3.3%No 2 16857 42.4% 97.8% RESERVED COOESIRESERVED COOESi DON'T KNOW 96 14 .0% (MISS)DON'T KNOW 6 12 .0% (M1110 REFUSAL 97 248 .6% (MISS)REFUSAL 7 47 .1% (MISS', MISSING 98 459 1.0% (10118)111881113 8 416 .9% (MISS' LEGITIMATE SKIP 99 129 .3% (MISS)LEGITIMATE SKIP 9 24753 55.6% 0,0118 ----- ----- -----

----- TOTALS' 44512 100.0% 100.0%TVITAL8i 44512 100.0% 100.011.


Question 3..11

Please print the name of the toilets or university at tinichyou received your bachelor's degree end indicate the yearof your degree (or your most recent attendance).

(PLEASE PRINT NiME. DO NOT ABBREVIATE)

NOTES This variable (3_11A) was supp d by NCES inaccordance with the confidentiality provisionsof PL100-297 (1988).


NOTES This variable wee recoded by NCES in dance withthe confidentiality provisions of PL100-297 (1988).

Question 3_12

Please print the name of the college or university which youreceived your master's or other graduate degree (or have

d graduate credits) and Indicate the year of yourdegree (or of your most t attendance). If you havecompleted more than one graduate degree. please fill in theInformation below for your highest degree. IF YOU HAVE NOTCOMPLETED A GRADUATE DEGREE please give the mime of thecollege or university at which you have earned the largestnumber of graduate credits.

I:Wootton 3..128

Not applicable; No graduate credits

NOTES This variable was stop d by RCVS in accordancewith the confidentiality provisions of PL100-297(1988).

Question 3_12S


Question 3_14

In what language(*) are you proficl.ntl (CIRCLE ALL THATName of College/University APPLY)

NOTE* This variable was sup d by NOES in accordancewith the confidentiality provision of PL100-297(1888).

EDEGREE

Tap* Pte. 185-180Format* 12

CODES

TapeFormat*

FREE!

Pea. 182-182

PER- VALIDCENT PCT

----- ---,...

PCT

Question 3_14A

8Y73_14A PROFICIENT IN FRENCH

French

RESPONSE

(bastion 2_12C

8773_12C YEAR Of GRADUATEYes

1

-----2254 5.1% 31.9%Year of Degree (or most t attendance) No 2 4808 10.11% 18.1%RESERVED CODES*

PER- VALID REFUSAL 7 42 .1% (MISS)RE2VONSE CODES FREQ CENT PCT MISSING 6 352 .11% (MISS)Estate 11140 69

-----686

.----- -----1.2% 1.7%

LEGITIMATE SEIP -8 37055 83.2% (MISS)-----44612

----. ---.-100.0% 100.0%

1960-19113 83 736 '1.7% 2.2% TOTALS* -1964-1968 88 1045 2.3% 3.1%1987-11188 58 864 1.9% 2.6%1968 811 747 1.7% 2.2%1970 70 128 2.1% 2.2% (Rotor to Question 3_14)1971 71 785 1.7% 2.3%1972 72 1488 3.3% 4.4%1973 73 1108 2.6% 3.3%1874 74 881 2.2% 2.9%1875 76 1240 2.8% 3.7%1878 78 1104 2.6% 3.3%1977 77 1181 2.6% 3.6%1978 78 1403 3.2% 4.2%1979.. 79 1245 2.6% 3.7%

Question 3_1481980 80 1329 3.0% 4.0% Tops Pos. 183-11121981 81 1406 3.2% 4.2% Format* 111962 62 1072 ,-4% 3.2%1963 83 1367 1 '% 4.1% 11Y73_148 PROFICIENT IN GERMAN1984 84 1538 3.5% 4.6%1965 65 1800 4.0% 6.4% Gstrann18118 86 2472 6.6% 7.4%1987 87 3834 8.6% 11.4%

PER-. VALID1988 88 3387 7.8% 10.0% RESP1%3E CODES FREQ CENT PCTRESERVED CODES* - ----YesDON'T KNOW 56 66 .2% (MISS) 1407 3.2% 19.E%REFUSAL 97 263 .6% (MISS) No 2 6653 12.7% 80.1%MISSING 98 1489' 3.4% (MISS) RESERVED COOESSLEGITIMATE SKIP 89 9133 20.5% (6/118) REFUSAL 7 42 .1% (MISS)----- - - - - MISSING a 352 .8% (MISS)TOTALS: 44512 100.0% 100.0% LEGITIMATE SKIP . 37056 83.2% (MISS)

TOTALS: 44612 100.0% 100.0%(Rotor to Question 3_12)

NOTE: This vstiebis was racodod by NCES in occordercawith the confidentiality provisions of P1.300-287(1988).

(Rater to Question 3_14)

Tap. Pos. 194-194Formats

Questlen 3_14C

BYT3_14C PROFICIENT IN GREEKQuestion 3_13 Tops Pas. 181.-911Gres*Format* II

BYT3_13 PROFICIENT IN LANGUAGE OTHR THAN ENGLISHPER- VALID

Are you proficient in any Isnguags(s) other then English') --..RESPONSE CODES FRED CENT

--- PCTYes I 123 .3% 1.7%PER VALID No 2 6940 15.8% 98.3%RESPONSE CODES FREQ CENT PCT RESERVED CODES*--------- -----*-- ----- ----- REFUSAL 7 42 .1% (MISS)Vol

1 7088 16.9% 16.1% MISSING a 352 .8% (MISS)No 2 37055 83.2% 83.9% LEGITIMATE SKIP 9 37055 83.2% (MISS)RESERVED CODES* ----.REFUSAL 7 42 .1% (MISS) TOTALS* 44512 100.0% 100.0%MISSING 8 328 .7% (MISS)-- -

TOTALS: 44512 100.0% 100.0%(Rohm to Question 3_14)

149

NELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT) Page 31

Tape Pos. 128-128Question 2_140Question 2..142 Timm Poe. 196-11111 Foroati II

Forests II9YT3_14G PROFICIENT IN SPANISH

9YT3_14D PROFICIENT IN ITALIANSparish

Italian PER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCT

----- -----RESPONSE CODES FREQ CENT PCT

----- 1

---------- --------Vits

-----3164 7.1% 44.8%

s,No

1 205 .6% 2.6*2 8850 15.4% 97.1%

NoRESERVED CODES:

2 3899 6.5% 55.2%

RESERVED CODES: REFUSAL 7 42 .1% (MISS)REFUSAL 7 42 .1% (MISS) MISSING 6 362 .8% (MISS)MISSINGLEGITIMATE SKIP

$ 352 .8% (MISS)I 37055 83.2% (MISS)

--- - - -----

LEGITIMATE SKIP

TOTALS:

9 37055-----44512

83.2% (MISS)----- - -- - -100.0% 100.0%

TOTALC! 44512 100.0% 100.0%


Tapp Poe. 1116-1116Formats II

PER- VALIDCODESFREQ CENT PCT

----- ----- -- ---1 CO3 .2% 1.5%2 6960 15.6% 98.6%

7 42 .1% (MISS)8 362 .8% (MISS)9 37056 83.2% (MISS)

- - -44512 100.0% 100.0%

TapeFormatos

CODES FREQ

Ps. 199-1119II

PER- VALIDCENT PCT----- -----

.0% .2%15.8% 99.8%

.1% (MISS)

.6% (MISS)83.2% (MISS)

Question 2_1411Question 3_141

6YT3_14H PROFICIENT IN CHINESE

Chines*

RESPONSE

9YT3_14E PROFICIENT IN POLISH

Polish

RESPONSE

VesVasNoRESERVED CODES:REFUSALMISSING

'LEGITIMATE SKIP

TOTALS:

--------

NosNoRESERVED CODES:REFUSALMISSINGLEGITIMATE 8111P

TOTALS:

-----1 152 7048

7 42$ 3529 37056

44512-----100.C% 100.0%


Tape Pos. 197-197Format: 11

ForTapmat:e Pos. 200-200Question 3_141

Question 3_14F

8173_141 PROFICIENT IN JAPANESEalr.m.WSYT3_14F PROFICIENT IN PORTUGUESE

JapanesePortuguese


RESPONSE CODES FREQ CENT PCT ----- -Via 1 67 .2% .9%

Vas 1 95 .2% 1.3% No 2 6996 15.7% 99.1%No 2 6966 15.7% 98.7% RESERVED CODES:RESERVED CODES: REFUSAL 7 42 .1% (MISS)REFUSAL 7 42 .1% (MISS) MISSING $ 352 .8% (MISS)MIGITIMSSING

$352 8% (MISS) LEGITIMATE SKIP 9 37055 63.2% (MISS)

LE ATE SKIP 9 37055 83. MISS).- TOTALS: 44512 100.0% 100.0%

TOTALS: 44512 100.0% 100.0%

to Question 3_14)(Refer to Question 3_14)

15 0

Fags 32

&motion 3_144

EELS 88: EASE YEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

1013..14.1 PROFICIENT IN KOREAN

Korean

Tape Pos. 201 -201Format! 11

114111108n 2Jiti

9YT3_1411 PROFICIENT IN OTHER LANGUAGE


Taps Pos. 204204Perini: II

RESPONSE CODES PRIGPER- VALIDCENT ?CT

RESPONSE CODES...NO =4....I

2

739

FREQMN.998

11082

42135

37056

PER- VALIDCENT PCT

VesNoRESERVED CODES:


TOTALS,

2.2% 14.1%13.7% 88.80


83.2% (MISS)

VosNoRESERVED CODES:


TOTALS:

i

2

789

611.400620

7043

42352

37058

.0% .3%111.8% 1111.7%

.1% (MISS)

.8% (MISS)83.2% (MISS)

.....--

44512..---- -....--

100.0% 100.0%'44512.......-- ---100.0% 100.0%

(Refer to Question 3_14) (Refer to Question 3..1e)

aiPos.

1205-206

For. m2IN

about the non-English

Question 3_15Question 3_14K Tape Pos. 202-202

BYT3_115 LANGUAGE MOST PROFICIENT

Please answer the following questions

Format: II9112_14K PROFICIENT IN A FILIPINO LANGUAGE

A Filipino languagelanguage In which you are most proficient. (IF YOU KNOW MORETHAN ONE NON-ENGLISH LANGUAGE. ANSWER WITH REGARD TO THEPER- VALID LANGUAGE IN WHICH YOU ARE MOST PROFICIENT. PLEASE WRITERESPONSE CODES FREQ CENT POT THE NAME OF THAT LANGUAGE ON THE LINE BELOW.)----..--- ..---- ----- -----Yes

1 135 .3% 1.9%PER VALID

No 2 6928 15.6% 98.1% RESPONSE CODES FREQ CENT PCTRESERVED CODES:

French1

-----1807

----- ....-4.1% 25.6%

REFUSAL 7 42 .1% (MISS)MISSING 8 352 .8% (MISS) German 2 1046 2.3% 14.8%LEGITIMATE SKIP 9 37055 83.2% (MISS) Croak 3 79 .291, 1.1%Italian 4 96 .2% 1.4%----- ----- -----TOTALS: 44512 100.0% 100.0% Polish 5 Be .2% 1.4%Portuguese 6 30 .1% .4%Spaniel% 7 2663 6.4% 40.6%Chinese 8 15 .0% .2%(Refer to Question 3_14)

Jep 9 50 .1% .7%Korean 10 20 .0% .3%A Filipino language 11 135 .3% 1.9%An Indochinese language 12 16 .0% .2%OtherVEDlanguage

RESER CODES:.

13 801 1.8% 11.4%REFUSAL 97 42 .1% (MISS)MISSING 98 359 .8% (MISS)LEGITIMATE SKIP 99 37055 83.2% (MISS)

----- ----- -----Question 3_14L Tape Pos. 203-203 TOTALS: 44512 100.0% 100.0%Format: II

BYT3,_t4L PROFICIENT IN AN INDOCHINESE LANGUAGE

An Indochinese language

RESPONSE- - --,.- - -

YesNoRESERYFO CODES:


TOTALS:

CODES FREE)----

167047

42352

37055---- -44512

PER-CENT

----.-

.0%15.8%

.11i

.8%83.2%

-----100.0%

VALIDPCT

--- -.2%

59.8%

(MISS)(MISS)(MISS)- ----100.0%

t

2

789

Question 3_16

With regard to thAt language. how well do you do thefollowing? (CIRCLE ALL THAT APPLY)


151

NELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT) Page 33

How well do you. . .

How well do you. . .

Question 3_19D Taps Pee. 210-210Qmostien 3..111A Tape Pos. 207 -207 Formats II

Ferastl 11BYT3_160 HOW WELL TEACHER WRITES LANGUAGE

BYT3 16A HOW WELL TEACIER UNDERSTANDS LANGUAGEWrite that language

Understand that languagePER- VALID

PER- VALID RESPONSE CODES FREQ CENT PCTRESPCNSE COOE, FREQ Ck.DT PCT ----

1368Vero wall 1

----- -----3.1% 19.5%

Very well. *

1

-----2659

.----- .----5.7% 36.3% Pretty well 2 1527 3.4% 21:8%

Pretty well 2 2230 5.0% 31.6% Wall- 3 1770 4.0% 26.2%Ifell 3 1738 3.9% 24.7% Not very well 4 2353 5.3% 33.5%Not very well 4 520 1.2% 7.4% RESERVED CODES:RESERVED CODES: REFUSAL 7 42 .1% (MISS)

REFUSAL 7 42 .15 (MISS) MISSING 8 397 .9% (MISS)MISSING 8 368 .6% (MISS) LEGITIMATE SKIP 9 37055 83.2% (MISS)LEGITIMATE SKIP 9 37055 83.2% (MISS) -----

44512--- -----

100.0% 100.0%----- TOTALS:----- -----100.C% 100.0%TOTALS! 44512

(Rhfer to Question 3 16)(Rail, to Question 3_16)

How well do you. . . Question 3_17

Quostion 3_163 Tape Pos. 208 -208 Which of the following statsments accurately describe yourFormatl 11 past experience with the language other than English In

which you are most proficient? (CIRCLE ONE EACH)'111.12_168 HOW WELL TEACHER SPEAKS LANGUAGE

Spook that language


Very well 1

-----1604

----- -----3.6% 22.8%

Pretty well 2 2095 4.7% 29.8%Question 3_17AWell 3 1614 3.6% 23.0% Tape Pos. 211-211

Not very well 4 1717 3.9% 24.4% Formats IIRESERVED CODES;

REFUSAL 7 42 .1% (MISS) 8YT3 17A IS NATIVE SPEAKER OF LANGUAGEMISSING 8 385 .9% (MISS)LEGITIMATE SKIP. a 9 37055

-----83.2% (MISS)----- -----

I am a nklive Speaker of the language

TOTALS: 44512 100.0% 100.0% PER- VALIDRESPONSE CODES FREQ CENT PCT

..--------------Yes 1 1618 3.6% 23.0%

(Refer/to Question 3_16) No 2 5404 12.1% 77.0%RESERVED CODES:


TOTALS:---

44512----- -----100.0% 100.0%

low well do you. . .

Tope Pos. 209-209Formal II

(Refer to Question 317)

Question 3_11IC

6773 16C HOW WELL TEACHER READS LANGUAGE

Read that languageQuestion 3_171 Tape Pos. 212-212

PER- VALID Formal IIRESPONSE CODES FREQ CENT PCT---------- - .'- -- ----- BYT3_1711 LANGUAGE MEDIUM OF ELEM/SEC INSTRUCTION----- -- -

4.8% 30.4%Very wall t 2138Pretty well 2 2086 4.7% 29.7% The language was the medium of instruction for my elementaryWell 3 1925 4.3% 27.4% or secondary educationNot very well 4 878 2.0% 12.5%RESERVED CODES: PER- VALID

REFUSAL 7f 42 .1% (MISS) RESPONSE CODES FREQ CENT PCTMISSING 8 389 .9% (MISS) .LEGITIMATE SKIP 9 37055 83.2% (MISS) Yes r 1 1224 2.7% 17.5%

.

TOTALS: 44512 100.0% 100.0%NoRESERVED CODES:

2 5766 13.0% 62.5%


(Refer to Question 3_16)TOTALS: 44512 100.0% 100.0%


152


Question 3..17C Tape Poe. 213.-213Formate II

8113_170 LANGUAGE MEDIUM OF UNIVERSITY immuc

The language was the medium of instruction for ay universitystudies

Question 3_18 Tape Pos. 218-219Pormatt It

EilfT3..18 EMPLOYMENT STATUS IN SCHOOL SV277.11

What is your employment status in this school system?(CIRCLE ONE)

PER- VALIDRESPONSE CODES FREQ CENT PCTPER- VALID -------- ----- ----- -----RESPONSE CODES PREQ CENT PCT Regular full-tims appointment. 1 42730 96.0% 96.9%

Regular part-time appointment. 2 778 1.7% 1.8%Yes--------

1

-."---976

...---- -----2.2% 14.0% Substitute teacher 3 425 1.0% 1.0%No....,

RESERVED CODES:2 6007 13.5% 89.0% Other

RESERVED COOESt4 169 .4% .4%

REFUSAL 7 42 .1% (MISS) REFUSAL 7 32 .1% (MISS)MISSING 8 432 1.0% (MISS) MISSING 8 375 .5% (MISS)LEGITIMATE SKIP 9 37055 83.2% (MI=-----

-----44512

----- -----100.0% 100.0%TOTALS:-----

44512*----100.0% 100.0%TOTALS:


Question 3 Tspe Pos. 217-217Format: II

BYT3_19 TIME SPENT ON IN-SERVICE E0 IN MAJ SUSJQuestion 3_27D Tap. Pee. 214-.214 During the las,. 12 months, whet is the total amount of time

Fermat: II you have spent nn in -servico education in the subject youteach the nmjority of the time? (Include attendance atBYT3_170 STUDIED LANGUAGE AS A FOREIGN LANGUAGE ver4phops, continuing education programs, etc., but do notinclude formal courses for which you have received collageI studied the (anguage as a foreign language credit.) (CIRCLE ONE)

PER- VALID PER- VALIDRESPONSE CODES FREQ CENT PCT RESPONSE CODES FREQ CENT PCT--...-..-..- ...--- W... : M.N.Yes 1 5302 11.9% 75.5% Non 1 6911 15.5% 15.7%No 2 1721 3.9% 24.5% Les than 6 hours 2 13011 29.2% 29.5%RESERVED CODES: 6-15 hours 3 13051 29.3% 29.6%REFUSAL 7 42 .1% (MISS) 16-35 hours t

451414.8% 14.9%MISSING 8 392 .9% (MISS) More than 35 hours 4 10.1% 10.2%LEGITIMATE SKIP 9 37055 83.2% (MISS) RESERVED CODES:----- .---- ----- DON'T KNOW 6 6 .0% (MISS)TOTALS: 44512 100.0% 100.0% REFUSAL 7 49 .1% (MISS)

MISSING 8 369 .8% (MISS)----- ----- -----

TOTALS: 44512 100.0% 100.0%(Refer to Question 3_17)

Question 3_17E Tape Pos. 215-218Format; 1.1

8YT3_17E LEARNED LANGUAGE INFORMALLY

I learned the language informally

PER- VALIDRESPONSE COOES FRCQ CENT PCT----- ----- -----

Yes 1 3292 7.4% 47.5%No 2 3641 8.2% 52.5%RESERVED CODES:REFUSAL 7 42 .1% (MISS)MISSING 5 482 1.1% (MISS)LEGITIMATE SKIP 9 37055 83.2% (MISS)

----- ----- ----TOTALS: 44512 100.0% 100.0%


153

Question 3_20

What typs(s) of support have you received in the last 12months for in-service education in the subject you teachthe majority of the time? (CIRCLE ALL THAT APPLY)

Question ,3_20A Tape Pos. 218-218Format: II

BYT3_20A NO SUPPORT RECD FOR IN-SERVICE EDUCATH

None


----- ----- -----Yes 1 17448 39.2% 39.7%No 2 26546 59.6% 600%RESERVED CODES:DON'T KNOW 6 2 .0% (MISS)REFUSAL 7 42 .1% (MISS)MISSING e 8 474 1.1% (sons)

- --_ _----TOTALS: 44512 100.0% 100.0%



QUeetion 3_208 Tapem at: 1

Pos.1219-219

Fer

9YT3208 RELEASED TIME FR TEACHING FOR IN -SERV ED

Rol d time from teaching

Pegs 35

QUostion 320E Tape Pos. 222-222Fermat 11

YT3_20E PROFFESSNL GROWTH CREDITS FOR Ill..SERV ED

Profossionsl growth credits


RESPONSE CODES FREQ CENT PCT ---- ----- ----- ------------- ----- ----- ----- yes 1 11546 21.4% 21.7%

Yes 1 *7980 40.4% 40.9% No 2 34448 77.4% 78.3%No 2 26004 58.4% 59.1% RESERVED CODES:RESERVED CODES: DON'T KNOW 6 2 .0% (MISS)

DON'T KNOW 6 2 .0% (MISS) REFUSAL 7 42 .1% (MISS)REFUSAL 7 42 .1% (MISS) MISSING 8 474 1.1% (MISS)MISSING 8 474 1.1% (MISS) ----- ----- -----

----- ----- ----- TOTALS: 44512 100.0% 100.0%TOTALS: 44512 100.0% 100.0%

(Refer to Question 3 20)(Refer to Question 3 20)

Tape Pos. 223..223Question 3_200 Tape Pos. 220-220

QIN:lotion 3 20fFormat* 11

Format: II

WIT320C TRAVEL/PER DIEM EXPENSES FOR IN-SERV ED

Travel end/or par diem sap

11113 2OF RECD OTHER SUPPORT FOR IN-SERVICE ED



RESPONSE CLUES FREQ CENT PCT . ----- ----- ------------- ----- ----- ----- yes 1517 3.4% 3.4%

Yes 1 7352 MS% 16.7% Ho 2 42477 93.4% 96.11%No 2 36642 82.3% 83.3% RESERVED CODES:RESERVED CODES: DON'T KNOW 6 2 .0% (MISS)

DON'T KNOW s 2 .0% (MISS) REFUSAL 7 42 .1% (MISS)REFUSAL 7 42 .1% (MISS) MISSING 8 474 1.1% (MISS)MISSING 8 474 1.1% (MISS) ----- ----- -----

----- ----- ----.. TOTALS: 44512 100.0% 100.0%TOTALS: 44512 100.0% 100.0%


Question 3_200 Taps Pos. 221-221Format: II

19Y12_200 REC.° STIPEND FOR IN-SERVICE EDUCATION

Stipend(*)


Question 3 31 Tape Pos. 224-224Format: 11 .

8773_21 PROV INSTRUCTION IN 8TH CR GIFTED PROGRM

Do you provide instruction in an eighth grade gifted andtalented program at this school? (CIRCL* ONE)

PER- VALID PER- VALIDRESPONSE CODES FREQ CENT PCT RESPONSE CODES FREQ CENT PCT

.- - - -- - - .-. ---. ----- ---- - ----- ----- --- -- --- -----Yes 1 4072 9.1% 9.3% yes 1 6135 13.8% 13.9%No 2 39920 89.7% 90.7% No 2 38049 85.5% 86.1%RESERVED CODES: RESERVED CODES:DOWT KNOW 6 2 .0% (MISS) REFUSAL 7 30 .1% (MISS)REFUSAL 7 42 .1% (MISS) MISSING 8 298 .7% (MISS)MISSING 8 476 1.1% (MISS) ----- ----- -----

--- - ----- ----- TOTALS: 44612 100.0% 100.0%TOTALS: 44512 100.0% 100.0%


'54

NELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER- STUDENT)

QUestion 3_;:a Tape Pee. 228 222gilestien. 3_32 Tepa2

Peas3228..227 Fermat: IIFermati

BV11 22 OF CLASSROOM TIME TEACHING GIFTED BYT3:238 HAS UNDERGRAD CREDIT TRAINING GIFTED%

Yes, undergraduate course creditWhat percentage of your classroom time is spent in teachingstudents in a gifted and talented program?

PER VALIDRESPONSE CODES FREQ CENT PCTPER- VALID -.------ ----- *.-- -----RESPONSE CODES CENT PCT Yes 1 '663 1.5% 11.2%

No 2 5414 12.2% 88.8%10----- ..----

.0% .2%0 RESERVED CODES:1 78 .2% 1.3% 'REFUSAL 7 30 .1% (MISS)4 s 26 .1% .4% MISSING 8 336 .8% (MISS)5 257 .6% 4.3% LEGITIMATE SKIP 9 38049 HA% (MISS)6 35 .1% .6% -----

TOTALS: 44512------ ---100.0% 100.0%8 10 .0% .2%

10 502 1.1% 6.3%11 14 .0% .2%12 , 41 .1% .7%13 S4 .1% 1.1% (Refer to Question 3 23)14 157 .4% 2.6%16 122 .3% 2..30%16 196 .4% 3.3%1718

27920

.6% 4.

.0% .36% %

20 1719 2.9% 26.5%26 322 .7% 6.3%27 G .0% .1%28 20 .0% .3%

QS:action 3_23C Tape30 152 .3% 2.5% Pea. 230 .2303134

96222 .7%. 4.4%.9%.0% IIFermat:

40 425 7.1%10% 6112_23C HAS GRADUATE CREDIT TRAINING GIFTED43 1 ..0% 0%45 3 .0%' .0% Yes, graduate course credit50 457 1.0% 7.6%65 2 .0% .0% PER- VALID60 116 .3% 1.9% RESPONSE CODES FREQ CENT PCT65 9 .0% .1% --------- -..---

Yes 1 1189----- -----

2.7% i9.5%66 25 .1% .4%67 31 .1% .5% No 2 4908 11.0% 80.5%70 23 .1% .4% RESERVED CODES:71 5 .0% .1% REFUSAL 7 30 .1% (MISS)75 74 .2% 1.2% MISSING 8 336 .8% (MISS)80 166 .4% 2.6% LEGITIMATE SKIP 9 38049 85.5% (MISS)83 1 .0% .0% -..---

TOTALS: 44612----- -----100.0% 100.0%

85 24 .1% .4%SO 24 .1% .4%97 4 .0% .1%100 294 .7%

RESERVED CODES:.4.9%

(Refer to'Owestion 323)DON'T KNOW 996 15 .0% (MISS)REFUSW- 997 30 .1% (MISS)MISSING 998 395 .9% (MISS)LEGITIMATE SKIP 999 38049 85.5% (MISS)

TOTALS:-----44612

----- -----100.0% 100.0%

Question 3_230 Tape Pos. 231-231Format: I1

'SYT3_23D HAS CONTINUING ED CREDIT TRAINING GIFTED

Yes, continuing education credit

RESPONSE CODES

1

2

789

FREQ---- -

8565239

30336

38049- ----44612

PER-CENT

-----1.9%

11.8%

.1%.5%

86.6%

VALIDPCT

-----14.1%86.9%

(MISS)(MISS)(MISS)

Question 3_23

Do you hav specialtalented children?

training in hred endTH:TArga

- ----- -- ----- --YesNoRESERVED CODES:REFUSALMISSINGLEGITIMATE SKIP

TOTALS:.-----100.0%

-----100.0%

Question 3_23A Tape Poa. 226..228Format: 11

BVT3_23A HAS IN-SERVICE TRAINING TEACHING GIFTED

Yes, in-service training


RESPONSE----------

CODES------

FREQ-----

PER- VALIDCENT PCT

----- -----Yes 1 3192 7.2% 62.4%No 2 2905 6.6% 47.6%RESERVED CODES:

REFUSAL 7 30 .1% (MISS)MISSING 8 336 .8% (MISS)LEGITIMATE SKIP s. 9 38049 66.5% (MISS)

----- ----- -----TOTALS: 44612 100.0% 100.0%


155

EELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER- STUDENT) Page 17

Taps Fos. 235-235Question 3_21SQuastian LASE Taps Pas. 232 -232 Formats II

Format! II9YT3_2n HOW SATISFIED WI CONTENT OR CURRICULUM

IIVT323E NO SPECIAL TRAINING TEACHING GIFTEDThe content or curriculum of the gifted/talented program

NoPER- VALID


RESPONSE--CODES------

FREQ CENT PCT---ft-

Extremely satisfied 1 867 1.11% 14.6%Vas 1

-2021

- -----4.8% 33.1% Satisfied 2 3882 8.2% 61.7%

'No 2 4076 8.2% 61.9% Dissatisfted 3 1173 2.8% 19.8%RESERVED CODES: Extremely dissatisfied 4 236 .5% 4.0%

REFUSAL 7 30 .1% (MISS) RESERVED CODEStMISSING a 336 .8% (MISS) DON'T KNOW 6 38 .1% (MISS)LEGITIMATE SKIP 3 38049

-----15.5% (MISS)---- -----

REFUSALMISSING

7a

40449

.1% (MISS)1.0% (MISS)

TOTALS* 44512 100.0% 100.0% LEGITIMATE SKIP 9 38049 85.5% (MISS)

TOTALS: 44512 100.0% 100.0%



Taps Pea. 233 -233Fermat: II

TEACHING GIFTED

in teaching gifted and

PER VALID

Tape Pos. 23123$Format* It

AVAIL FOR PLANNING

planning and preparation of

Question 3 24

8VT3_24 HAS SPECIAL CERTIFICATE

Do you have special certificationtalented children? (CIRCLE ONE)

Question 3_25C

IIVT3 25C HOW SATISFIED W/ TIME

The amount of time available forgifted/talented instruction

RESPONSE CODES FREQ CENT PCTPER- VALID

Yoe, provisional or temporary. 1 135 .3% 2.2% RESPONSE CODES FREQ CENT PCTWes, permanent or long-term... 2 279 .6% 4.6% -------- -----

Extremely satisfied----- -----

.6% 3.9%No 3 6664 12.7% 93.2% 1 232RESERVED CODES: Satisfied 2 2564 5.8% 43.4%

REFUSAL 7 30 .1% (MISS) Dissatisfied 3 2325 5.2% 39.3%MISSING 8 255 .615 (MISS) Extromsly dissatIsfied 4 78: 1.8% 13.4%LEGITIMATE SKIP 9 38049 85.5% (MISS) RESERVED CODES:

----- DON'T KNOW 6 45 .1% (MISS)----- -----100.0% 100.0%TOTALS: 44512 REFUSAL 7 40 .1% (MISS)

MISSING a 466 1.0% (MISS)LEGITIMATE SKIP 9 3804-- 9

--- -----85.5% (MISS)

-----TOTALS: 44512 100.0% 100.0%


Question 3_25

For tte gifted and talented program in which you teach. howsatisfied are you with the following: (CIRCLE ONE EACH)

Taps Pos. 234-234Format: II

Question 3_28D Tape Pos. 237-237Format: II

PROGRESS

PER- VALIDCODES FREQ CENT PCT- --

SYT3_250 HOW SATISFIED W/ STUDENT

Student progress under the program

RESPONSE---.------

Question 3_25A

Extremely satisfied 1 813 1.8% 13.7%BYT3_215A HOW SATISFIED 8/ FINANCIAL RESOURCES Satisfied 2 3821 6.8% 66.3%

Dissatisfied 3 983 2.2% 16.6%The financial resources available for this special program Extremely dissatisfied 4 188 .4% 3.2%

RESERVED CODES:PER- VALID DON'T KNOW 6 30 .1% (MISS)

RESPONSE CODES FREQ CENT PCT REFUSAL 7 40 .1% (MISS)MISSING 8 478 1.1% (MISS)

Extremely satisfied 1 420 .9% 7.1% LEGITIMATE SKIP 9 38049 85.6% (MISS)Satisfied 2 3348 7.5% 58.8%Diesetiefied 3 1540 3.5% 28.1% TOTALS: 44512 100.0% 100.0%Extremely dissatisfied 4 587 1,3% 10.0%RESERVED COOES:

DON'T KNOW 1 31 .1% (MISS)REFUSAL 7 63 .1% (MISS) (Refer to Question 325)MISSING 8 474 1.1% (MI81)LEGITIMATE SKIP 9 36049 15.5% (UM)

TOTALSi 44512 100.0% 100.0%


156

Question 3_256

NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT).

Question 3.1'65 Tape Poe. 241-241Tope Poe. 238-233 Fermat: IIForma: El

8YT3_25E HOW SATISFIED V/ SELECTION PROCEDURESBYT326B OEGREE STUDENT ABSENTEEISM IS PROBLEM

Student absenteeismThe selection procedures for the gifted/talented program

PER-RESPONSE CODES FREQ CENT

VALIDPCT

RESPONSE CODES FREQPER-CENT

VALIDPCT

Serious 1-4-- 4760 10.7% 10.8%Extremely satisfied

--------1

-----432

----1.0% 7.3% Moderate 2 13269 29.5% 30.2%S ed 2 2965 6.7% 50.4% Minor 3 18596 41.8% 42.3%

Dissatisfied 3 1882 4.2% 31.8% Not problem 4 7369 16.6% 16.8%Extremely dissatisfied 4 624 1.4% 10.6% RESERVED CODES:RESERVED CODES: OON'T KNOW 6 26 .1% (MISS)DON'T KNOW 6 23 .1% (MISS) REFUSAL 7 46 .1% (MISS)

REFUSAL 7 40 .1% (MISS) MISSING 8 447 1.0% (MISS)MISSING 8 477 1.1% (MISS) ----- ----- -----LEGITIMATE SKIP 9 38048 85.6% (MISS) TOTALS: 44612 100.0% 100.0%

TOTALS:----100.0%

-----44512

...4---

100.0%

(Refer to Questios 3_25)

Question 3_25F Tope Pos. 235-2311Format: I1

BYT3_25F HOW SATISFIED V/ TIME FOR TEACHING CLASS


=.141101MIII.IMQuestion 3_25C Tops Pos. 242-242

Format: El

BYT3_26C OEGREE STUDENT CLASS CUTTING IS PROBLEM

Student class cutting

The amount of time allocated to teaching gifted cl

PER- VALIDRESPONSE CODES FREQ

PERCENT

VALIDPCT

Serious--

1RESPONSE CODES FREQ CENT PCT 1330 3.0% 3.0%

Moderate 2 4368 5.8% 9.9%rymy,,yM.M.y.m.

Extremely satisfied 1

-----477

-----1.1%

-----8.0% Minor 3 16961 36.E% 36.3%S ed 2 3604 8.1% 60.8% Not a problem 4 22266 60.0% 60.7%Dissotisfled 3 1470 3.3% 24.8% RESERVED CODES:

Extremely dissatisfied 4 381 .9% 6.4% DON'T KNOW 6 42 .1% (MISS)RESERVED CODES: REFUSAL 7 46 .1% (MISS)DON'T KNOW 6 21 .0% (MISS) MISSING 8 520 1.2% (MISS)REFUSAL 7 47 .1% (MISS) ---- -----MISSING 8 463 1.0% (MISS) TOTALS: 44612 100.0% 100.0%LEGITIMATE SKIP 9 38049 86.6% (MISS)

-4-- ----- --TOTALS: 44612 100.0% 100.0%



Taps Poe. 243-243Format: II

ARE A PROBLEM


Question 3_280

BYT3_2O0 OEGREE PHYSICAL CONFLICTS

Physical conflicts among students

RESPONSE

Question 3_28

Indicate the degree to which each of the following mattersis a problem in your school. (CIRCLE ONE EACH)

Serious 1 2066 4.6% 4.7%Moderate 2 7722 17.3% 17.6%Minor 3 21489 48.3% 48.9%Not problem 4 12699 28.6% 28.9%RESERVED CODES:

OON'T KNOW 6 37 .1% (KISS)REFUSAL 7 59 .1% (MISS)MISSING 8 460 1.0% (MISS)

Question 3_28A Tape Poe. 240-240 TOTALS: 44612 100.0% 100.0%Formats Il

BYT3_26A DEGREE STUDENT TARDINESS IS' PROBLEM

Student tardiness(Refer to Question 3_26)


VALIDPCT

Serious 1 3940 8.9% 8.9%Moderate 2 11158 25.1% 26.3%Minor 3 18799 42.2% 42.7%Not problem 4 10154 22.8% 23.1%RESERVED CODES:

DON'T KNOW 6 22 .0% (MISS)REFUSAL 7 45 .1% (MISS)MISSING 8 397 .9% (MISS)

TOTALS: 44512 100.0% 100.0%


.15

EELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Question 3265 Tape Pee. 244-244Format II

.1.

Pepe 39

Qillation 2_26H Tape Pee. 247 -247Fermat 11

977326E DECREE ROBBERY IS A PROBLEM

Robbery or theft


9773_26H DECREE STUDENT DRUG USE

Student use of illegal drupe

RESPONSE

IS A PROBLEM

CODES FREQ-------- -----

PER- VALIDCENT PCT

----- ...----

Sorious t 1295 2.9% 3.0%Serious

...----...

1 11145-----

2.1% 2.1% Moderato 2 6673 15.0% 15.3%Moderato 2 5219 11.7% HOW Mina r 3 20104 45.2% 46.0%Minor 3 21439 48.2% 48.8% Not a problem 4 15592 35.0% 35.7%Not a problem 4 18351 36.7% 37.2% RESERVED CODES:RESERVED CODES: DON'T KNOW 6 181 .4% (MISS)DON'T KNOW S 37 .1% (MISS) REFUSAL 7 65 .1% (MISS)REFUSAL.M1SSIWG

7 64a 467

.1% (MISS)1.0% (was)

MISSING 8 812 1.4% (MISS)----- ---------

44612----- ----- TOTALS: 100.0% 1C0.0%-----44612TOTALS: 100.0% 100.0%


Ciliation 2..21111 Tape Pec. 246.'248Question 3..211F Tapo Pos. 246-245 Format: II

Fermat II

BYT326F DECREE VANDALISM OF SCH PROPERTY IS PROS

Vandalism of school property

BYT3_26I DECREE STUDENT WEAPONS ARE A PROBLEM

Student p . ion of weapons


RESPONSE CODES FREQ CENT PCT - -------- ----- ----- -----

SeriousModerateMinorNot a problemRESERVED COMES:DON'T KNOWREFUSALMISSING

TOTALS:

--------1

234

678

21826629

2184613424

4164

437-----44612

4.9%14.7%49.1%30.2%

.1%

.1%1.0%

-----100.0%

-----5.0%14.8%49.7%30.6%

(MISS)(MISS)(MISS)-----100.0%

SeriousMOderateMinorNot a problemRESERVED CODES:DON'T KNOWREFUSALMISSING

T OTALS:

1

234

678

4731416

1113330804

12266610---

44612

1.1% 1.1%3.2% 3.2%

25.0% 26.4%69.2% 70.3%

.3% (MISS)

.1% (MISS)1.1% (MISS)--- -_-__

100.0% 100.0%


Tape Pos. 248-246Format: It

USE IS A PROBLEM


1 1589 3.6% 3.6%2 6676 MO% 16.2%3 mat 42.4% 43.1%4 16663 37.4% 36.1%

6 146 .3% (MISS)7 56 .1% (MISS)8 533 1.2% (MISS)

44612 100.0% 100.0%

Tips Pos. 249-249Format: It

TEACHERS IS PROBLEM


1 378 .8% .9%2 716 1.6% 1.6%3 6643 14.7% 14.9%4 36317 81.6% 82.6%

6 42 .1% (MISS)7 56 .1% (MISS)a 462 1.0% (MISS)

44612 100.0% 100.0%

Question 3_26JQuestion MEG

8773_26J DECREE PLAYS ABUSE OP

Physical abuse of teachers

RESPONSE

SeriousModerateMinorNot a problemRESERVED CODES:


TOTALS:

BYT3_26G DECREE STUDENT ALCOHOL

Student use of alcohol

RESPONSE

SeriousModerateMinorNot a problemRESERVED CODES:


TOTALS:


1;58

Paps 40

Question

EELS 88: EASE TEAR TEACNIM QUESTIONNAIRE (TEACHER - STUDENT)

Question Tspe Pee. 254..2543_28% TOP* Pee. 250.1E0 Fermat: 11Formats 11

SYT3..2111 HOW OFTEN SUPERVISOR OBSERVED TEACHING

How often did someone with supervisory responsibility,from your school or district, formally ob yourtotalling during the first semester of the current school

VALIDPER.. year? (CIRCLE ONE)

RESPONSE CODES FREQ CENT PCT PER.. VALID----.......--. -.....- RESPONSE CODES FREQ CENT PCTSerious 1 1009 8.8% 1.8% ........-- . WOWIIMMO ...ON IMINDMI,Moderate 2 8738 15.1% 15.3% At least once c week 1 554 1.3% 1.3%Minor 3 18911 42.5% 43.0% At least once s month 2 2910 6,55' 8.5%Not a problem 4 18332 34.4% 34.9% 8 I times 3 16612 37.1% 37.5%RESERVED CODES: Hardly aver e" 4 24024 54.0% 54.8%DON'T KNOW a 48 .1% (MISS) RESERVED C006:t

REFUSAL 7 46 .1% (MISS) DON'T KNOW 8 20 .0% (MISS)MISSING a 431 lam (MISS) REFUSAL 7 39 .1% (MISS)NMI* 41.1TOTALS: 44612 100.0% 100.0%

MISSING a 413 .9% (MISS)

SYT3_211K DEGREE VERSL ABUSE OF TEACHRS IS PROBLEM

Verbal abuse of teachers


Question 3_27 Tape Pee. 251..151Fermat: 11

BYT3_27 ANY OTHER PAYING JOB FULL OR PART-TIME

In addition to your duties at this school, do you holdanother paying Job that is either full or pert-time?(CIRCLE ONE)

TOTALS;

Question 3_30

44512 100.0% 100.0%

For the most recant full weak, please indicate about howmuch time you spent OUTSIDE your regular school hours oneach of the following school - related activities:(CIRCLE ONE EACH)

PER- VALIDRESPONSE CODES FREQ CENT PCT- ----- .----- -----

Yes, summer only 1 8187 18.3% 18.6%Yes, school year ,only 2 1278 2.3% 2.9%Yes, during the utire year 3 6520 14.6% 14.8%No 4 28018 82.9% 83.7% Questieu 3_30A Tape Poe. 268-256RESERVED CODES: Format: 12REFUSAL 7 38 .1% (MISS)

MISSING 8 493 1.1% (MISS) 5YT3_30A TINE OUTSIDE SCHL MRS PLANNING/PREPARING----- ---- -----TOTALS: 44512 100.0% 100.0% Planning and preparing for teaching


Non: 1 1163 2.e% 2.6%Less than one hour 2 3281 7.4% 7.5%One hour 3 7160 16.1% 16.3%Two hours 4 10876 24.4% 24.7%Three hours 5 7685 17.0% 17.2%Question 3_28 Tape Poe. 252-253 Four hours 6 3923 8.8% '8.9%

Format: 12 Five hours' 7 3882 8.7% 8.8%Six or more hours 8 6124 13.8% 13.9%CYT3_28 DAYS ASSENT DURING FIRST MESTA THIS YR RESERVED CODES;

DON'T KNOW S6 6 .0% (MISS)How many days of teaching were you absent, for any , REFUSAL 97 47 .1% (MISS)during the first semester of the currant school year MISSING 98 466 1.0% (MISS)(CIRCLE ONE)44612 100.0% 100.0%

PER- VALIDRESPONSE CODES FREQ CENT PCT------ ---- -------- ----- --...--.

No days absent 1 10828 23.9% 24.1% (Refer to Question 3_30)1-2 days absent 2 18883 42.4% 42.9%3-4 days absent 3 9229 20.7% 21.0%6-7 days absent 4 3204 7.2% 7.3%0.11 days absent 6 1015 2.3% 2.3%12 or more days absent 8 1051 2.4% 2.4%RESERVED C00181

DON'T KNOW 96 41 .1% (MISS)REFUSAL 97 50 .0% (MISS)MISSING 98 413' .9% (MISS)

TOTALS;

TOTALS: 44512 100.0% 100.0%

159

EELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Question 3.109 Tape Pea. 257 -288Fermat: 12

SYT3_306 TIME OUTSIDE SCHL MRS CORRECTING PAPERS

Correcting papers

Page 41

Question 3_30E Tape Pos. 263..214Format: 12

BYT3_30E TIME OUTSIONCHL MRS COORDNING CURICULM

Coordinsting,a curriculum Gros or department


RESPONSE CODES FREQ CENT PCT ..-- ---

NoneLees than one hourOne hourTwo hoursThree hoursFour hoursFly, hoursSix or more hoursRESERVED CODES:


TOTALS:

......-........-

1

2345678

969798

148930375753110188224473133796364

748452

....---44512

..--..... -."......

3.4% 3.4%6.8% 6.9%12.9% 13.1%24.8% 25.0%18.5% 18.7%10.6% 10.8%7.6% 7.7%14.3% 14.5%

.0% (MISS)

.1% (MISS)1.04 (MISS)

--- -----100.0% 100.0%

NoneLees than one hourOne hourTwo hoursThree hoursFour hoursFive hoursSix or more hoursRESERVED CODES:DON'T KNOWREFUSALMISSING

TOTALS:

1

2345678

869798

27586878639211910661324231472

648667

44512

62.0%18.7%8.8%4.3%1.5%.7%.5%

1.1%

.0%

.1%1.3%

'100.0%

62.2%20.0%8.9%4.4%1.6%.7%.5%1.1%

(MISS)(MISS)(MISS)

100.0%


question 3_300


o(Wootton 3_30F TapoPos.

1285-286

Tape Pos. 21IS -2110 Frmat: 2Format: 12

BYT3_30C TIME OUTSIDE .SCHL MRS OTHER RECORDKEEPNG

Other recordkeeping/paperwork

BYT3_30F TIME OUTSIDE SGI1L MRS SUPERVISNG STUONTS

Supervising students (hells, field trips, playground'


RESPONSE CODES FREQ CENT PCT ----------- ------- ---..... ----- ----- Non,

1 12006 27.0% 27.3%None 1 3084 7.0% 7.0% Loss than one hour 2 11181 25.1% 25.4%Lees than one hour 2 11649 26.2% 26.5% One hour 3 7990 18.0% 18.2%One hour 3 13102 29.4% 29.8% Two hours 4 4747 10.7% 10.6%Two hours ,.. 4 8267 18.6% 18.8% Three hours 5 2496 6.6% 5.7%Three hours 6 3363 7.6% 7.7% Four hours 6 1406 3.2% 3.2%Four hours 6 1826 4.1% 4.2% Five hours 7 1602 3.6% 3.6%Five hours 7 1002 2.3% 2.3% Six or more hours 8 2523 5.7% 5.7%Six or more hours 8 1635 3.7% 3.7% RESERVED CODES:RESERVED CODES: DON'T KNOW 96 2 .0% (MISS)

now,T KNOW 96 7 .0% (MISS) REFUSAL 97 48 .1% (MISS)

MISSIREFUSALNG 86 628 1.2% ((MISS)MISS) MISSING 98 512 1.2% (MISS)

TOTALS: 44512 100.0% 100.0%TOTALS: 44512 100.0% 100.0%

(Refer to Qestion 3_30)(Refer to Question 3_30)

Tape Pos. 261-262Fermat: 12

MEETNG OTHER TCHRS

lesson planning, curriculum


1 15043 33.5% 34.2%2 14200 31.9% 32.3%3 7687 17.3% 17.6%4 4366 9.9% 10.0%5 1324 3.0% 3.0%6 696 1.3% 1.4%7 348 .8% .8%8 411 .0* .9*

96 2 .0% (MISS)97 48 .1% (MISS)98 467 1.0% (MISS)

44612 100.0% 100.0%

Teem Pos. 267..208Format: 12

MRS COACHING/ADVISING

ectivities

PER- VALIOCODES FREQ CENT PCT

1 25663 57.7% 58.6%2 3359 7.5% 7.7%3 3229 7.3% 7.4%4 2228 5.0% 6.1%6 1636 3.7% 3.7%6 1135 2.5% 2.647 960 2.2% 2.2%8 5678 12.8% 12.9%

96 2 .0% (MISS)97 46 .1% (MISS)98 672 1.3% (MISS)

44512 100.0% 100.0%

Question 3_30GQuestion 3 300

9YT3_306 TIME OUTSIDE UHL

Coaching or advising extracurricular

RESPONSE.----- .....

NoneLess than one hourOne hourTwo hoursThree hoursFour hoursFive hoursSix or more hoursRESERVED CODES:DON'T KNOWREFUSALMISSING

TOTALS:

BYT3_300 TIME OUTSIDE UHL MRS

Meeting with other teachers ondevelopment, guidance

RESPONSE

Non,Lees than one hourOne hourTwo hoursThree hoursFour hoursFive hoursSix or more hoursRESERVED CODES:


TOTALS:



Paps 42NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER-STUDENT)

Tips Poe. 2811270Fermat* 12

COMMUNICTNG W/PARENTS

11114.11...10.Questlen 3.83 Tall* Pea. 276-276Question 3 30H

fersati II

8773_33 USE OF COMPUTERS REL TO REG INSTRUCTION

Which of the following best describes how you make instruc-tional use of MICr4COmpUtert with the te students relativeto the regular Instruction in your el 7 (CIRCLE ONE)

11713,...30(1 TIME CUM SCH FIRS

Communicating with parent

PER- VALIDRESPONSE CODES FREQ

------CENT PCT PER- VALID

RESPONSE CODES FREQ CENT PCTNone-------

1

-..---13.6%

-----13.7%6041

Totally for enrichmentLess than one hour 2 22490 50.5% 61.1%One hour 3 9910 22.3% 22.5% purposes 1 6869 15.5% 45,6%Two hours 4 3475 7.8% 7.9% Mainly for enrichment pur-Three hours 5 1081 2.5% 2.6% poses, a little for remedialFour hours . 6 449 1.0% 1.0% purposes 2 3445 7.7% 22.8%Five hours 7 191 .4% .4% About equally split betweenSi: or more hoursRESERVED CODES:

8 358 .8% .8% enrichment and remedialpurposes 3 3338 7.5% 22.1%DON'T KNOW..., 96 3 .0% (MISS) Mainly for row:dial purposes.. 4 1173 2.6% 7.8%-REFUSAL 97 47 .1% (MISS) Totally for remedial purposes. 5 275 .6% 1.8%MISSING 98 459

-----1.0% (MISS) RESERVED CODES:

DON'T KNOW 6 66 .1% (MISS)-----100.0%

-----100.0%TOTALS: 44512 REFUSAL 7 9 .1% (MISS)

MISSING 8 8939 2.0% (MISS)LEGITIMATE SKIP' 9 28388 63.8% (MISS)

(Refer to Question 3_30) TOTALS: 44512 100.0% 100.0%

dir*NowamwmQuestion 3_81

matPes. 12 271°272For*TO RE STUDENT PERF

t school year, how manyhave you talked with

classroom perfor

Ovation 06TYPE

CODES

Tall. Pea. 276-276Fermate 11


SW3 31 NO. OF PARENTS TALKED

Since the beginning of thestudents' parents (or guardians)Individually regarding their child's(CIRCLE ONE)

GSTYPE GRADE SPAN OF SCHOOL

RESPONSE-

P or K or 1 through 8 1 6760 15.2% 15.7%PER- VALID P or K or 1 through 12 2 2680 6.0% 6.2%RESPONSE CODES FREQ CENT PCT C or 7 or 8 through 12 3 4598 10.3% 10.7%3 or 4 or 5 through 8 4 2694 6.1% 6.3%

--------None -----

.2% .2%1 109 6 through 8 5 11033 24.8% 25,6%1-4 students' parents 2 1873 4.2% 4.2% 7 through 8 6 8304 18.7% 19.3%5-9 students' parents 3 4622 10.5% 10.9% 7 through 9/8 through 9 7 7035 15.8% 16.3%10-19 stG4ents' parents 4 9868 22.2% 22.4% RESERVED CODES:20-Zi sta.dents' parents30-39 students' parents

88706506

19.9% 20.1%14.6% 14.7%

MISSING 8 1408 3.2% (MISS)----- --40-59 students' parents 7 5346 12.0% 12.1% TOTALS: 44612 100.0% 100.0%60 or more students' parents 8 6754 15.2% 15.3%RESERVED CODES:

DON'T KNOW 96 9 . (MISS)REFUSAL 97 38 .1% (MISS) NOTE: This variable was recoded by NCES In accords:1reMISSING 98 316 .7% (MISS) with the confidentiality provisions of PL100-297

(1988).TOTALS: 44512 100.0% 100.0%

Tips Pos. 273-274Format* 12

USING MICROCOMPUTERS

your students use s microcomputer on apurposes related to the

in your el 7 (CIRCLE ONE)

VALIDPCT----

QueotIon GISCTRL TeAo Pos. 277-277Ouestlen 3_32Format: /1

GlICTRL SCHOOL CONTROL COMPOSITE

PER-RESPONSE CODES FREQ CENT----------

5YT3_32 % OF STUDENTS

What proportion ofregular basis for inatructionalmaterial you cover

Public school 1 35464 79.7% 79.7%PER- VALID Catholic school 2 4343 9.8% 9.8%RESPONSE CODES FREQ CENT PCT Private, Other Religious---------- Affiliation 3 1974 4.4% 4.4%None1 28388 63.8% 64.4% Private, No ReligiousFewer then 10% 2 8897 20.0% 20.2% Affiliation 4 2731 6.1% 6.1%10-26% 3 2687 6.0% 6.1%

26-53%51-75% 1..

A5

1395354 3..0%9%

3.9% TOTALS: 44512 100.0% 100.0%76-90% 6 277 .6% .6%More than 90% 7 2066 4.6% 4,7%RESERVED CODES NOTE: This variable was recodod by NCES in accordanceDON'T KNOW 96 42 .1% (MISS) with the confidentiality provisions of PL100-297REFUSAL 97 39 .1% (MISS) (1988).MISSING 98 367 .8% (MISS)

TOTALS: 44512 100.0% 100.0%

161

NELS 88: BASE YEAR TAACBER QUESTIONNAIRE (TEACHER-STUDENT) Pegs 43

-271

VALIDPCT

Tap. Poe. 211-2111Format: It

REGION OF SCHOOL


----- ---

Quaction EISRSOONQUestten maim Tape Pee. 271

Fermat: 11GSRECON COMPOSITE GEOGRAMIC

RESPONSE- -- ----

SYSCENQL TOTAL =WOOL ENROLLMENT COMPOSITE

PER-RESPONSE COOES FREQ CENT

-------- --'-- ----- ----- Northeast - New England and--....----

1"11111 students 1 2054 4.111 4.6% Middle Atlantic states 1 6266 18.5% 18.8%200-399 2 8967 20.1% 20.1% North Centre, - East North400-111111 3 11134 26.0% 26.0% Control and Meet North Central1100-7811 4 1493 21.3% 21.3% states 2 11439 26.7% 26.7%1100-111111 6 5137 13.34 13.3% South - South Atlantic. East1000 -1119 6 3446 7.7% 7.7% South Contr.,. and Most South1200+ 7 3481 7.6% 7.8% Control .fates 3 18081 36.1% 36.2%

----- ----- ----- Vest - Mountain and PacificTOTALS: 44612 100.0% 100.0% states 4 8620 19.5% 19.5%

RESERVED COOES:MISSING a 47

-----.1%

----(11153)

NOTE: This variable was rocoded by NOES in accordancewith the confidentiality provision. of PL100-297

TOTALS: 44C:i 100.0% 100.0%

(1168).

NOTE: This variable was recodod by NOES in accordancewith the confidentiality provisions of PL100-297(1988).

-270

VALIDPCT-

IN SCHOOL

Tape Pos. 2112-282FIP'met: 11

Question 011[1180L Tape Pas. 271Fermat: It

GSENRDL 8TH GRADE ENROLLMENT COMPOSITE

PER-CODES FREQ CENT

----- -

Question GSMINO%

MINOR PERCENT MINORITY_RESPONSE-----

1 -41 students---1

8234 18.5% 18.5%50-19 2 8696 15.0% 15.0% PER- VALID100 -119 3 9366 21.0% 21.0% RESPONSE L3DES FREQ CENT PCT200-219 4 8965 20.2% 20.2% -- -- --- -300-399 5 8136 13.6% 13.8% None 0 5456 12.3% 12.6%400+ 6 6067 11.4% 11.4% 1-6% 1 9656 21.8% 22.2%

6-10% 2 4947 11.1% 11.3%TOTALS: 44512 100.0% 100.0% 11-20% 3 5996 13.6% 13.7%

21-40% 4 6631 15.0% 15.3%41-60% 6 3996 9.0% 9.1%61 -90% 6 3666 6.7% 8.8%

NOTE: This variable was recoded by NOES in accordancewith the confidentiality provisions of PL100-297

91-100%RESERVED COOES:

7 3073 6.9% 7.0%

(1988). MISSING 6 809 1.8% (MISS)

TDTALS: 44612 100.0% 100.0%

Question CIURIAN Tope Poe. 280-280Format: 11

CIURBAN .COMPOS1TE URBAN1CITY DF SCHOOL


VALIDPCT

Urban 1 13331 29.9% 29.9%Suburban 2 18497 41.6% 41.6%Rural 3 12684 23.6% 28.6%

TOTALS: 44612 100.0% 100.0%

NDTE: This vsrieble was recodid by NOES in accordancewith the confidentiality provisions of PL100-297(1988).

Question C6 LUNCH Tpe Pe. 283-263Foarmato: 11

MUNCH PERCENT RECEIVING FREE LUNCH IN SCHOOL


VALIDPCT

None 0 7779 17.5% 17.7%1-6% 1 5606 12.4% 12.6%6-10% 2 4383 9.8% 10.0%11-20% 3 6947 15.6% 15.8%21-30% 4 6146 13.8% 14.0%31-50% 6 7102 16.0% 16.1%51-75% 6 4110 9.2% 9.3%76-100% 7 2027 4.6% 4.6%RESERVED COOES:MISSING 6 513 1.2% (MISS)

TDTALS: 44612 100.0% 100.0%

NOTE: This variable was recoded by NOES in accordancewith the confidentiality provisions of PL100-297(1988).

1 62


Appendix H

SAS Cards to Create a Teacher Level Subset

163


NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL);

OPTIONS DQUOTE;

PROC FORMAT;VALUE FBYTk_

1 =1V"YES,INFO FR TEACHER"

3 = "YES,INFO FR COOR/STU"6 = "DON'T KNOW"7 = "REFUSAL"8 = "MISSING"9 = "LEGITIMATE SKIP"

G8URBANG8REGONG8MINORC8LUNCH

2

2

2

2

TEACH ID=SCH ID*(10**2)+TEACH;

PROC SORT DATA=TEQDATA;BY TEACH ID!

DATA TEACHER;SET TEQDATA;

BY TEACH ID;

IF FIRST.TEACH ID;

FORMATSTU ID F00017V.SCUD F00015V.

SSTRATID F00012V.SUBJECT $SUBJECT.

G8REGON FG8REGON.G8MINOR FG8MINOR.C8LUNCH FG8LUNCH.

PROC FREQ;TABLES TEACH BYT3_1--C8LUNCH;TITLE 'NELS:88 TEACHER QUESTIONNAIRE (TEACHER LEVEL)';

164


Appendix I

SAS Cards to Create a Course Level Subset

165


NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (CLASS LEVEL);

OPTIONS DQUOTE;

PROC FORMAT;VALUE FBYT1 1V

1 = "YES,INFO FR TEACHER"3 = "YES,INFO FR COOR/STU"6 = "DON'T KNOW"7 = "REFUSAL"8 = "MISSING"9 = "LEGITIMATE SKIP"

C8URBAN 2

C8REGON 2

C8MINOR 2

C8LUNCH 2

CLASS_ID=(SCH ID*(10**4)+TEACH*(10**2)+CLASS)IISUBJECT;

PROC SORT DATA=TEQDATA;BY CLASS ID;

DATA CLASSLVL;SET TEQDATA;

BY CLASS ID;

IF FIRST.CLASSID;

FORMATSTU ID F00017V.SCH ID F00015V.

SSTRATID F00012V.SUBJECT $SUBJECT.

G8REGON FG8REGON.G8MINOR FG8MINOR.C8LUNCH FG8LUNCH.

PROC FaEQ;TABLES SUBJECT TEACH CLASS BYT2 2--C8LUNCH;TITLE 'NELS:88 TEACHER QUESTIONNAIRE 1CLASS LEVEL)';

4Base Year: Teacher Component

Data File User's Manual

Appendix J

SPSS-X Cards to Create a Teacher Level Subset

167


COMMENT NELS: 88 BASE YEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL)UNNUMBERED

DATA LIST FILE=DATA, NOTABLE, RECORD=1

/1

STU_ID 1-7

SCH ID 1-5

SSTRAYID 1-2

SUBJECT 8-8 (A)

G8CTRL (6 THRU 9)BYSCENRL (8)G8ENROL (8)C8URBAN (6 THRU 9)G8REGON (6 THRU 9)G8MINOR (8)G8LUNCH (8)SUBJECT SUBJECT2 ( "8 ", "9 ")

COMPUTE TEACH ID=(SCH ID*(10**2))+TEACHSORT CASES TEiCH IDIF TEACH ID HE LAC(TEACH ID,1) CHTTEACH=0COMPUTE CNTTEACH=CNTTEACH+1LEAVE CNTTEACHSELECT IF (CNTTEACH=1)FILE LABEL EELS 88: BASE YEAR TEACHER QUESTIONNAIRE(TEACHER LEVEL)PROCEDURE OUTPUT OUTFILE =FREQSFREQUENCIES VARIABL2S=TEACH TO C8LUNCH /

FORMAT=WRITE DOUBLE NEWPAGE /STATISTICS=NONE

FINISH

1.68


Appendix K

SPSS-X Cards to Create a Course Level Subset

0

Base Yedr: Teacher ComponentData File User's Manual

COMMENT NELS: 88 BASE YEAR TEACHER QUESTIONNAIRE (CLASS LEVEL)

UNNUMBERED

DATA LIST FILE=DATA, NOTABLE, RECORD=1

/1

STU ID 1-7

SCH ID 1-5

SSTRATID 1-2

SUBJECT 8-8 (A)

G8CTRL (6 THRU 9)BYSCENRL (8)G8ENROL (8)G8URBAN (6 THRU 9)G8REGON (6 THRU 9)G8MINOR (8)G8LUNCH (8)SUBJECT SUBJECT2 ("811,1'9")

STRING cuss ID (A10)COMPUTE CLASS ID=CONCAT(

LPAD(LTRIM(STRING(SCH ID,Fi)),5140,LPAD(LTRIM(STRING(TEACH,F2)),W0'),LPAD(LTRIM(STRING(CLASS,F2)),W0'),

. SUBJECT)SORT CASES CLASS IDIF CLASS ID NE LAC(CLASS IDA) CNTCLASS=0OOMPUTECNTCLASSTCLASS+1LEAVE CNTCLASS'SELECT IF (CNTCLASS=1)

FILE LABEL NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (CLASS LEVEL)

PROCEDURE OUTPUT OUTFILE=FREQSFREQUENCIES VARIABLES=SUBJECT TO G8LUNCH /

FORMAT=WRITE DOUBLE NEWPAGE /

STATISTICS=NONEFINISH

.170


Appendix L

Teacher Level Subset Codebook

NELS 88: EASE YEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL)

Question IITUjD Tape Pos. 1 -7

Format: 17

allo_lo a STUDENT PUBLIC RELEASE ID

(Wootton Tape Pos. 1 -SFormat: 16

SCH_ID a SCHOOL PUBLIC RELEASE ID


Page

Question 3_1 Tape Pos. 140-140Format: 11

BVT3_1 SEX OF TEACHER

What it your seel (CIRCLE ONE)


Male 1 2211 42.6% 42.6%Female 2 2982 67.4% 57.4%

TOTALS: 5193 100.0% 100.0%

Question 3_2 Tops Pos. 141-141Format( 11

Question 8STRATID Taps Pos. 1 -2Format: 12 8773_2 RACE Of TEACHER

SSTRATID o SUPERSTRATUN PUBLIC RELEASE ID Which best describes you/ (CIRCLE ONE)

NOTE: This variable was rocodad by NCES in accordance withRESPONSE CODES FREQ

PER- VALIDCENT PCT

the confidentiality provisions of PL100287 (1988). Other 1 78 1.5% 1.6%Hispanic, regardless of race.. 2 149 2.9% 2.9%Black, not of Hispanic Origin. 3 462 8.7% 5.9%White, not of Hispanic Origin. 4 4421 MIK 86.7%RESERVED CODES:DON'T KNOW 6 3 .1% (MISS)REFUSAL 7 50 1.0% (MISS)MISSING 8 40 .8% (MISS)

TOTALS: 6193 100.0% 100.0%

Question SUBJECT Tape Pos. 8-8Format: Al

SUBJECT a SUBJECT CODE

,M140.Mil./.0

NOTE: This variable was recoded by ACES in accordancewith the confidentiality provisions of PL100-297(1988).

Question TEACH

CODES



TEACH TEACHER NUMBER

RESPONSE

Question 3_3

What is the date of your birth,

1 971 18.7% 18.7%2 924 17.8% 17.8% NOTE: Tho month (3 31A and day (3 30) variables were3 713 13.7% 13.7% supp d by ACES in accordance with the4 617 11.9% 11.9% confidential ty provisions of PL100.297 (1988).6 .617 10.0% 10.0%6 423 8.1% 8.1%7 326 6.3% 6.3%8 239 4.6% 4.6%9 160 3.1% 3.1%10 109 2.1% 2.1%11 69 1.3% 1.3%

13 30 .6% .6%14 24 .6% .6%16 10 .2% .2%16 7 1% .

17 3 .1% .1%1%18 219 1 .0% .0%

TOTALS: 5193 100.0% 100.0%

Question CLASS Tape Pos. 11-12Format: 12

CLASS a CLASS HUNKER

172

Pigs 2NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL)

BIRTH YEAR

3_3)

COOES

I

23456789

9798

Tape Pee. 142 -143Fermat! I2

PER VALIDFREQ CENT PCT.-74 1.4% 1.6%

212 4.1% 4.2%395 7.6% 7.8%532 10.2% 10.6%907 17.5% 18.0%1225 23.8% 24.3%824 16.9% 16.4%525 10.1% 10.4%344 6.6% 6.8%

68 1.3% (MISS)87 1.7% (MISS)

-.... -----5193 100.0% 100.0%

IN CURRENT SCHOOL

how many years in total

CODES

34667

8910111213

9798

-----


have you taught

PER- VALIDFREQ CENT PCT.... . ..

13.1% 13.2%480 9.2% 9.3%444 8.5% 8.6%369 7.1% 7.2%309 6.0% 6.0%464 9.3% 9.4%447 8.6% 8.7%369 6.9% 7.0%260 5.0% 6.0%281 6.4% 5.6%267 5.1% 5.2%266 5.1% 5.2%608 9.8% 9.9%

9 .2% (MISS)31 .8% (MISS)

....... --...-5193 100.0% 100.0%

Question 3_5Question 3_3Y

BYT3_5 YEARS TAUGHT

Cn outhintng this year,i s school?

RESPONSE

1 year2 years3 years4 years5 years6 - 7 Yeses8 - 9 years10 - 11 years12 - 13 years14 - 15 years16 - 17 years18 - 19 years20 or more yearsRESERVED CODES:

EggTOTALS:

SYT3_3Y TEACHER'S

Year

RESPONSE---

1925 and before1925 - 19301931 - 19351936 - 1940.1941 - 19451646 - 19601961 - 19551956 - 19601961 an afterRESERVED CODES:REFUSAL...MISSING..

TOTALS:

(Refer to Question

NOTE: This variable was recoded by NCES in accordancewith the confidentiality provisions of PLI00-297(1988).

NOTE: This variable was recoded by NCES in doneewith the confidentiality provisions of PLI00-297(1988).

Tape Pos. 144.145Format* 12

LEVEL

years in total have you taughtsecondary level?

PER- VALIDcoop FREQ CENT PCT

Tape Poa. 141-141Permits II

HELD

do you hold from theONE)

PER-. VALID

Question 3..4

BYT3_4 YEARS TAUGHT ELEMENTARY/SECONDARY

Counting this year, how manyat either the elementary or

RESPONSE

Question 3_6

BYT3_6 TYPE OF TEACHER CERTIFICATION

Whet type of teaching certificationstate where you teach? (CIRCLE

1 - 3 years4 - 6 years7 - 9 years

1

P3

693608505

11.4% 11.5%9.8% 9.9%9.7% 9.8%

RESPONSE

Regular or standard certifies-

CODES FREQ- ----

CENT PCT----- ---..-

10 - 12 years 4 624 12.0% 12.1% Lion1 4622 89.0% 89.7%13 - 15 years 5 626 12.1% 12.2% Probationary certification.... 2 101 1.9% 2.0%16 - 18 years 6 689 13.3% 13.4% Temporary, provisional, orIS .. 21 years 7 550 10.6% 10.7% emergency certificate 3 233 4.5% 4.5%22 - 24 years 8 363 7.0% 7.1% I am not certified 4 199 3.8% 3.9%25 or more years 9 690 13.3% 13.4% RESERVED CODES:RESERVED CODES:

DON'T KNOWREFUSAL 97 8 .2% (MISS) REFUSAL 7 B .2% (MISS)MISSING 98 37 .7% (MISS) MISSING 8 29 .60 (MISS)TOTALS: 5193 100.0% 100.0% TOTALS: 6193 100.0% 100.0%

NOTE: This variable was recoded by NCES in accordancewith the confidentiality provisions of PL100-297(1988).

Question 3_7

In each of he following subjects, please indicate whetheror not you old a certificate from the state where youteach. ( CIRCLE ONE EACH)

173

NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL) Page 3

MATHEMATICS HELD

CODES

Tape Poe. 148-148Format* II


Tape Pos. 152-152Format* If

SOCIAL STUDIES HELD


- - -- .... .-

Question 3_7DQuestion 37A

BYT3_70 CERTIFICATE IN

Social Studies

RESPONSE

BYT3_7A CERTIFICATE IN

Mathematics

RESPONSE---- -- - - -- Yes 1 1917 36.9% 38.9%

Yes I 1666 29.8% 31.6% No 2 3D11 58.0% 61.1%

No 2 3373 66.0% 88.4% RESERVED CODES:RESERVED CODES: REFUSAL 7 13 .3% (MISS)

DDN'T KNOW 6 1 .0% (MISS) MISSING 5 53 1.0% 'MISS)

REFUSAL 7 13 .3% (MISS) LEGITIMATE SKIP 9 189 3.8% (MISS)

MISSING 6 52 1.0% (MISS)LEGITIMATE SKIP 9 199 3.6% (MISS) TOTALS* 5193 100:0% 100.0%

TOTALS: 6193 100.0% 100.0%

(Refer Co Question 3_7)


Tape Pos. 153-153Format* II

Question 3_5

Question 3_78 Tape Pos. 150-1110Format: If BYT3_9 HIGHEST DEGREE HELD

BYT3_7B CERTIFICATE IN SCIENCE HELD Whet is the highest ecedemic degree you hold, (CIRCLE DNE)

SciencePER VALID

RESPONSE CODES FREQ CENT PCTPER- VALID

' RESPDNSE CODES FREQ CENT PCT Less than a bachelor's degree. I 9 .2% .2%

Bachelor's 2 2749 52.9% 63.3%36.4%

Yes 1 16D5 29.0% 3D.6% Master's 3 1881 35.1%

NoRESERVED CODES:

2 3422 66.9% 69.6% Education specialist or pro-fessionel diploma based on at

DON'T KNOW 6 1 .0% (MISS) least one year of worit'pestREFUSAL 7 13 .3% (MISS) mister's degree level 4 362 7.0% 7.0%

MISSING 6 63 1.0% (MISS) Doctorate (P11.00 or firstLEGITIMATE SKIP 9 199 3.6 %'(MISS) professional degree (e.g.

M.D. , L.L.B. , J.D., D.D.S.)... 5 63 1.0% 1.0%

TDTALS: 6193 100.0% :00.0% RESERVED CODS:REFUSAL 7 7 .1% (MISS)MISSING 5 32 .6% (MISS)

-- ---

(Refer to Question 3..7) TDTALS: 5193 100.0% 100.0%

Question 3_71.

BYT3_7C CERTIFICATE IN ENGLISH HELD

English

Tape Pas. 151-151Format* II

NDTE: Thus vartable was recoded by NCES (n accordancewith the confidentiality provisions of PLI00-297(198S).

RESPDNSE CODES

YesNoRESERVED CODES:REFUSALMISSINGLEGITIMATE SKIP

TDTALSI

1

2

769

FREQ

18423D67

1352199

5193

PER- VALIDCENT PCT

35.5% 37.4%59.4% 62.8%

.3% (MISS)1.0% (MISS)3.6% (MISS)

100.0% 100.0%

Question 3_9

What ware your Woor and minor Melds of study for yourBACHELOR'S degree ONLY, (CIRCLE ALL THAT APPLY)


Question 3...11411 Tape Pos. 164-154Format, II

6,173_9A1 BACHELOR'S DECREE MAJOR IN EDUCATION

Education

RESPONSE CODES FREQ-- -

PER- VALIDCENT PCT

Yes 1 1964 37.6% 36.2%No 2 3166 6D.15% 51.S%RESERVED CODES:


TOTALS: 5193 100.0% 100.0%

(Refer to Quettion 3_9)

174

PageNELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL)

Question 3_5A2 Taps Pas. 186-166Fermat! II

BYT3_9A2 BACHELOR'S DECREE MINOR IN EDUCATION

Education


Yes------

1 766-----

14.5% 14.7%No 2 4377 84.3% 36.3%RESERVED COOES:REFUSAL 7 s .2% (MISS)MISSING 8 43 .8% (MISS)LEGITIMATE SKIP 9 9 .2% (MISS)

- - --- -- - -- -----TOTALS: 5183 100.0% 100.0%

(Refer to Question 39)

Question 3_81BI Taps Pos. 185-166Format: II

BYT3_881 BACHELOR'S DECREE MAJOR IN ENGLISH

English


----------Yes

1

-----902

---- -----17.4% 17.7%No 2 4208 81.0% 82.3%

RESERVED CODES:REFUSAL 7 9 .2% (MISS)MISSING 8 65 1.3% (MISS)LEGITIMATE SKIP 9 9 (MISS)

-----.2%

----- --^ --TOTALS: 5193 100.0% 100.0%


Question 3_952 Tspe Pos. 167-167Fermat! II

8VT3_9132 BACHELOR'S DECREE MINOR IN ENGLISH

Enolich

Question 3_11CI Tops Pos. 158-1611Forma: Il

BYT3_9C1 BACHELOR., DECREE MAJOR IN HISTORY

History (or Social Studiss/Sociel Science)

PER- VALIDRESPONSE COOES FREQ CENT PCT--------- ----- ----- -----yes

t 1204 23.2% 23.6%No 2 3806 75.2% 76.4%RESERVED COOES:

REFUSAL 7 9 .2% (MISS)MISSING 5 BS 1.3% (MISS)LEGITIMATE SKIP 9 9 .2% (MISS)

----- .----- - - -- -TOTALS: 5193 100.0% 100.0%


Question 3_8C2 Tape Pos. 1611611Forma,: Il

EYT3_8C2 BACHELOR'S DECREE MINOR IN HISTORY

History (or Social Studies/Social Wane.)

PER- VALIDRESPONSE COOES FREQ CENT PCT..-____--__ ----- -----ye.

1 883 17.0% 17.2%No 2 4248 81.8% 152.8sRESERVED CODES:REFUSAL 7 9 .2% (MISS)MISSING a 44 .8% (MISS)LEGITIMATE SKIP 9 9 .2% (MISS)

TOTALS: 5193 100.0% 100.0%


Question 3_801 Tops Pos. 160-160Format: II

BYT3..901 BACHELOR'S DECREE MAJOR IN MATHEMATICS

Matheostics

RESPONSE-- ------------CODES- ---

FREQPER- VALIDCENT PCT

RESPONSE CODES

1

FREQ

634

PER- VALIDCENT PCT----- -----12.2% 12.4%

...-----

YesYes 1 646 12,6% 12.6% No 2 4476 86.2% 87.6%No 2 44113 86.3% 87.4% RESERVED CODES:RESERVED CODES: REFUSAL 7 9 .2% (MISS)REFUSAL 7 9 .2% (MISS) MISSING 6 65 1.3% (MISS)MISSING 8 44 .111%(MISS) LEGITIMATE SKIP 9 9 .2% (MISS)LEGITIMATE SKIP 9 9 .2% (MISS) ----- ------ -..- TOTALS: 5193 100.0% 100.0%TOTALS: 5193 100.0% 100.0%

(Refer to Question 3_9) Mellor to Question 3_9)

175

EELS 88: BASE TEAR TEACHER QUESTioiBAIRE (TEACHER LEVEL) Papa 5

Taps Pos. 111Fermat: 11

MINOR 1K MATHEMATICS

PER-

-111

VALID

Topa Pos. 114-114Format: II

MAJOR IN FOREIGN LANG


Qusatlen 3..11111

Question 3..602

BYT3.A111 BACHELOR'S DECREE

Foreign Language

RESPONSE

SVT3_1102 BACHELOR'S DEGREE

Mathematics

RESPONSE CODES FREQ CENT PCT ----...-......-..-

V.s----- ----- ----- 1 115 2.2% 2.3%

Vas 1 45e 11.4% 11.5% No 2 4995 116.2% 97.7%


REFUSAL 7 11 .2% (MISS) MISSING 6 65 1.3% (MISS)

MISSING 5 44 .8% (MISS) LEGITIMATE SKIP 9 9 .2% MISS)

LEGITIMATE SKIP 11 9 .2% (MISS)----- ----- TOTALS/ 5193 100.0% 100.0%

TOTALS: 5193 100.0% 100.0%

(Ref*, to Question 3_9)

Question 3_611 Tape Pos. 162-162Fermat: 11

B VT3_11E1 BACHELOR'S DECREE MAJOR IN SCIENCE

Natural/Physical Sciences

RESPONSE CODES FREQ

(1Mfer to Question 3_9)

4Miliatian 3_1112 Taps Pos. 165-165Formatt 11

B YT3_8F2 BACHELOR'S DECREE MINOR IN FOREIGN LANG

Foreign Lanpuspe

PER- VALIDPER- VALID RESPONSE COOES FREQ CENT PCTCENT PCT

- - -- - --- s 1 235 45% 4.6%

V., 1 633 12.2% 12.4% Nos 2 4896 94..3% 95.4%


REFUSAL 7 9 .2% (MISS) MISSING S 44 .8% (MISS)

MISSING 9 65 1.3% (MISS) LEGITIMATE SKIP 9 9 .2% (MISS)

LEGITIMATE SKIP 9 2 .2% (MISS)

TOTALS: 5193 100.0% 100.0%TOTALS: 5193 100.0% 100.0%


Question 3_11E2 Taps Pos. 163-163Format: II

S YT3_9E2 BACHELOR'S DECREE MINOR IN SCIENCE

Natural/Physic.) Sciences

RESPONSE CODES FREQ

Metier to Question 3_9)

Ehlaation 3..601 Tape Pos. 11111.1116Format: 11

B VT3,_101 BACHELOR'S DECREE MAJOR IN OTHER AREA- 1


PER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCTCENTPCT ..-------...

V.'NoRESERVED CODES!


1 1712 4460

7 9s$ 44

----- ----12:9% 13.1%85.0% 81.9%

.2% (MISS)

.2% (MISS)

Vot.iNoRESERVED CODES:REFUSALMISSINGLEGITIMATE SKIP

1

2

7s9

9064199

970s

17.4% 17.7%80.9% 82.3%

.2* (MISS)1.3% (MISS).2% (MISS)

--- -

TOTALS:


----- --- -5193 00.0% 100.0%

TOTALS:

(Kafir to Question 3_111

17

5193 100.0% 100.0%

Il

Page 6Neu 88: BASE YEAR TEACEERAUESTIOLMAIRE (TEACHER LEVEL)

Question 3_9C2 Tape Pos. 117-167Foroat: II

BVT1_9G2 BACHELOR'S DEGREE MINOR IN OTHER AREA- 1


Question 3_10A Tape Pos. 170-170Format: II

BYT3_10A NOT APPLICABLE - NO GRADUATE DEGREE

Not applicable; no graduate degree

PER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCTRESPONSE CODES FREQ CENT PCT ---- -- ---------------

YesNoRESERVED CODES:REFUSALMISSINGLEGITIMATE SKIP

TOTALS:

------1

2

789

-- ---615

4512

940

9-----1193

-----11.8%86.9%

.2%.9%.2%

100.0%

-----12.0%88.0%

(MISS)(MISS)(MISS)

100.0%

yNoes

RESERVED COOES:REFUSALKISSINGLEGITIMATE SKIP

TOTALS:

1

2

769

27492.198

6319

--5193

52.9% 53.4%46.2% 46.6%

.1% (MISS)

.6% <MISS)

.2% (MISS)--- -100.0% 100.0%


Question 3_911 Taps Poe. 118-161Format: If

BYT3 9H1 BACHELOR'S DEGREE MAJOR IN OTHER AREA- 2


Question 310A1 Tape Pos. 171-171Foroat: II

8YT310A1 GRADUATE DEGREE MAJOR IN EDUCATION

EducationOther <please specify)

RESPONSE

YesPcRESERVED COOES:


TOTALS:

COOES

1

2

789

FREQ..-

645026

966

9-----6193

PER- VALIDCENT PCT

RESPONSE----------

YesNoRESERVED COOES:REFUSALMISSINGLEGITIMATE SKIP

TOTALS:

CODES

1

2

789

FREQ

13341039

963

2768- --5193

PER- VALIDCENT PCT

25.7% 56.2%20.0% 43.8%

.2% (MISS)1.0% (MISS)

53.1% (MISS)-100.0% 100.0%

-----1.6% 1.6%

96.8% 98.4%

.2% <MISS)1.3% (MISS).2% (MISS)

---- -----100.0% 100.0%

(Refer to Question 3_9) <Refer to Question 3_10)

Tape Poe. 161-1119Format: II

MINOR IN OTHER AREA- 2

Tape Poe. 172-172Forpat: II

MINOR IN EDUCATION


Question 310A2Question 3_9H2

SYT310A2 GRADUATE DEGREE

Education

RESPONSE

BVT3_9H2 BACHELOR'S DEGREE


AR- VALID ------.--- - ..--RESPONSE CODES FREQ CENT PCT Yes1 224 4.3% 9.4%----- No2 2152 41.4% 90.6%Yes

1 212 4.1% 4.1% RESERVED COOES:No 2 4919 94.7% 95.9% DON'T KNOW 6 I .0% (MISS)RESERVED CODES:REFUSAL 7 10 .2% (MISS)REFUSAL 7 9 .2% (MISS) MISSING 8 48 .9% (MISS)MISSING 8 44 .6% (MISS) LEGITIMATE SKIP 9 2758 53.1% (MISS)LEGITIMATE SKIP 9 9 .2% (MISS) ---....-- TOTALS: 5193 100.0% 100.0%TOTALS: 5193 100.0% 100.0%


Question 3_10

If you have earned a GRADUATE DEGREE what were your majorand minor fields of study for your HIGHEST graduate degree?


1 7 7

p

NELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL)

Question 31081 Tape Poe. 1i.S173Quettien 3100

...

Formats I1

SYT31061 GRADuATE DEGREE MAJOR IN ENGLISH

English PER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCT

RESPONSE nooEs FREQ PCT -- ------ -- -------- ------ Yes 1 138 2.7% 6.8%

Yes 1 165 3.0% 6.7% No 2 2238 43.1% 114.2%

No -. 2 2216 42.7% 93.3% RESERVED COOESIRESERVED CODES: DON'T KNOW 6 1 .0% (MISS)

REFUSAL 7 9 .2% (MISS) REFUSAL 7 10 .2% (MISS)

MISSING 8 62 1.0% (MISS) MISSING 8 die am (MISS)

LEGITIMATE SKIP 9 2765 63.1% (MISS) LEGITIMATE SKIP 0 2765 63.1% (MISS)

9YT310C2 GRADUATE DEGREE MINOR IN HISTORY

History (or Social Studies/Social Science)

Page 7

Tape Pee. 178-178PermatI I1

TOTALS: 6193 100.0% 100.0% TOTALS: 5193 100.0% 100.0%


Question 31092 Tape Pos. 174-174 Question 31001 Tape Pas. 177-177Fermat II Fermat II

8YT31001 GRADUATE DECREE MAJOR IN MATHEMATICS

Mathematics

PER- VALID PER- VALIDRESPONSE CODES FREQ CENT PCT RESPONSE CODES MEC) CENT PCT.......... --

Yes 1 110 2.1% 4.6% Yes 145 2.6% 6.1%

No 2 226G 43.6% 95.4% No 2 2225 42.9% 93.9%RESERVED CODES: RESERVED CODES:

DON'T KNOW 6 . .0% (MISS) REFUSAL 7 9 .2% (MISS)REFUSAL 7 10 .2% (MISS) MISSING a 52 1.0% (MISS)MISSING 8 48 .9% (MISS) LEGITIMATE SKIP 9 2765 53.1% (MISS)LEGITIMATE SKIP 9 2755 53.1% (MISS) - -- . --

TOTALS: 5193 100.0% U. 0%TOTALS: 6193 100.0% 100.0%

SYT31082 GRADUATE DEGREE MINOR IN ENG -ISH

English


luestion 310C1

BYT31001 GRADUATE DEGREE MAJOR IN HISTORY

History (or Social Studies/Social Science)

Tape Pes. 17E.-1/5Format I1


Question 31002 Tape Pos. 178-178Format: II

6YT31002 GRADATE DEGREE MINOR IN MATHEMATICS

Methenatics

PER- VALIDER- VALID RESPONSE CODES FREQ CENT PCT

RESPONSE CODES FREQ CENT PCT ----- ----- ---------- ----- Yes 1 116 2-2% 4.8%

Yes 1 233 4.5% 9.8% No 2 2261 43.5% 95.2%No 2 2141 41.2% 110.2% RESERVED CODES:RESERVED CODES: DON'T KNOW 8 1 .0% (MISS)

REFUSAL 7 9 .2% ',MISS) REFUSAL 7 10 .2% (MISS)MISSING 8 62 1.0% (MISS) MISSING 8 45 .9% (MISS)LEGITIMATE SKIP 9 2764 63.111 (MISS)

- ---LEGITIMATE SKIP 9 2765 03.1% (MISS)

TOTALS: 6193 100.0% 100.0% TOTALS: 5193 100.0% 100,0%

(Refer to Question 3_10) (Refer to question 3..10)

78

NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL)

Question 310F2 Tape Pos. 162-162Question 31011 Tape Pes. 178175F t1 IIFormat: if

BYT310F2 GRADUATE DEGREE MINOR IN FOREIGN LANGBYT310E1 GRADUATE DEGREE MAJOR IN SCIENCE

Netural/Physics; Sciences

RESPONSECODES---------YesNoRESERVED CODES:RFFUSALHISSINGLEGITIMATE SKIP

TOTALS:

-- ----1

2

789

FREQ----

1762198

952

2758-----6183

PER- VALIDCENT PCT

Foreign Language

RESPONSE----------vs,

NoRESERVED CODES:DON'T KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS:

CODES-- ---- --

1

2

6789

FREQ-----

122364

1

1048

2756

5123

PSR- VALIOCENT PCT

----- ... ----

.2% .5%46.6% 99.6%

.0% (MISS)

.2% (MISS)

.9% (MISS)53.1% (MISS)

- ..- -----100.0% 100.0%

----- -----3.4% 7.4%

42.3% 92.8%

.2% (MISS)1.0% (MISS)

53.1% (MISS)----* ..--

100.0% 100.0%

(Refer to Question 3_10)(Refer to Queption 3_10)

question 31052

BYT3IOE2 GRADUATE DEGREE MINOR IN SCIENCE

Tape Poe. 180-180Format: 21

Question 31001 Taps Pos. 163-163Format: II

BYT31001 GRADUATE DEGREE MAJOR IN OTHER AREA - 1

Natural /Physical Sciences

RESPONSE CODES FREQPER- VALIDCENT PC7

Other (plesel, specify)


Yes-----

1 103 2.0% 4.3%- -- - --- -

Yes1

-----895

----- -----11.5% 25.1%No 2 2273 43.8% 85.2% No 2 1779 34.3% 74.9%RESERVED CODES:

RESERVED CODES:OON'T KNOW 6 1 .0% (MISS) REFUSAL 7 S .2% (MISS)REFUSAL . ..... 7 10 .2% (MISS) MISSING 8 52 1.0% (MISSIMISSING 8 48 .9% (MISS) LEGITIMATE S.9IP 9 2758 53.1% (MISS)LEGITIMATE SKIP 8 2758 53.1% (MISS) ----- ----- ---------- ---- - ----- TOTALS: 5193 100.D% 100.0%TOTALS: 6183 100.0% 100.0%


Question 310F1

(Refer to Question 3_.10)

Question 31002 Toe Pos. 164.-184Taps Pes. 181. SIForp 1mat: 1Formot: II

811310F1 GRADUATE DEGREE MAJOR IN FOREIGN LANG

Foreign Language

6YT310C2 GRAN:ATE DEGREE MINOR IN OTHER AREA - 1

OtIvr (pies.: specify)

PER- VALIOPER- VALIO RESPONSE CODES FREQ ANT PCTRESPONSECODES FREQ CENT PCT ---------- ..----..-- ------YesNoRESERVED CODES:REFUSALMISSINGLEGITIMATE SKIP

TOTALS:

--------1

2

788

-----23

2351

952

2758- ---5183

--- -----.4% 1.0%

46.3% 99.0%

.2% (MISS)1.0% (MISS)

53.1% (MISS)

100.4% 100.0%

.,,,,

NoRESERVED CODES:DON'T KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS:

1

2

6

89

1352241

1

1048

2768

5193

R.6% 6.7%43.2% 94.J%

.0% (MISS).2% (MISS).8% (MISS)

53.1% (MISS)

100.0% 100.0%

(Refer to Qu.stion 3_10)(Refer to Question 3_10)

179

NELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL) Page 9

DECREE

attendance)

CODES

495256586960616263646666676869707172737475767778798081-928384as8688

96979899



63 1.2% 1.2%89 1.7% 1.7%122 2.3% 2.4%177 3.4% '3.6%95 1.8% 1.9%95 1.8% 1.9%103 2.0% 2.0%113 2.2% 7.2%137 2.6% 2.7%130 2.5% 2.6%176 3.4% 3.5%169 3.3% 3.3%167 3.8% 3.9%212 4.1% 4.21E241 4.6% 4.7%262 5.0% 5.1%236 4.5% 4.6%207 4.0% 4.1%235 4.5% 4.6%177 3.4% 3.6%194 3.7% 3.8%155 3.0% 3.0%120 2.3% 2.4%159 3.1% 3.1%134 2.6% 2.6%118 2.3% 2.3%130 2.5% 2.6%123 2.4% 2.4%129 2.6% 2.5%114 2.2% 2.2%134 2.6% 2.6%154 3.0% 3.0%188 3.6% 3.7%

2 .0% (MISS)37 .7% (MISS)57 1.1% (MISS)9 .2% !MP!,

-5193 100.01 000.0%

Question 3 11BQUasticth SIOH1 Tape Pas. 185-185

Format:BYT3_118 YEAR OF BACHELOR'S

Year of Devoe (or most recent

RESPONSE-----

ger., 19501950-19521963-19561956 -195519591960186119621963196419651966196719681969197019711972197319741975197619771978197919501981198219831964198619861981-1988RESERVED COOES:DONT KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS:

BYT310111 GRADUATE DEGREE MAJOR IN OTHER AREA - 2



------- ----- --- ..----Wes 1 70 1.3% 2.9%No 2 2304 44.4% 97.1%RESERVED CODES:


TOTALS: 5193 100.0% 100.0%

:Refer to Question 3_10)

Question 310H2 Taps Poe. 188..188Format: 11

BYT310H2 GRADUATE DEGREE MINOR IN OTHER AREA - 2



Yes 1 54 1.0% 2.3%No 2 2322 44.7% 97.7%RESERVED CODES:DONT KNOW 6 1 .0% (MISS)REFUSAL 7 10 .2% (MISS)MISSING 8 48 .9% (MISS)LEGITIMATE SKIP 9 2168 53.1% (MISS)

TOTALS: 5193 100.0% 100.0%


Question 3_11

Please print the name of the college or university at whichyou received your bachelor's degree and indicate the yearof your degree (or your most recent attendance).

(PLEASE PRINT NAM. DO NOT ABBREVIATE)

NOTE: :nit var isble (3 11A) was supp d by NOES inaccordance with The confidentiality p-ovisionsof PL100-291 (1988).


NOTE: This variable was receded by NCES in accordance withthe confidentiality provisions of PL100-291 (1988).

Question 3_12

Pleat, print the name of the college or university Which youreceived your master's or other gretfeste degree (or have

d graduate credits) and indicate the year of yourdegree (or of your meat recent attendance). If you havecompleted more than one graduate degree, please fill in theinformation below for your highest degree. IF YOU HAVE NOTCOMPLETED A GRADUATE DECREE, plus. give the name of thecollege or university at which you have earned the largestnumber of graduate credits.

QUOStion 3..12A

Not aWiesblei No graduate e-edits

NOTE: This variable was supp ad by NCES in accordancewith the confidentiality provisions of PL100-297(1988).

18.0

Question 1_128


Name of College/University

Question 1_14

In what language(s) Sr. you proficient/ (CIRCLE ALL THATAPPLY)

NOTE:. This variable was supp d by NCES in accordancewith the confidentiality provisions of PL100-297(1988).

Tape Pos. 192-192Question 3_14AFormat: II

BYT3_14A PROFICIENT IN FRENCH

FrenchQue*tion 3_12C Taps Pos. 189.'190Format: 12

PER- VALIDRESPONSE CODES FREQ CENT PCTBYT3_12C YEAR OF GRADUATE DEGREE-- -...

Yes 1 269 5.2% 31.8%Year of Degree (or most recent attendance)No 2 578 11.1% 68.2%

PER- VALIDRESERVED

REFUSALCOOES:

7 10 .2% (11(SS)RESPONSE CODES FREQ CENT PCT MISSING 8 36 .7% (MISS)..- LEGITIMATE SKIP 9 4300 82.8% (MISS)Before 1960 59 67 1.3% 1.7% ---- ----- --1960-1963 63 86 1.7% 2.1% TOTALS: 5193 100.0% 100.0%1964-1966 66 108 2.1% 2.7%1967-1968 68 104 2.0% 2.6%1969 69 90 1.7% 2.2%1970 70 100 1.9% 2.5% (Refer to Question 3_14)1971 71 88 1.7% 2.2%1972 72 156 3.0% 3.9%1973 73 126 2.4% .1%1974 74 118 2.3% 2.9%1976 75 156 3.0% 3.9%1976 76 140 2.7% 3.5%1977 77 139 2.7% 3.5%1978 78 168 3.2% 4.2%1979 79 139 2.7% 3.5%Question 1_148

1980 80 148 2.8% 3.7%Tape Poe. 193 -1931981 81 156 3.0% 3.9% Format: 111982 82 133 2.6% 3.3%1983 83 181 3.6% 4.5% IIVT3_148 PROFICIENT IN GERMAN19114 84 173 3.3% 4.3%1986 86 206 4.0% 5.1% Carmen1986 86 317 6.1% 7.9%1987 87 458 8.8% 11.4% PER- VALID1388 88 447 8.3% 11.2% RESPONSE CODES FREQ CENT PCTRESERVED CODES:

--------- -------- ---- -----DON'T KNOW 96 8 .2% (MISS) Yes 1 142 2.7% 16.8%REFUSAL 97 3S .7% (MISS) No 2 706 13.6% 83.2%MISSING 93 170 3.3% (MISS) RESERVED CODES:LEGITIMATE SKIP 99 974 18.8% (MISS) REFUSAL 7 10 .2% (MISS)MISSING 8 36 .7% (MISS)TOTALS: 5193 100.0K 100.0% LEGITIMATE SKIP 9 4300 82.8% (MISS)


NOTE: This variable was recoded by NCES in occordencewith the confidentiality Provisions of PL100-297(1988).


Tees Pos. 194 -184Format: If

Question 3_14C

BYT3_14C PROFICIENT IN CRUXQu2stion 3_13 Tape Pos. 191-191GreekFormat: II

BYT3_13 PROFICIENT IN LANGUAGE OTHR THAN ENGLISHPER- VALIDRESPONSE CODES FREQ CENT PCTAre you proficient in any language(s) other then English/ - -----Yes 1 23 .4% 2.7%PER- VALID No

1' 824 15.9% 97.3%RESPONSE CODES FREQ CENT PCT RESERVED CODES:REFUSAL 7 10 .24. (MISS)Yes

1 649 16.3% 16.5% MISSING 8 36 .7% (WS)No 2 4300 82.8% 83.5% LEGITIMATE SKIP 9 4300 82.8% (MISS)RESERVED CODES:REFUSAL 7 10 .2% (MISS) TOTALS: 5193 100.0% 100.0%MISSING 8 34 .7% (MISS)



Question 3.143 Taps Pos. 195-195'Format: II

BYT3_14D PROFICIENT IN ITALIAN

Italian

Question 3_14C

BYT3_140 PROFICIENT IN SPANISH

Spanish

Page 11

Tape Poe. 198-198Format: II


RESPONSE CODES FREQ CENT PCT -Yes 1 401 7.7% 47.3%

Yes 1 26 .5% 3.3% No 2 446 15.6% 52.7%40 2 619 15.86 96.7% RESERVED,COIDES:RESERVED CODES: REFUSAL 7 10 .2% (MISS)REFUSAL 7 10 .2% (MISS) MISSING 8 36 .7%MISS)MISSING 8 36 .7% (MISS) LEGITIMATE SKIP 9 4300 62.8% (MISS)LEGITIMATE SKIP 9 4300 82.8% (MISS) -----

TOTALS: 5193 100.0% 100.0%TOTALS: 5193 100.0% 100.0%


Question 3_14E

BYT3_14E PROFICIENT IN POLISH

Polish

RESPONSE


Question 3_14H Tape Pos. 199-1119Taps Pos. 1116-196 Format: IIFormat: II


BYT3_14H PROFICIENT IN IHINESE

Chinese

RESPONSEPER- VALID

CODES FREQ CENT PCT

sYeYes 1 13 .3% 1.5% No 2 63 16.2% 99.5%No 2 834 16.1% 98.5% RESERVED CODES:RESERVED OWES: REFUSAL 7 10 .2% (MISS)

REFUSAL 7 10 .2% (MISS) MISSING 8 36 .7% (MISS)MISSING 8 36 .7% (MISS) LEGITIMATE SKIP 9 4300 82.8% (MISS)LEGITIMATE SKIP 9 4300 82.6% (MISS)

TOTALS: 5193 100.0% 100.0%5193 100.0% 100.0%TOTALS:

(4efer to Question 3_14)(Refer to Question 3_14)

Tape Pos. 200-200Question 3_141Question 3_14F Taps Pos. 197-197 Format: II

Format: IIBYT3_141 PROFICIENT IN JAPANESE

BYT3_14F PROFICIENT IN PORTUGUESEJap

PortuguesePER- VALID

PER- VALID RESPONSE CODES FREQ CENT PCTRESPONSE CODES FREQ C1NT PCT

Yes 1 9 .2% 1.1%Yes 1 12 .2% 1.4% No 2 636 16.1% 98.9%No 2 635 16.1% 98.6% RESERVED CODES:RESERVED CODES: REFUSAL 7 10 .2% (MISS)

REFUSAL 7 10 .2% (MISS) MISSING 8 36 .7% (MISS)MISSINg 8 36 .7% (MISS) LEGITIMATE SKIP 9 4300 152.6% (MISS)LEGITIMATE SKIP 9 4300 62.6% (MISS)

TOTALS: 5193 100.0% 100.0%TOTALS: 6193 10C.06 100.0%

(Refer to Quetion 3_14)(Refer to Question 3_14)

182

Question 3_.14J

NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL).

BYT3_14J PROFICIENT IN KOREAN

K

Question 3_14M Tape Pos. 204-204Taps Pos. 201-201 Format* 11Format: 11BYT3_1411 PROFICIENT IN OTHER LANGUAGE

Other (pleas. specify)

PER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCTRESPONSE CODES FREQ CENT PCT ... ..- - - - - - ----- -------------- - -- ----- Yes I 115 2.2% 13.6%Yes1 3 .1% .4% No 2 733 14.1% 86.4%No 2 844 16.3% 98.6% RESERVED CODES:RESERVEO CODES: REFUSAL 7 10 .2% (MISS)REFUSAL 7 10 .2% (MISS) MISSING 8 35 .7% (MISS)MISSING a 36 .7% (MISS) LEGITIMATE SKIP 9 4300 82.8% (MISS)LEGITIMATE SKIP 9 4300 82.8% (MISS) ----- -----

-..--- ---...- ----- TOTALS: 5193 100.0% 100.0%TOTALS: 5193 100.0% 100.0%


Tae Ps.Question 3_14K Tepe Pos. 202-.202Question 3_15

Fermat 12205-206

Format* 11.BYT3_15 LANGUAGE MOST PROFICIENT INBYT3_14K PROFICIENT IN A FILIPINO LANGUAGE

Please answer the following questions about the non-EnglishA Filipino languagelanguage In which you are most proficient. (IF YOU KNOW MORELANGUAGE NOW-ENGLISH LANGUAGE, ANSWER WITH REGARD TO THEPER- VALIO LANGUAGE IN WHICH YOU ARE MOST PROFICIENT. PLEASE WRITERESPONSE CODES FREQ CENT PZT THE NAME OF THAT LANGUAGE ON THE LINE BELOW.)

Ye-------- -.-.-

1 4 3 % X1.7% PER- VALIONo 2 833 16.0% 98.30 RESPONSE CODES FREQ CENT PCTRESERVEDCODES:----- ----- ------

FrenchREFUSAL 7 10 .2% (MISS)I 216 4.2% 25.5%MISSING 8 36 .7% (MISS! German 2 110 2.1% 13.0%LEGITIMATE SKIP 9 4300 82.8% (MISS) Greek 3 15 .3% 1.8%----- ----- -..--.-- ItalTOTALS:' 5193 100.0% 100.0% Polish 5 12 .2% 1.4%

Portuguese 6 3 .1% .4%.Spanish 7 358 6.9% 42.3%Chinese 8 4 .1% .5%(Refer to Question 3_14) Jap 9 6 .1% .7%K 10 3 .1% .4%A Filipino language 11 -14 .3% 1.7%An Indochinese language 12 I .0% .1%Other language 13 ea 1.7% 10.4%RESERVED CODES:REFUSAL 97 10 .2% (MISS)MISSING 98 37 .7% (MISS)LEGITIMATE SKIP ,99 4300 82.8% (MISS)

Question 3_14L Tape Pos. 203-203 TOTALS: 5193 100.0% 100.0%Format* 11

BYT3_14L PROFICIENT IN AN INDOCHINESE LANGUAGE

An Indochinese language

PER- VALIDRESPONSE CODES FREQ CENT PCT--------...- - -

Yes I I .0% .1% Question 3_16No 2 846 16.3% 99.9%RESERVED CODES:

REFUSAL 7 10 .2% (MISS)MISSING 8 36 .7% (MISS)LEGITIMATE SKIP 9 4300 82.8% (MISS) With regard to that language, how well do you do the

following? (CIRCLE ALL THAT APPLY)5193 100.0% 100.0%TOTALS:

(Refer to'Buestion 3_14)

183

160.001 A0.001 £619

(SUM) %9"69 OOCP 6 (MUM) %0'1 89 8 (MN) %Z' 01 4

11PCII 98'81 689 a 99'91 %L'Z 981 I

131 1NA3 6361 83003 OI1VA -113d

PST

(418 0011sontl 01 0p)

10111101

dIN9 31V11111031 ONIS9111 1VS01311

193003 03A113936

38%01463U

op 1101

uotlwanps Aaepu0308 Aartuswoot Aut aot u0t0nalsut to Antrim 41 sum 8enOuvl 41

NOI130918NI 339/11313 40 mum sovnouv, 141-C1A9

11 11411.101 616 -616 '1044111601 241 8 1101100N/

A0'001 $10001

isSIN) 99'69 (SSIM)

0010

OOCP sr

6 8

(88111) 01 4

94'94 sral ZP9 Z %C'CZ %9'8 981

13d 1N33 63111 S1003 011VA -113d

II 11.1.404 116116 sod edit

(L1 -C u011sno 01 Jpt

IS 1V101

dINS 31'01111031 ONWIN 1VS0139

IS3003 03/1113S36 0N 101

3SNOWS311

llenfluel sul .0410d ..mu a W3

sovnomv, 10 1138V3d9 3AILVN SI PLI-C1A8

V41-C v01100^6 ---

(U33 3NO 3131113) 1.000,0ad 00us 0.4 n0A 4314A ut Listiou3 us41 .6410 011oneuet *HI 411A imetaudve lood n0A sqtaasop Alolvan330 fiustt 01.11A01101 041 4314A

140'001 %0'001 8619

(SSIM) (SSIM) 118' (SSIM) %Z'

99'18 %1'9 144LZ %9'1. %0'06 %Z8 %9'06

OOCP 9, 01

P9C ZCZ 991 P41

8 8 4

V C Z

13d 1%33 6361 S3003 011V11 -1/3d

II :111.4.4 016-016 10d 8881

C1 ped

41-C uittlonp

(91t uotlfent, 0% 00/p)

IS1V101

dINS 31V11111031 ONISSIN 'velum

IS3003 Q3AU3S3U 1100 Avon 10N

110A Allad

mow AA 3SNOdS36

ofluneueg 041 ltap

30V110,011 S31111A 1131101131 113A MON 091C1A9

011-.8 uollsona

n0A op 100 Aupt

14'001 %0'001 0819

(stun) 99'69 OOCP 8 (SSIM) %9' IP 9 (88IN) %C' 01

10.11 %G., 48 910'86 114'P PPZ %vim sr6 %woe lor C96

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NEES 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL)

QUestien Tape Pee. 213-213Pereit: IS

137T3_17C LANGUAGE MEDIUM OF UNIVERSITY INIITRUCTN

The language was the medium of instruction for my universitystudies

Question 3_,I8 Tape Poe. 218-2IEFormat: II

BYT3_18 EMPLOYMENT STATUS IN SCHOOL SYSTFM

Whet is your employment ',tutus in this school system?(CIRCLE ONE)

PER- VALIDRESPONSE CODES FREQ CENT PCTPER- VALIDRESPONSE CODES FREQ CENT PCT Regular full-time appointment. 1 4964 95.6% 96.5%---------- ----... ---- -.-..-- Regular part-time appointment. 2 96 1.8% 1.8%Yes

1 121 2.3% 14.6% Substitute teacher 3 57 1.1% 1.1%No 2 708 13.6% 85.4% Other 4 26 .5% .5%RESERVED COOEStRESERVED CODES:REFUSAL 7 10 .2% (MISS) REFUSAL 7 7 .1% (MISS)MISSING a 54 'Loa (MISS) MISSING 8 44 .8% (MISS)LEGITIMATE SKIP 9 4300 42.1111 (MISS)

--...... TOTALS: 5193 100.0% 100.0%TOTALS: 5193 100.0% 100.0%



ED IN MAJ SUBJ

is the total amount of timein the subject you

(Include attendance ctprograms, etc., but do notyou have received college


----1 793 15.3% 15.4%2 1432 27.6% 27.8%3 1631 29.5% 29.8%4 820 15.8% 16.9%5 566 10.9% 11.0%

.07 10 .2% (MISS,

)

8 40 .8% (MISS)-----

5193 100.0% 100.04

Question 3_19

8773_19 TIME SPENT ON IN-SERVICE

During the last 12 months, whatyou have spent on in-service educationteach the majority of the time?workshops, continuing edacationinclude formal courses for whichcredit.) (CIRCLE ONE)

RESPONSE

None----------

Less than 6 hours6-15 hours16-35 hoursMore than 35 hoursRESERVED COOES:

REFUSALKNOW

MISSING

TOTALS:.

Question 3_17D Too Pea. 214-214Fermat: II

BYT3_17D STUDIED LANGUAGE AS A FOREIGN LANGUAGE

I studied the language as a foreign language

PER- VALIDRESPONSE CODES FREQ CENT PCT.--- ----- ----Yes

I 645 12.4% 77.1%No 2 192 3.7% 22.9%RESERVED COOES:REFUSAL 7 10 .2% (MISS)MISSING 8 46 .9% (MISS)LEGITIMATE SKIP 9 4300 82.8% (MISS)

TOTALS: 5193 100.0% 100.0%


Question 3_17E Tape Pee. 216-215Fermat: II

SYT3_17E LEARNED LANGUAGE INFORMALLY

I I d the language informally

PER- VALIDRESPONSE CODES MEG CENT PCT----..,--- ----- -.........Yes

I 395 7.6% 47.8%No 2 431 8.3% 52.2%RESERVED CODES:REFUSAL 7 10 .2% (MISS)MISSING a 57 1.1% (MISS)LEGITIMATE SKIP 9 4300 82.8% (MISS)

----- ----- Question 3_20A Tape Pos. 218.-218TOTALS: 5193 100.0% 100.0% -----.--..--.------- Formatt 11

BYT3_20A NO SUPPORT REC'D FOR IN-SERVICE EDUCATN(Refer to Question 3_.17) None

Question 3_20

What type(o) of support have you received in the lest 12months for in-service education In the subject you teachthe majority of the time? (CIRCLE ALL THAT APPLY)


VALIOPCT

Yes1 1977 38.1% 38.5%No 2 3152 60.7% 61.5%RESERVED COOES:

DON'T KNOW 6 1 .0% (MISS)REFUSAL 7 10 .2% (MISS)MISSING 8 53 1.0% (MISS)TOTALS: 5193 100.0% 100.0%


185

NELS 88: BASE YEAR TEACHERESTIONHAiRE (TEACHER LEVEL) Page 16

Tap* Pos. 211-219Format: II

FOR 1N-SERV ED

Tope Pos. 222-222Format: II

FOR 1N-SERV ED

PER- VALID

Question 3_20EQuestion 3_208

SYT3_20E PROFFESSNL GROWTH CREDITS

Professional growth creditsBYT3_208 RELEASED TIME FR TEACHING

Releessd time from teaching

PER- VALID RESPONSE CODES FREQ CENT PCTRESPONSE CODES FREQ PCT«_ -- « - «

.CENTYes 1 1180 22.7% 23.0%

Yes 1 2071 39.9% 40.4% No 2 3949 76.0% 77.0%No 2 3058 68.8% 69.6% RESERVED CODES:RESERVED CODES: DON'T KNOW 6 1 .0% (MISS)

DON'T KNOW 6 1 .0% (MISS) REFUSAL.: 7 10 .2% (MISS)REFUSAL 7 10 .2% (MISS) MISSING 8 63 1.0% (MISS)MISSING 8 53 1.0% (MISS)

TOTALS: 5193 100.0% 100.0%TOTALS: 5183 100.0% 100.0%


(Wootton 3_20C Tape Pos. 220-22DFormat: I1

BYT3_20C TRAVEL/PER DIEM EXPENSES FOR IN-SERV ED

Travel and/or per diem' sap

RESPONSE-----

CODES FREQPER- VALIDCENT PCT

Yes 1 842 16.2% 16.4%No 2 4287 62.6% 63.6%RESERVED CODES:DON'T KNOW 6 1 .0% (MISS)REFUSAL 7 10 .2% (MISS)U133iNG 8 53 1.0%.(MISS)

--TOTALS: 5183 100.04 100.0%



Question 3_20F Tape Pos. 223-223Format: Il

8773_20F RECD OTHER SUPPORT FOR IN-SERVICE ED

Other (pleaee specify)

PER- VALIDRESPONSE CODES FR2Q CENT PCT

Yes 1 186 3.6% 3.6%No 2 4844 95.2% 96.4%RESERVED CODES:DON'T KNOW 6 1 .0% (MISS)REFUSAL 7 10 .2% (MISS)MISSING 15 63 1.0% (HISS)

TOTALS: 5183 100.0% 100.0%


Question 3_21 Tape Pos. 224-224Question 3_200

Tope Pos. II 221-221 Format: IIFmat:

BYT3_200 REC.) STIPEND FOR 1N-SERVICE EDUCATIONDo you provide instruction in an eighth grade gifted and

Stipend(s) talented program et this school, (CIRCLE 04E)

BYT3_21 PROV INSTRUCTION IN 6TH CR GIFTED PROGRM


VALIDPCT

Yes 1 608 9.6% 9.9%No 2 4620 69.0% 90.1%RESERVED =ESC

DON'T KNOW 6 1 .0% (MISS)REFUSALMISSING

76

1054

.2%1.0%

(MISS)(MISS)-----

TOTALS: 5193 100.0% 100.0%


RESPONSEPER- VALID

CODES FREQ CENT PCT

yes 1 710 13.7% 13.6%No 2 4444 86.6% 66.2%RESERVED CODES:REFUSAL 7 6 .1% (MISS)MISSING 6 33 .6% (MISS)

TOTALS: 5193 100.0% 100.0%

1,8,6


TapeFermat

TIME TEACHING GIFTED

time Is spenttalented program?

CODES FREQ--------

0 21 74 35 226 48

41 11011 1

12 213

131416

l 2a16 2717 27IS 2

1872025 3127 1

28 1

30 1433 2934 240 6143 1

46 1

50 6655 1

60 1965 I.66 467 570 571 1

75 9883

I

0 21

56 290 497 1

100 57

996 1

997 6996 44999 4444

-----5193

Pet. 226-22753

In teaching

PER- VALIDCENT PCT

..----..0% .3%.1% 1.0%:I% .4%.4% 3.2%.1% .6%.0%

6..0%1%

.0% .1%

.0% .3%

.4 .13% 1..9%% 6%

2.8%.5% 3.9%.5% 3.3%

3..6%0%

28..8%3%

5.8%.

.0% .1%

.0% .1%

.3% 2.0%

.8% 4.2%

.0% .3%1.24 8.7%.0% .1%.0% .1%

1.1% 8.0%.0% .1%4% 2.7%.4% .1%.1% .6%.1% .7%.1% .7%.0% .1%.2% 1.3%.4%0%

3.0%. . 1%.0% .3%.1% .6%

1%1..01% %

8..2%

.0% (MISS)

.1% (MISS)% (MISS)

65.6% (MISS)

Tapp P.S. 229..228Ferman I1


-.... -----70 1.5% 10.8%

630 12.1% 89.2%

6 .1% (MISS)37 .7% (MISS)

4444 85.6% (MISS)-----5193 100.0% 100.0%

Tape Pee. 230-230Fermat I1


------- --- ..--...

155 3.0% 22.0%551 10.6% 78.0%

6 .1% (MISS)37 .7% (MISS)

4444 85.6% (MISS)^---- ----- -----6193 100.0% 100.0%

Taps Pee. 231 -231FermatI I1

'Wootton 3_236-Question 3_22

IIVT3_235 HAS UNDERCRAD CREDIT TRAINING GIFTED

Yes, undergraduate course credit

RESPONSE CODES---------- -..-- ---

Yet 1

No 2RESERVED CODES:

REFUSAL 7MISSING 8LEGITIMATE SKIP 9

TOTALS:


BYT3_ 22 % OF CLASSROOM

What percentage of your classroomstudents 'In gifted and

RESPONSE

RESERVED CODES:DON'T KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS:

6Sleetien 3_230

IIVT3 23C HAS GRADUATE CREDIT TRAINING GIFTED

Yes, graduate course credit

RESPONSE CODES

Yes----....- -

1

No 2_RESERVEDCODES:

REFUSAL 7MISSING 8LEGITIMATE SKIP 9

TOTALS:


----- -----100.0% 100.0%

Quaatten 3.230

Question 3_23

?:1:L4::1 gt" end1=:11 teaching

Question 3.23A Tape Pee. 226 -228Formats I1

IIVT3_23A HAS IN- SERVICE TRAINING TEACHING GIFTED

Yes, In -service training


----- ....--- ...-Vas 1 383 7.4% 54.2%No 2 323 6.2% 45.8%RESERVED CODES:

REFUSAL 7 a .1% (MISS)MISSING 8 . 37 .7% (MISS)LEGITIMATE SKIP 9 4444 85,8% (MISS)

.----.- ----- -----TOTALS: 5193 100.0% :00.0%

(Refs, to Question 3_23)

8VT3_230 HAS CONTINUING ED CREDIT TRAINING GIFTED

Yes, continuing education credit

PER-. VALIDRESPONSE CODES FREQ CENT PCT

-----.---- --.--- ----- -----Yes 1 101 1.9% 14.3%No 2 605 11.7% 85.7%RESERVED COOES1 1.


----- ----.-TOTALS: 5193 100.0% 100.0%


187

Question ,3..2311


Tape Poo. 232-232Fermat, 11

8111_23E NO SPECIAL TRAINING TEACHING GIFTED

No

RESPONSE

VasNoRESERVED CODES:


TOTALS:


Page 17

Quietist+ 3_2118 ''Vs Pos. 238-236Format; 11

8YT3_2158 HOW SATISFIED W, CONTENT OR CURRICULUM

The content or curriculv- of the gifted /talented program


CODES FREQ CENT PCT ------- -- ------- - Extremely satisfied 1 99 1.9% 14.4%

1 230 4.4% 32.8% SatiefieJ 2 432 8.3% 62.9%2 476 6.2% 67.4% Dissatisfied 3 133 2.6% 19.4%

Extremely dissatisfied 4 '23 .4% 3.3%7 6 .1% (MISS) RESERVED CODES:8 37 .7% (MILS) DON'T KNOW 6 3 .1% (MISS)9 4444 86.6% (MISS) REFUSAL 7 7 .1% (MISS)

--- - MISSING is 62 1.0% (MISS)6193 100.0% 100.0% LEGITIMATE SKIP 9 4444 66.6% (MISS)

TOTALS: 6193 100.0% 100.0%

Question 3_24 Tape lies. 233-233Format, 11

8771_24 HAS SPECIAL CERTIF1CATN TEACHING GIFTED

Do you have special certification in teaching gifted endWonted children? (CIRCLE ONE)

RESPONSE

Vet, provisional or temporary.

Nestpermanent or long-term...

RESERVED CODES:REFUSALMISSINGLEGITIMATE SKIP

TOTALS:

Question 3_26


Questien 3_26C Tape Poe. 236-236Format, II

SYT3_215C HOW SATISFIED WI TIME AVAIL FOR PLANNING

The 'mount of time 'mailable for planning and preparation ofPER- VALID gifted talented instruction

CODES FREQ CENT PCT----- PER- VALID

1 17 .3% 2.4% RESPONSE CODES FREQ CENT PCT2 61 1.0% 7.2%3 636 12.3% 90.4% Extremely satisfied 1 26 .6% 4.1%

Satisfied 2 297 5.7% 43.6%7 6 .1% (MISS) Dissatisfied 3 270 6.2% 39.6%6 37 .7% (MISS) Extremely dissatisfied 4 87 1.7% 12.6%9 4444 66.6% (MISS) RESERVED CODES:

DON'T KNOW 6 4 .1% (MISS)6193 100.0% 100.0% REFUSAL 7 7 .1% (MISS)

MISSING 8 66 1.1% (MSS)LEGITIMATE SKIP 9 4444 86.6% (MISS)

For the gifted end talented program in which you teach, howsatisfied are you with the following: (CIRCLE ONE EACH)

Question 3_26A Tape Pee. 234234Fermat, I1

87"13_25A HOW SATISFIED WI FINANCIAL RESOURCES

The financial r rrrr coo available for this special program

PER- VALIDRESPONSE CODES FREQ CENT PCT----- ---- --- -

Extremely satisfied / 47 .11% 6.8%'Satisfied 2 379 7.3% 66.8%Disestisfled 3 160 3.6% 26.6%Extremely dissatisfied 4 73 1.4% 10.6%RESERVED CODES,DON'T KNOW 6 3 .1% (MISS)REFUSAL 7 9 .2% (MISS)MISSING 6 66 1.1% (MISS)LEGITIMATE SKIP 11 4444 86.6% (MISS)

.

TOTALS: 6193 100.0% 100.0%


I k

TOTALS:

(Rifler to Question 3_26)

6193 100.0% 100.0%

Question 3_26D Tape Poe. 237-237Fermat, 11

611'3_26D HOW SATISFIED 8/ STUDENT PROGRESS

Student progress under the program

PER- VALIDRESPONSE CODED FREQ CENT PCT

Extremely satisfied 1 107 2.1% 16.7%Satieflod 2 463 8.7% 66.4% .

Dissatisfied 3 106 2.0% 16.6%Extremely dissatisfied 4 16 .3% 2.3%RESERVED-CODES:

DON'T KNOW 6 3 .1% (MISS)REFUSAL 7 7 .1% (MISS)MISSING 6 57 1.1% (MISS)LEGITIMATE SKIP 9 4444 66.6% (MISS)

.--- ----.TOTALS, 6193 100.0% 100.0%


1.88'

Question 3_25E


Question 3_2E11 Tas Pos. 241-241Taps Pas. 238-236Ferpmat% 11Format: 11

BYT3_25E HOW SATISFIED W/ SELECTION PROCEDURES

The selection procodurus

RESPONSE

Extremely satisfiedSatisfiedDissatisfiedExtremely dissatisfiedRESERVED CODES:


TOTALS)


for the gifted/talented program

PER-CUDES FREQ CENT------ ----- -----

VALIDPCT

1 49 .8% 7.2%2 335 6.5% 49.0%3 228 4.4% 33.4%4 71 1.4.'1 10.4%

6 3 .1% (MISS)7 7 .1% (MISS)8 66 1.1% (MISS)9 4444 85.6% (MISS)

5193 100.0% 100.0%

Question 3_24)F Tape Pos. 2311-2311Formatt 11

BYT3_75F HOW SATISFIED W/ TIME FOR TEACHING CLASS

BYT3_2641 DEGREE STUDENT ABSENTEEISM IS PROBLEM

Student absenteeism


---------- - --Serious 1 687 13.2% 13.4%Moderato 2 1714 33.0% 33.5%Minor 3 2072 39.9% 40.6%Not problem - 4 647 12.5% 12.6%RESERVEDT.00ES)

DON'T KNOW 6 3 .1% (M185)REFUSAL 7 8 .2% (MISS)MISSING 8 62 1.2% (MISS)

---TOTALS: 6193 100.0% 100.0%


Questio'n 3_29C Tape Pos. 242 -242Format' 11

BYT3_26C DECREE STUDENT CLASS CUTTING IS PROBLEM

Student class cutting.

The amount of time allocated to teaching gifted clPER- VALID

RESPONSE COOES FREQ CENT PCTPER- VALID ---------- ---,-RESPONSE CODES FREQ CENT PCT Serious1 230 4.4% 4.5%..------..... - w - - -- -- -.-..-- ..--..-. Moderate 2 648 '12.6% '12.7%Extremely satisfied

J 02 1.2% 9.1% Minor 3 2144 41.3% 41.9%Satisfied 423 8.1% 61.9% Not a problem 4 2089 40.2% 40.9%Dissatisfied 3 161 3.1% 23.6% RESERVED CODES)Extremely dissatisfied 4 37 .7% 5.4% DON'T KNOW 6 6 .1% (MISS)RESERVED CODES:REFUSAL 7 8 .2% (MISS)DON'T KNOW 8 2 .0% (MISS) MISSING 8 68 1.3% (MISS)REFUSAL 7 8 .2% (MISS)

- -MISSING a 56 1.1% (MISS) TOTALS: 6193 100.0% 100.0%LEGITIMATE SKIP 9 4444 86.6% (MISS)----- ----- -----

TOTALS: 5193 100.0% 100.0%



Question 3_260 Tape Pos. 243-243Format) II

Question 3_28 BYT3_26D DECREE PHYSICAL CONFLICTS ARE A PROBLEM

Physical conflicts among students

PER-. VALIDIndicate the degree to which each of the following matters RESPONSE CODES FREQ CENT PCTis s problem in your school. (CIRCLE ONE EACH) - -----Serious 1 311 6.0ii 6.1%Moderate 2 1084 20.9% 21.2%Minor 3 2554 49.2% 49.9%Not a problem 4 1171 22.5% 22.9%RESERVED CODES:

DON'T KNOW 6 4 .1% (MISS)REFUSAL 7 9 .2% (MISS)MISSING a 60 1.2% (MISS)Question 3_21A TapFormat:e Pos. 240-.24a TOTALS: 6193 100.011 100.0%

BYT3_26A DECREE STUDENT TARDINESS IS PROBLEM

Student tardiness (Refer to Question 3_26)

PER- VALIORESPONSE CODES FREQ CENT PCT

---Serious 1 669 11.0% 11.1%Moderate 2 1503 28.9% 29.3%Minor 3 2178 41.9% 42.6%NESERVEDot s proCOOES1blem 4 873 16.8% 17.0%RDON'T KNOW 8 3 .1% (MISS)REFUSAL 7 8 .2% (MISS)MISSING 8 69 1.1% (MISS)

- ......

TOTALS: 5193 100.0% 100.0%


189

NELS 88: BASE TEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL) Page 19

IS A PROBLEM

CODES


PER-FREQ CENT

VPCTALID

Tape Pot. 247-247Format: II

USE IS A PROBLEM

PEA- VALIDCODES FREQ CENT PCT

Question 3_21HQuestion 3_2SE

SYT3_26H DECREE STUDENT DRUG

Student use of illegal drugs

RESPONSE

IIMOIDIM.1...=011,

SYT3_265 DEGREE ROBBERY

Robbery or theft

RESPONSE-.----**- glorious 1 174 3.4N 3.4%

Serious 1 138 2.7% 2.7% Moderate 2 913 17.6% 18.0%Moderato 2 722 13.9% 14.1% Minor 3 2562 49.3% 50.5%Minor 3 2673 51.5% 62.2% Not problem 4 1421 27.4% 28.0%Not a problem 4 1586 30.5% 31.0% RESERVED CODES:RESERVED COOES: DON'T KNOW 6 24 .5% (MISS)

DON'T KNOW 6 4 .1% (MISS) REFUSAL 7 10 .2% (MISS)REFUSAL 7 9 .2% (MISS) MISSING 6 89 1.7% (MISS)MISSING 6 61 1.2% (MISS)

TOTALS: 5193 100.0% 100.0MTOTALS: 5193 100.0% 100.0%


Tape Pos. 246 -246Format: II

OF SCH PROPERTY IS PROS

property

Taps atPos248-248

Form: II

ARE A PROBLEM

Question 3_261,Question 3_26F

BYT3_26) DEGREE STUCENT WEAPONS

Student possession of weapons

eeaBYT3_26F DECREE VANDALISM

Vandaliem of schoolPER- VALID

PER- VALID RESPONSE CODES FREQ CENT PCTRESPONSE CODES FREQ CENT PCT

Serious 1 74 1.4% 1.5%Serious 1 297 5.7% 5.8% Moderate 2 233 4.5% 4.6%Moderate 2 902 17.4% 17.6% Minor 3 1588 30.6% 31.2%Minor 3 2608 50.2% 50.9% Not problem 4 3194 61.5% 62.8%Not a problem 4 1312 26.3% 25.6% RESERVED CODES:RESERVED CODES: DON'T KNOW 6 16 .3% (MISS)

DON'T KNOW 6 4 .1% (MISS) REFUSAL 7 10 .2% (11SS)REFUSAL 7 9 .2% (UISS) MISSING 6 78 1.5% (MISS)MISSING 8 61 1.2% (MISS)

TOTALS: 5183 100.0% 100.0%TOTALS: 6193 100.0M 100.0%


Question 3_26G Tape Poe. 246 -246Format: 11

IBYT3_26G DECREE STUDENT ALCOHOL USE IS A PROBLEM

Student use of alcohol

RESPONSEPER- VALID

CODES FREQ CENT PCT


Question 3_28.1 Tape Pos. 249-248Format: II

BYT3_26J DEGREE PHYS ABUSE OF TEACHERS IS PROBLEM

Physical abuse of teachers

RESPONSEPER- VALID

CODES FREQ CENT PCT

Serious 1 68 1.1% 1.1%Serious 1 195 3.8% 3.8% Moderate 2 121 2.3% 2.4%Moderate 2 852 16.4% 16.8% Minor 3 942 18.1% 16.4%Minor 3 2422 46.8% 47.7% Not problem 4 3986 76.8% 78.0%Not a problem 4 1612 31.6% 31.7% RESERVED CODES:RESERVED CODES: DON'T KNOW 6 6 .1% (MISS)DON'T KNOW 5 24 .5% (MISS) REFUSAL 7 10 .2% (MISS)REFUSAL 7 10 .2% (MISS) MISSING 8 70 1.3% (MISS)MISSING a 78 1.6% (MISS)

TOTALS: 5193-----

100.00 100.0%TOTALS:T 6193 100.0% 100.0%


Pegs 20NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL)

Question 3..26X Tape Pos. 250 -250Format* 11

BYT3_26K DECREE VERBL ABUSE OF TEACHRS IS PROBLEM

Verbs! sbuse of teachers

PER- VALIORESPONSE CODES FREQ CENT PCT PER- VALIO--- -- --.. --... ... -- RESPONSE CODES FREQ CENT PCT

=068mlimiWimli 1..MMimer

Question 3_2B Taps Pos. 254 -254.Format* II

BYT3_29 HOW OFTEN SUI'ERVISOR OBSERVED TEACHING

HOW often did someone with supervisory responsibility,from your school or district, formally observe yourteaching during the first semester of the current schoolyear/ (CIRCLE ONE)

Serious 1 450 8.7% 8.8% --- ------.. - - -Moderate 2 964 18.6% 18.8% At least once s weeK 1 64 1.2% 1.2%Minor 3 2272 43.8% 44.4% At least once a month 2 314 6.0% G.I%Not s problem 4 1435 27.6% 28.0% s i times 3 1906 36.7% 37.2%RESERVED CODES: Hardly ever or never 4 2845 E4.8% 55.5%OON'T KNOW 6 5 .1% (MISS) RESERVED CODES:REFUSAL 7 5 .2% (MISS2 OON'T KNOW 6 6 .1% (MISS)MISSING 8 59 1.1% (MISS) REFUSAL 7 8 .2% (MISS)MISSING 8 50 1.0% (MISS)TOTALS: 5193 100.0% 100.0%

....

TOTALS: 5193 100.0% 100.0%


Question 3_27 Tape Pao. 251-251Format* 11

INT3_27 ANY OTHER PAYING JOB FULL OR PART-TIME

In addition to your duties at this school, do you holdanother

)

Opaying Job that is either full or part-tim:7(E

Question 3_30

For the most recent full wee*, please indicate about howmuch time you spent OUTSIDE your regular school hours oneach of the following school-related activities:(CIRCLE ONE EACH)


,-......--.

Yes, supra's:. only 1 945 18.2% 18.4%Yes, school year only 2 172 3.3% 3.4%Yes, during the entire year 3 769 14.8% 15.0%No 4 3242 62.4% 63.2% Question 3_30. Tape Pos. 255-255RESERVED CODES:

Format* 12REFUSAL 7 7 .1% (MISS)MISSING 8 5B 1.1% (MISS) BYT3_30A TIME OUTSIOE SCHL HRS PLANNING/PREPARING

......... .-

TOTALS: 5193 100.0% 100.0% Planning end preparing for

RESPONSE----------

NoneLess then one hourOne hourTwo hours

teeching

CODES

1

234

FREQ

1243938511295

PER- VALIOCENT PCT

- .---2.4% 2.4%7.6% 7.7%16.4% 16.6%24.9% 25.2%

Three hours 5 886 17.1% 17.3%Question 3_25 Tape Poe. 252-283 Four hours 6 452 8.7% 8.8%ForrAtl 12 Five hours 7 431 8.3% 8.4%Si* or more hours 8 698 13.4% 13.8%8YT3_28 OAYS ABSENT DURING FIRST SEMESTR THIS YR RESERVED CODES:

DON'T KNOW 96 2 .0% (MISS)teaching , REFUSAL 97 9 .2% (MISS)!=anrh:11:r:t rilrtlirl:I=tich:O18;isr7 MISSING 98 52 1.0% (MISS)(CIRCLE ONE).....---

TOTALS: 5193 100.0% 100.0%PER- VALIDRESPONSE CODES FREQ CENT PCT

No days absent 1 1100 21.2% 21.4% (Refer to Question 3_30)1-2 :Nye absent 2 2144 41.3% 41.8%3-.4 days absent 3 1203 23.2% 23.5%6-7 days absent 4 432 8.3% 8.4%8-11 days absent 5 123 2.4% 2.4%12 or more cloys absent 6 127 2.4% 2.5%RESERVED CODES:

DON'T KNOW 96 6 .1% (MISS)REFUSAL 97 11 .2% (MISS)MISSING 98 47 .9% (MISS)

TOTALS: 5193 100.0% 100.0%

191

NELS 88: BASE YEAR TEACHER QUESTIONNAIRE (TEACHER LEVEL) Page 21

Tspe Pos. 267..258Formats I2

HRS CORRECTING PAPERS


-- - - - -------

1 203 3.9% 4.0%2 379 7.3% 7.4%3 725 14.0% 14.1%4 1249 24.1% 24.3%6 924 17.8% 18.0%6 646 10.5% 10.6%7 396 7.6% 7.7%8 709 13.7% 13.8%

86 3 .1% (MISS)97 10 .2% (MISS)98 60 1.0% (MISS)

- -6193 100.0% 100.0%


HRS COORDNTNG CURICULM

area or department


1 3,'4 61.1% 62.1%2 1016 19.6% 19.6%3 470 9.1% 9.2%4 234 4.6% 4.6%6 91 1.8% 1.8%6 40 .8% .8%7 32 .6% .6%8 69 1.1% 1.2%

96 2 .0% (MISS)97 10 .2% (MISS)98 66 1.3i. (MISS)

6193 100.0% 100.0%

............01Question 3..30E

Question 3..306

6V13_30E TIME OUTSIDE SCHL

Coordinating a curriculum

RESPONSE

NoneLess then cne hourOne hourTwo hoursThree hoursFour hoursFive hoursSix or more hoursRESERVED CODES:


TOTALS:

BYT3_306 TIME OUTSIDE SCHL

Correcting papers

RESPONSE----- .-- .- - -

NoneLoss than one hourOne hourTwo hoursThree hoursFour hoursFive hoursSix or more hoursRESERVED CODES:


TOTALS:

(Refer to Question 3..30)(Refer to Question 3_30)


OTHER RECORDKEEPNG

FormatsTape Pos12. 265-266

SUPERVISNC STUONTS

field trips, playground)

Question 3_30FQuestion 3_30C

BVT3_30F TIME OUTSIDE SCHL HRS

Supervising students (hells,BYT3_30C TIME OUTSIOE SCHL HRS

Other recordkeeping/poperworicPER- VALIO

PER- VALID. RESPONSE CODES FREQ CENT PCTRESPONSE CODES FREQ CENT PCT ... ..- ---

None 1 1507 29.0% 29.4%None 1 369 7.1% 7.2% Less then one hour 2 1280 24.8% 26.2%Less then one hour 2 1298 26.0% 26.3% One hour 3 839 16.2% 16.4%One hour 3 1600 28.9% 29.3% Two hours 4 657 10.7% 10.9%Two hours 4 1010 19.4% 19.7% Three hours 6 278 6.4% 5.4%Three hours 6 424 8.2% 8.3% Four hours 6 164 3.2% 3.2%Four hours 6 201 3.9% 3.R% Five hours 7 188 3.6% 3.7%Five hours 7 118 2.3% 2.3% Six or more hours 8 300 6.8% 5.9%Six or more hours 8 202 3.9% 3.9% RESERVED CODES:RESERVED CODES: DON'T KNOW 96 1 .0% (MISS)

DON'T KNOW 96 3 .1% (MISS) REFUSAL 97 10 .2% (MISS)REFUSALMISSING

9798

10se

.2% (MISS)1.1% (MISS)


..--- TOTALS: 6193 100.0% 100.0%TOTALS: 6193 100.0% 100.0%

(Refer to Question 3_30)Moller to Question 3_30)

Tape Poe. 261..262P.Tops

Formatsos

12267-266Question 3_3011

Question 3_300Formsti 12

BYT3_300 TIME OUTSIDE SCHL HRS COACHING/ADVISING6'173_300 TIME OUTSIDE SCHL HRS MEETNG OTHER TCHRS

Coaching or advising oxtracurriculer activitiesMeeting with other teachers on lesson planning, curriculumdevelopmant, guidance PER'. VALID

RESPONSE CODES FREQ CENT PCTPER- VALID ... ......

RESPONSE CODES FREQ CENT PCT None 1 3133 60.3% 61.2%Less than one hour 2 386 7.4% 7.6%

None 1 1641 31.6% 32.0% One hour 3 362 6.8% 6.9%Less than one hour 2 1692 32.6% 33.0% Two hours 4 267 4.9% 6.0%One hour 3 934 18.0% 18.2% Three hours 5 173 3.3% 3.4%Two hours 4 506 9.7% 9.9% Four hours 6 113 2.2% 2.2%Three hours 5 177 3.4% 3.8% Five hours 7 96 1.8% 1.9%Four hours 6 76 1.4% 1.6% Six or more hours 8 608 11.7% 11.8%Five hours 7 47 .9% .9% RESERVED CODES:Sis or more hours 6 66 1.1% 1.1% DON'T KNOW 96 1 .0% (MISS)RESERVED CODES: REFUSAL 97 10 .2% (MISS)

DON'T KNOW 96 1 .0% (MISS) MISSING 98 66 1.3% (MISS)REFUSAL 97 10 .2% (MISS)MISSING 98 64 1.0% (MISS) TOTALS: 6193 100.0% 100.0%

TOTALS: 6193 100.0% 100.0%


(Refs:. to Question 3_30)

192

NELS 88:Pegs 22

BASE TEAR TEACHER QUESTIONNAIRE

Tape Fos. 199.'270Fermata 12

COMMUNICTNG W/PARENTS

(TEACHER LEVEL)

Taps Poe. 275-276Formats 11

TO RED INSTRUCTION

how you maks instruc-

Question 9_99Question 3J0H

5YT3 33 USE Of COMPUTERS REL

Which of the following best describes

411.0110.11.11140MIMMIMIOINODIO

BYT3_30H TIME OUTSO SCH MRS

Communicating with parentstional use of microcomputers with these students relativeto the regular instruction in your el 7 (CIRCLE ONE)PER- VALIOFESPONSE CODES FREQ CENT PCT:

PER- VALIORESPONSE CODES FREQ CENT PCTNone1 719 13.8% 14.0%Less than. one hour 2 2550 45.7% 60.3% Totally for enrichmentOne hour 3 1152 22.4% 22.7% purposes

1 752 14.5% 43.2%Two hours 4 406 7.8% 7.9% Mainly for enrichment pur-Th hours 5 la 2.7% 2.7% poses, a little for remedial.1s

Four hours 6 49 .9% 1.0% purposes 2 362 6.8% 20.2%Flys hours 7 26 .5% .5% About 'equally split betweenSix or more hours 8 50 1.0% 1.0% enrichment and remedialRESERVED CODES:purposes 3 424 8.2% 24.3%OON'T KNOW 96 2 .0% (MISS) Mainly for remedial purposes.. 4 173 3.3% 9.9%REFUSAL 97 9 .2% (MISS) Totally far remedial purposes. 5 41 .5% 2.4%MISSING 98 63

- ---1.0% (MISS) RESERVED CODES:

OON'T KNOW 6 9 .2% (MISS)TOTALS: 6193 100.0% 100.0% REFUSAL 7 a .2% (MISS)MISSING 8 127 2.4% (MISS)LEGITIMATE SKIP 9 3307 63.7% (MISS)- ... ----(Refer to Question 3_30)

TOTALS: 5193 100.....0% 100.0%

Tape Poe. 271-272Formatt 12

TO RE STUD ENT PERF

school year, how manyhays you talked with

el m performance?CODES

Tape Pos. 276-276Formatt 11

PER- VALIOFREQ CENT PCT

---

Question 3_31Question GSTYPE

BYT3_31 NO. OF PARENTS TALKED

Since the beginning of the currentstudents' parents (or guardians)individually regarding their child's(CIRCLE ON2)

G8TYPE GRADE SPAN OF SCHOOL

RESPONSE

'P or K or 1 through 81 330 6.4% 6.6%PER- VALIO P or K or 1 through 12 2 201 3.9% 4.0%RESPONSE---- COOES FREQ

-- --CnNT PCT 6 or 7 or 8 through 12

3 or 4 or 5 through 834

406216

7.8%4.2%

8.1%4.3%Reins 1 19 .4% .4% 6 through 8 5 1422 27.4% 28.6%1-4 students' parents 2 4.4% 4.4% 7 through 8 6 1233 23.7% 24.7%5-9 students' parents 3 622606 11.7% 11.8% 7 through 9/8 through 9 7 1190 22.9% 23.8%10-19 students' parents 4 1219 23.5% 23.7% RESERVED CODES:20-29 students' parents 5 965 18.6% 18.7% MISSING 8 195 3.8% (MISS)30-39 students' parents 6 705 13.6% 13.7%

--....40-59 students' parents 7 618 11.9% 12.0% TOTALS: 5193 100.0% 100;0%60 or more students' parents 791 15.2% 15.4%RESERVED CODES:DON'T KNOW 96 1 .0% (MISS)REFUSAL 97 7 .1% (MISS) NOTE; This variable was recoded by NCES in accordanceMISSING 98 36 .7% (MISS) with the confidentiality provisions of PL100-297

(1988).TOTALS: 5193 100.0% 100.0%

Question :_32 Tape Pos. 273-274Formatt 12

BYT3_32 % OF STUOENTS USING MICROCOMPUTERS

_What proportion of your student.: use microcomputer on aregular basis for instructional purposes related to thematerial you cover in your el 7 (CIRCLE ONE)

Question G8CTRL

GSCTRL SCHOOL CONTROL COMPOSITE

Tape Pos. 277-277Format II

PER- VALIORESPONSE CODES FREQ CENT PCT- .... ...Public school 1 4629 89.1% 89.1%PER- VALIO Catholic school 2 187 3.6% 3.6%RESPONSE CODES FREQ CENT PCT Private, Other ReligiousAffiliation 3 161 3.1% 3.1%None 1 3307 63.7% 64.4% Private, Nu ReligiousFewer than 10% 2 1036 19.9% 20.2% Affiliation 4 216 4.2% 4.2%10-26% 3 304 5.9% 5.9%26-50% 4 139 2.7% 2.7% TOTALS: 6193 100.0% 100.0%51..76% 5 71 1.4% 1.4%76-90%

More then 90%67

42360

4..6%8%

4..6%8%

RESERVED CODES:NOTE: This variable was recoded by NCES in accordanceDON'T KNOW 96 7 .1% (MISS) with the confidentiality provisions of PL100-297REFUSAL 87 8 .2% (MISS) (1988).MISSING 88 40 .9% (MISS)

- -TOTALS: 5193 100.0% 100.0%


Question SYSCENRL Tape Pei. 278 -278Fermat:

Page 23

Question 08%/GON Tape Pos. 281-281Format: 11

SYSCENRL TOTAL SCHOOL ENROLLMENT COMPOSITE

PER-RESPONSE CODES FREQ CENT---------- -------- ----- -----

VALIDPCT

-----

GSREGON COMPOSITE GEOGRAPHIC REGION OF SCHOOL

RESPONSE CODES FREQ----------

Northeast - Now England and

MR-CENT

VALIDPCT---

1-199 students 1 156 3.0% 3.0% Middle Atlantic 1 936 18.0% 18.1%

200-399 2 549 10.6% 10.6% North Central - East North400-599 3 1016 19.6% 19.5% Central and West North Central600-799 4 1246 24.0% 24.0% states 2 1140 22.0% 22.0%

800-999 5 932 17.9% 17.9% South - South Atlantic. East1000 -1199 6 689 11.3% 11.3% South Control. and West South12001 7 708 13.6% 13.6% Central states 3 1961 37.8% 37.8%

----- ----- ----- West - Mountain and PacificTOTALS: 5193 100.0% 100.0% states 4 1144 22.0% 22.1%

RESERVED CODES:MISSING a 12 .2% (MISS)

NDTE: This variable was receded by SCES In accordancewith the confidentiality provisions of PL100-297

TOTALS: 5193 100.0% 1O0.0%

( 1988).

NOTE: This variable wus receded by SCES In accordancewith the confidentiality provisions of PL100-297(1988).

Tape Pea. 278-279Fermat: II

PER- VALIDFREQ CENT PCT IN SCHOOL


Question 01181190L

GISENROL 8Th GRADE ENROLLMENT COMPOSITE

RESPONSE CODES---------- ---- - ---

Question MINOR

GSMINOR PERCENT MINORITY

1-49 students 1 422 8.1% 8.1%50-99 2 435 8.4% 8.4% PER- VALIO100-199 3 995 19.2% 19.2% RESPONSE CODES FREQ CENT PCT

200-299 4 1259 24.2% 24.2% ---------- ------- ----- - ----

300-399 6 1022 19.7% 19.7% None 0 419 8.1% 8.2%400+ 6 1060 20.4% 20.4% 1 -5% t 1031 19.9% 20.3%

--- ----- ----- 6-10% 2 586 11.3% 11.5%

TOTALS: 5193 100.0% 100.0% 11-20% 3 711 13.7% 14.0%21-40% 4 '930 17.9% 18.3%41-60% s 496 9.6* 9.7%61-90% 6 605 9.7% 9.95.

NOTE: This variable was recoded by NCES In accordance 91-100% 7 409 7.9% 8.0%with the confidentiality provisions of PL100 .297 RESERVED CODES:(1988). MISSING 8 107 2.1% (MISS)

TOTALS: 6193 100.0% 100.0%

NOTE: This variable was reeoded by NCES in dancePL100-297

Question 08URSAN Tape Pos. 280-280Fermat: II

CSURSAN COMPOSITE URBANICITY OF SCHOOL

with the confidentiality provisions of(1988).

RESPONSE

UrbanSuburbanRural

TOTALS:

CODES

1

23

FREQ-----159123561247

-----5193

PER-CENT

30.6%46.3%24.0%

100.0%

VALIDPOT

30.6%45.3%24.0%

-----100.0%

283-28311

Question GSLUNCM Tape Pos.Formats

MUNCH PERCENT RECEIVING FREE LUNCH IN SCHOOL


FREQPER- VALIDCENT PCT--

None 0 627 12.1% 12.2%1-5% 1 688 13.2% 13.4%6-10% 2 666 10.9% 11.0%11-20% 3 904 17.4% 17.6%21-30% 4 776 14.9% 15.1%31-50% 5 809 16.8% 15.8%51-75% 6 532 10.2% 10.4%76 -100% 7 229 4.4% 4.8%RESERVED CODES:


TOTALS: 6183 100.0% 100.0%

1: This variable was receded by NCES In accordancewith the confidentiality provisions of PLI00-297(1988).

194


Appendix M

Course Level Subset Codebook

1957.

NELS: 88 BASE TEAR TEACHER QUESTIONNAIRE (CLASS LVEL) Page 1

Tape Pos.Forest: 17

CODES- -.........

Tape Pos. 11..12Fermat: 12


-----

Question CLASSQuestion 11171LID

CLASS CLASS NUMBER

RESPONSE---

STU ID STUDENT PUBLIC RELEASE 10

1 6094 37.6% 38.1%2 3590 26.6% 26.9%3 2357 17.4% 17.6%4 1494 11.0% 11.2%6 , 684 4.9% 5.0%6 144 1.1% 1.1%

Question $8M° Tape Pos. 16 7 , 11 .1% .1%Fermat: 111 8 6 .0% .0%

SCH_10 s SCHOOL PUBLIC RELEASE 10910

41

. .

.0%0%

.00% %

RESERVED CODES:MISSING 88 206

---1.6% (MISS)

TOTALS: 13670 100.0% 100.0%

Question ESTRAT10

CSTRATIO a SUPERSTRATUM PUBLIC RELEASE 10

Tape Pos. 1-2Fermat: 12

NOTE: This variable was 000000 d by NCES in accordance withthe confidentiality provisions of PL100-297 (1988).

Question SUBJECT Tape Pos. 8-BFormat: At

SUBJECT SUBJECT CODE

RESPONSE

PART II. CLASS INFORMATION

Please answer the following questions for each classclass designated on the front cover of the questionnaire.

Question 2_1

What is the title and period or hour of the class?

PER- VALIDCODES FREQ CENT PCT Queetieft COURSE

English E 3471 25.6% 26.6%Social Studies/History H 3225 23.86 23.8%Math M 3676 270% 27.1%Science 5 3198 23.6% 23.6%

TOTALS: 13570 100.0% 100.0%"(Refer to Question 2_1)

NOTE: This variable was cupp 00000 d by NCES in accordancewith the confidentiality provisions of PLI00-297(1988).

CODES

1

23466

Tape Poe. 9-10Format* 12

PER- VALIOFREQ CENT PCT

2949 21.7% 21.7%2676 19.0% 19.0%1811 13.3% 13.3%1686 11.8% 11.8%1358 10.0% 10.0%1132 8.3% 8.3%

Question TEACH

TEACH TEACHER NUMBER

RESPONSEQvostion PERIOD Tape Pos. 26-29

Forma* AS

PERIOD PERIOD OR HOUR OF CLASS

What is the title and period or hour of this class?

78

745643 5.5% 4.5%

6.6%0%


9 328 2.4% 2.4%10 192 1.4% 1.4%11 131, 1.0% 1.0%12 76%. 6%13 60 8 .4% .

14 46 .3% .3%16 20 .1% .1%11 7 .1% .1%17 4 .0% .0%18 2 .0% .0%19 1 .0% .0%

TOTAL01 13670 100.0% 100.0%.

196

NELS: 88 BASE YEAR TEACHER QUESTIONNAIRE (CLASS LEVEL)

Question 2_2 Tope Pas. 30-20Format: It

SV11_2 ACHIEVEMENT LEVEL-THIS CLASS VS AVERAGE

Queatioa 2..4 Tape Pas. 33 -33Formats It

8172_4 LANGUAGE OTHER THAN ENGLISH?

Do you teach any part of this class in a language otherWhich of the following best describes the achievement level than English? (CIRCLE ONE)of the 8th graders in this class compared with the008th grade student in this school?

PER- VALIDThis class consists primarily of students with: (CIRCLE ONE)

RESPONSE COOES FREQ CENT PCT....

RESPONSE-....---

Higher achievement levelsAverage achievement levels..Lower achievement levelsWidely differing achievementlevelsRESERVED CODES:DWI' KNOWREFUSALMISSING

TOTALS:

COOES

1

23

4

678

FREQ-----312849542923

2167

814

376

13570

PER-CENT

-----23.1%36.5%21.5%

16.0%

.1%

.1%2.8%

-----100.0%

VALIDPCT

-----23.7%37.6%22.2%

16.5%

(MISS)(MISS)(MISS)-----100.0%

YeNo

s

RESERVED CODES:REFUSALMISSING

TOTALS:

2

78

13134

13340

13570

96.8% 99.4%

2.5% IMIN)

100.0% 100.0%

Question 2_6

THAN ENGLISH

Taps Pos. 34-26Formats 12

PER- VALID

BVT2_5 WHAT LANGUAGE OTHER

What language is that?

Question 2_3 Taps Pos. 31 -32 RESPONSE COOSS FREQ CENT PCTFormat: 12 --------- --- --- ----- -----French

I I .0% .SVT2_3 NUMBER OF STUDENTS ENROLLED IN CLASS German 2 2 .0% 2.4%Greek 3 0 .0% .0%How many students are enrolled in this class? Italian 4 0 .0% .0%PER VALID

olishPortuguese

56

00

. .0%

.0%0%

.0%RESPONSE CODES FREQ CENT PCT Spanish 7 77 .6% 83.9%--Chinese 8 0 .0% .0%1 15 .1% .1% Jap 9 0 .0% .0%2 13 .1% .1% Korean 10 0 .0% .0%3 22 iangdaga il I .0% 1.2%4 31 .2% .2% An Indochinese language 12 0 .03 .0%5 39 .3% .3% Other language :3 1 .0% 1.2%6 57 .4% .4% RESERVED coon:7 70 .5% .6% REFUSAL 97 13 .1% (MISS)8 82 .6% . MISSING 98 341 2.5% (MISS)9

10103135

.8% .8%1.0% 1.0%

LEGITIMATE SKIP Bp 13134 96.8% (MISS)--- -__--11 140 1.0% 1.1% TOTALS: 13670 100.0% 100.0%12 197 1.5% 1.5%

13 186 1.4% 1.4%14 212 1.8% 1.6%15 326 2.4% 2.5%16 307 2.3% 2.3%17 330 2.4% 2.6% ..-

18 418 3.1% 3.2%19 428 3.2% 3.3%20 691 4.4% 4.5%21 569 4.2% 4.3%22 711 6.2% 5.4%23 747 5.5% 5.7%24 856 6.3% 6.5%25 922 6.8% 7.0%26 668 6.5% 6.7%27 832 6.1% 6.3%26 808 6.0% 6.1%29 644 4.7% 4.9%30 758 5.6% 5.8%31 443 3.3% 3.4%32 425 3.1% 3.2%33 321 2.4% 2.4%34 216 1.6% 1.6%36 127 .9% 1.0%36 89 .7% .7%37 41 .3% .3%

39 22 .2% .2%40 11 .1% .1%41 3 .0% .0%42 5 .0% .0%43 I .0% .0%44 I .0% .0%45 1 .0% .0%

48 1 .0% .0%RESERVED MOW:DON'T KNOW 98 6 .0% (MISS)REFUSAL 87 16 .1% (MISS)MISSING 96 376 2.8% (MISS)

TOTALS: 13570 100.0% 100.0%

19'7

Question 2_S

NELS: 88 BASE TEAR TEACHER QUESTIONNAIRE (CLASS LEVEL) Page 3

Question 2_7M Tape Pos. 40-41Taps Pos. 38-37 Format: 12Formats 12

BVT2_6 NUMBER OF LEP STUDENTS IN CLASS

How amity Limited English Pioficiency (LEP) students areassigned to thi3 close? (See Pert 1 Question 12 NOTE fordefinition.)

BYT27118 HOW MUCH HOMEWORK PER WEEK - MINUTES

Approximately how much homework do you assign each week'?(plus minutes)

RESPONSE-

RESERVED CODES:DON'T KNOWREFUSALMISSING

TOTALS:

CODES.... ...-

01

234567891011121314161617161920212223242626272629303234353640

969798

FREQ-----11462669323150986239231121'27

699616251074331

231

21

1

221

21

1

3922

554

13670

PER-CENT---84.4%4.8%.2.4%1.1%.7%.4%.3%.2%.1%.2%.2%.0%.1%.1%.0%.1%.0%.0%.1%.1%.0%.0%.0%.0%.0%.0%.0%.0%.0%0%

.

.0%0%

.0%

.0%

.0%

.0%

.0%

.3%

.2%4.1%

100.0%

VALIDPCT

68.4%5.1%2.5%1.2%.8%.4%.3%.2%.1%.2%.2%.0%.1%.1%.0%.1%.0%.0%.1%.1%.0%.0%.0%.0%.0%.0%.0%

.0%

.

.0C4 %

.0%

.0%

.0%

.0%

.0%

(MISS)(MISS)(MISS)

100.0%

RESPONSE

RESERVED CODES:DON'T KNOWREFUSALMISSING

TOTALS:


7470 65.0% 66.9%2 .0% .0%1 .0% .0%

19 .1% .1%1 .0% .0%1 .0% .0%

1 72 .6% .5%1 620 3.8% 4.0152 334 2.5% 2.5%21 1 .0% .0%22 1 .0% .0%26 30 .2% .2%30 3919 26.9% 29.8%35 8 .1% .1%40 376 2.8% 2.9%41 1 .0% .0%46 282 2.2% 2.2%46 3 .0% .0%60 79 .6% .6%66 3 .0% .0%

96 10 .1% (MISS)97 19 .1% (MISS)96 409 3.0% (MISS)

13670 100.0% 100.0%

following with homework

Question 2_S

How often do you do each of theassignments? (CIRCLE ONE EACH)

,..

Question 2_7H Taos Pos. 38-39 Question 2 41A Tape Pose 42-42Format: 12 Format: Ii

BVT2_7H HOW MUCH HOMEWORK PER WEEK - HOURS BVT2 13A KEEP RECORDS OF WHO TURNED IN HOMEWORK

tg:=Imetely how much homework do you assign each week?

PER- VALID

Keep records of who turned In the assignment


RESPONSE CODES FREQ CENT PCT All the time 1 10095 74.4% 76.8%Most of the time 2 2418 17.6% 18.4%

0 1106 8.2% 8.4% Some of the time 3 448 3.3% 3.4%1 4426 32.6% 33.70 Never 4 166 1.4% 1.4%2 4444 32.7% 33.8% RESERVED CODES:3 1669 11.7% 12.1% DON'T KNOW 6 1 .04 (MISS)4 709 6.2% 6.4% REFUSAL 7 18 .1% (MISS)6 622 4.6% 4.7% MISSING 6 406 3.0% (MISS)6 117 .9% .9%7 36 .3% .3% TOTALS: 13670 100.0% 100.0%8 32 .2% .2%10 46 .4% .4%12 3 .0% .0%

RESERVED CODES: (Refer to Question 2_6)DON'T KNOW 96 10 .1% (MISS)REFUSAL 97 19 .1% (MISS)MISSING 98 409 3.0%

-----(MISS)

TOTALS: 13670 100.0% 100.0%

918

MS: 88 EASE YEAR TEACHER QUESTIONNAIRE (CLASS LEVEL)

QUestien 2_08 Tape Poe. 4.40Question 2..5% Taps Pos. 42'43

1 I1Format IISVT2_811 RETURN HOMEWORK WITH GRADES, CORRECTIONS SYT2_95 USE OF OTHER READ IA, MATERIALS

Return assignments with grades or corrections Reading materials other than textbooks

PER- VALIDPER- VALID RESPONSE COOES FREQ CENT PCTRESPONSE CODES PREP CENT PCT -

*----.--------

----- -- - Primary resource usedAll the -timeI 6700 -49.9% 61.5% frequently

1 2081 16.3% 16.1%Most of the time 2 3882 27.1% 28.0% Secondary resource usedSome of the time 3 2080 15.2% 15.7% occasionally 2 7621 55.4% 58.1%Never 4 623 4.8% 4.7% Rarely used 3 2328 17.1% MO%RESERVED CODES:

Not used 4 1006 7.4% 7.8%0001* KNOW 6 1 .0% (MISS) RESERVED CODES:REFUSAL 7 18 .1% (MISS) REFUSAL 7 20 .1% (MISS)MISSING 8 420 3.1% (MISS) MISSING 8 018 4.5% (MISS)-----

----- ----- -----TOTALS:

13570 100.0% 100.0% TOTALS: 13570 100.0% 100.0%


Question 2_8C Tape Pos. 44..44Fermat: II

BYT2_8C DISCUSS HOMEWORK ASSIGNMENT IN CLASS

Discuss the assignment in class

PER- VALIDRESPONSE COOES FREQ CENT PCTPER- VALID-------- ----- ----- -----

RESPONSE. COOES FREQ CENT PCT

Question 2_9C Tape Pea. 4702Format: 11

BVT2_9C USE OF AUDIO- VISUAL MATERIALS

Audio-vie:lei materiels

All the timeI 5839 65.3% 67.4%

----- ---Most of the time 2 3466 25.5% 26.3% Primary resource usedSome cf the time 3 681 5.0% 5.2% frequently1 1896 14.0% 14.7%

Never 4 152 1.1% 1.2% Secondary :co usedRESERVED COOES:occasionally 2 7272 53.6% 56.3%

REFUSAL 7 IS .1% (MISS) Rarely used 3 2957 21.9% 23.0%MISSING

8 404 3.0% (MISS) Not used 4 780 6.7% 6.0%RESERVED CCOES:TOTALS:13670 100.0% 100.0% REFUSAL 7 20 .1% (MISS)MISSING a 635

----- 4.7% (MISS)--..... ---TOTALS: 13570 100.0% 100.0%(Refer to Question 2_6)

Question 2_9


Question 2_8D Tape Pas. 48-48Whet use do you make of the following instructionalFormats 11

materials? (CIRCLE ONE EACH)

BVT2_90 USE OF OTHER INSTRUCTIONAL MATERIALS

Other

RESPONSE---

Primary resource used

CODES FREQ- ---

PER- VALIOCENT PCT

-----frequently

1 1313 9.7% 10.2%Question 2.9A

Tape Pos. 46-46 Secondary resource usedFormat: II occasionally 2 4682 33.8% 35.4%Rarely used 3 2383 17.8% 18.4%BYT2_9A USE TEACHER MAKES OF TEXTBOOKS

Not used 4 4655 34.3% 36.0%RESERVEDKNOWDON'T KNOW 6 1 .0% (MISS)REFUSAL 7 20 .1% (MISS)PER- VALID MISSING 8 616 4.6% (MISS)

RESPONSE CODES FREQ CENT PCT Li.« .., ...'.................. « -»TOTALS: 13670 100.0% 100.0%

Primary resource usedfrequently

1 11272 83.1% 80.0%Secondary resource usedoccasionally

2 1361 10.0% 10.3% (Refer to Question 2_8)Rarely used 3 277 2.0% 2.1%Not used4 210 1.6% 1.6%RESERVED CODES:

REFUSAL 7 20 .1% (11138)MISSING... r ori 8 440 3.24 (MISS)---TOTALS:

13670 100.0% 100.0%


NELS: 88 BASE TEAR TEACHER QUESTIONNAIRE (CLASS LEVEL)

Question 2_10

Which textbook (or commercially prepared workbook) consti-titol the PRIMARY source that you use in this class,

QUestien 2_10A

TITLE


NOTE: This yeriabl was supp d by NCES In accordancewith the confidentiality provisions of PL100-287(1888).

0.1110Question 2_10E

EDITION


Page 5

NOTE: This variable was supp 00000 d by NOES In accordancewith the confidentiality provisions of PL100-287(1988).

Question 2_11 Taps Fes. 41-50Format: 12

8772_11 PERCENTAGE OF TEXTBOOK CCVEREO IN COURSE

Approximately whit percentage of this textbook/workbook willyou ' 7 (CIRCLE ONE)


0 - 48% 1 1045 7.7% 8.1%50`- 59% 2 1369 10.1% 10.7%60 69% 3 1330 8.8% 10.4%

Question 2_105 70 - 79% 4 2118 15.8% 16.6%80 - 89% 5 3652 26.2% 27.6%90 - 89% 6 2488 18.3% 19.4%100% 7 947 7.0% 7.4%RESERVED CODES

AUTHOR(15) OON'T KNOW 86 20 .1% (MISS)REFUSAL 87 24 .2% (MISS)MISSING 88 504 3.7% (MISS)LEGITIMATE SKIP 99 173 1.3% (MISS)

(Refer to Question 2_10)TOTALS: 13570 100.0% 100.0%

NOTE: This variable was suppressed by NCES In accordancewith the confidentiality provisions of PL100-297(1888).

Qusotion 2_10C

PUBLISHER

Question 2_12

Please give your opinion about each of the followingstatements relsted to this textbook/workbook. (CIRCLEONE EACH)


. Question 2_12A Taps Poe. 61-51NOTE: This variable was supp d by NCES In accordance Format: 11

with the confidentiality provisions of PL100-297(1988). 8712_12A TEXTBOOK LEVEL TOO DIFFICLT FOR STUDENTS

This textbook IS at a readingfor most of my students.

RESPONSE

level which

CODES

Is too

FREQ

difficult

PER- VALIOCENT PCT

Strongly agree 1 466 3.4% 3.6%Agree , 2 1637 11.3% 11.8%No opinion 3 442 3.3% 3.4%Disagree 4 7543 65.6% 58.6%Strongly disagree 6 2914 21.5% 22.6%

Quoetion 2_100 RESERVED CODES:DON'T KNOW 8 8 .0% (MISS)REFUL 7 23 .2% (MISS)MISSING 8 466 3.4% (MISS)LEGITIMATE SKIP 9 173 1.3% (MISS)

PUBLICATION DATETOTALS: 13570 100.0% 100.0%


MATE: This variable was supp by NCES In accordancewith the confidentiality provisions of PL100-297(1988).


200.

Page C EELS: 88 BASE YEAR TEACEER

Tape Pea. 12.42Fermat* II

DEVELOPS PROBLEM-SOLVING SKILLS

develop problem-solving skills.

PER-CODES FREQ CENT--------

1 1303 9.6%2 8852 60.5%3 1621 11.9%4 2575 19.0%5 484 3.6%

7 .1%7 25 .2%a 630 3.9%9 173 1.3%

13570 100.0%

QUESTIONNA3RE

VALIDPCT

(CLASS LEVEL)

AREA WELL

the

CODES-------.

1

2345

67a9

Tape Pee.Fermat(

subJect

FREQ----- -----26147784590064284

625

804173

...---13670 100.0%

1111*51II

area.

PER- VALIDCENT PCT

rolm........saaataIp.ma...(Wootton 2_126QUestlen 2_129

BYT2_12E TEXTBOOK COVERS SUBJECT

This textbook dots a good job covering

RESPONSE

Strongly agreeAgreeNo opinionDisagreeStrongly disagreeRESERVED COOES:DON'T KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS:

1072_12B TEXTBOOK

This textbook helps

RESPONSE

*----11.3% 20.3%57.4% 60.5%4.4% 4.6%11.7% 12.3%2.1% 2.2%

.0% (MISS)

.2% (MISS)3.7% (MISS)1.3% (MISS)-.-

100.0%

Strongly agreeAgreeNo opinionDisagree

disagreeStronCODES:RESERVED S:


TOTALS:

10.2%63.4%12.6%20.1%3.6%


100.0%


Qusetien 2_12C Tope Pee. 83-53Format* /1

6YT2_12C TEXTBOOK EXPLAINS CONCEPTS CLEARLY

This toxt".::ook explains concepts clearly.

RESPONSE---------

CODESPER- VALID

REP CENT PCT=ma =. ob


Question 2_12P Tope Pos. 511-68Formatt It

6YT2_12F TEXTBOOK INTERESTING TO MOST STUDENTS,

This textbook is considered interesting by most studentsin Um, class.

RESPONSE- CODES FREQ-------

PER.. VALIDCENT PCT

- - -Strongly agree 1 1819 13.4% 14.2% Strongly grog

1 622 4.6% 4.6%Agree 2 6365 61.6% 65.4% Agree

2 4725 34.8% 36.8%No opinion 3 752 5.6% 5.9% No opinion 3 303 8 22.4% 23.6%Disagree 4 1643 12.1% (2.6% Disagroe 4 3578 26.4li 27.8%Strongly dissoreo 5 228 1.7% 1.8% Strongly disagree 6 (186 6.6% 6.9%RESERVED CODES:

RESERVED CODES:DON'T KNOW 6 9 .1% (MISS) DON'T KNOW 6 10 .1% (MISS)REFUSAL 7 25 .2% (MISS) REFUSAL 7 2S .2% (MISS)MISSINGLEGITIMATE SKIP

89

536173

3.9% (MISS)1.3% (MISS)

MISSINGLEGITIMATE SKIP

a9

351173

3.8%1.3%

(MISS)(MISS)TOTALS:

-.-13570 100.0% 100.0% TOTALS:

13570 100.0% 100.0%


Question 2_120 Taps Poe. 54-54Fermat: II

BYT2_12D, TEXTBOOK HAS G000 SUGGESTIONS FOR HOMEWK


Question 2_13

This textbook provides good suggestionsessignments.

RESPONSE CPDES---------- --------

for homework

PER-FREQ CENT

----- -----

VALIDPCT----

Indicate the persons or groups who helped determine that youwould use this particular textbook/workbook in this class.(CIRCLE ALL THAT APPLY)

Strongly agree1 1920 14.1% 15.0%Agra, 2 6763 49.8% 52.7%No opinion 3 1298 9.6% 10.1%Disagree 4 2309 17.0% 16.0%Strongly d ree 5 547 4.0% 4.3%CisagODES:R

Question 2_I3A Taos Pee.

DON'T KNOW 6 7 .1% (MISS)67-57

REFUSAL 7 26 .2% (HISS)IIFormat*

MISSING 8 527 3.9% (MISS)LEGITIMATE SKIP 9 173 1.3%-----

(MISS)-----

BYT2_13A TEACHER HELPED DETERMINE USE Of TEXTBOOKTOTALS:

13570 100.0% 100.0% I did

RESPONSE(Refer to Question 2_12) ------ CODES------

FREQPER-CENT---

VALIDPCT

----------5020

Yoe1 37.0% 39.0%No2 7855 57.9% 81.0%RESERVED COOESt

DON'T KNOW a 97 .7% (MISS)REFUSAL 7 23 .2% (MISS)MISSING 8 402 3.0% (MISS)LEGITIMATE SKIP 9 173 1.3% (MISS)----- ----- -----TOTALS:13570 100.0% 100.0%


201.

Question 2_131

EELS: 88 BASE TEAR TEACHER QUESTIONNAIRE (CLASS LEVEL) Page 7

Questien 2_13E Taps Poe. 91-S1Tape Pee. 511-611 Format: 11Fermat: 11

97/2_1311 PRINLZPAL HELPED DETERMINE USE Of TEXTBKSYT2_13E DISTRICT COMMITTEE DETERMINE USE Of TEXT

A district -vide textbook sdoption committeeThe principal


RESPONSE CODES

Yes 1

Yes--------

1 1612 13.4% 14.1% No 2No 2 11062 111.15% 115.11% RESERVED CODES:RESERVED CODES: DON'T KNOW 6DON'T KNOW 6 98 .7% (MILS) REFUSAL 7

REFUSAL 7 23 .2% (MISS) MISSING IS

MISSIG IS 402 3.0';- (MISS) LEGITIMATE SKIP 9LEGITIMATE SKIP 9 173 14,11 (MISS)

.. ..... TOTALS:TOTALS: 13570 100.0% 100.0%


Question 2_13C Tape Poe. 1111-611Fonsati 11

SYT2_73C TEACHER GROUP DETERMINED USE Of TEXTBOOK

A group of teachers from this school

RESPONSE



--7067 52.1% 54.9%6807 42.8% 45.1%

98 .7% (MISS)23 .2% (MISS)

402 3.0% (MISS)173 1.3% (MISS)

--13570 100.0% 100.0%

I:Wootton 2_13F Tape Pos. 52-62Format: 11

BYT2_13F STATE COMMITTEE DETERMINED USE Of TEXTBK

A .tote -vide textbook edoption committee

PER- VALIDPER- VALID RESPONSE CODES FREQ CENT POT '

CODES FREQ CENT PCT-- - Yet 1 2274 16.11% 17.7%

Yes 1 6110 46.0% 47.5% No 2 10596 75.1% 112.3%No 2 6765 49.9% 52.5% RESERVED CODES:RESERVED CODES DON'T IrlOW 6 102 .6% (MISS)

DON'T KNOW 6 97 .7% (MISS) REFUSAL 7 23 .214 (MISS)REFUSAL 7 23 .2% (MISS) MISSING 8 402 3.0% (MISS)MISSING 8 402 3.0% (MISS) LEGITIMATE SKIP 9 173 1.3% (MISS)LEGITIMATE SKIP 9 173 1.34 (MISS)

TOTALS: 13670 100.0% 100.0%TOTALS: 13570 100.04 100.0%


Question 2_130

(Refer to Question,2_13)

Question 2_13G Tape Poe. 113-53Tape Pee. SO-90 FormalFermat: 11

1YT2_13D DEPT HEAD HELPED DETERMINE USE OF TEXTBK

Deportment Head

SYT2_13G OTHER HELPED DETERMINE USE Of TEXTBOOK

Other


RESPONSE CODES FREQ CENT PCT ------------- Yet 1 948 7.0% 7.4%

Ves 1 4376 32.2% 34.0% No 2 11926 247.94 92.6%No 2 11499 62.11% 66.0% RESERVE° CODES:RESERVED CODES: DON'T KNOW 6 98 .7% (MISS)

DON'T KNOW 6 97 .7% (MISS) REFUSAL 7 23 .2% (MISS)REFUSAL 7 23 .2% (MISS) MISSING 8 402 3.0% (MISS)MISSING 8 402 3.0% (MISS) LEGITIMATE SKIP 9 173 1.3% (MISS)LEGITIMATE SKIP 9 173 1.3% (MISS)

TOTALS: 13570 100.0% 100.0%TOTALS: 13570 100.0% 100.0%


222

Page NELS: 88 BASE !'fit TEACHER QUESTIONNAIRE (CLASS LEVEL)

Question 2_14 Tape Pea. 84-14Formats Il

6772_14 HOW PREPARD TEACHR FEELS TO TEACH COURSE

Nov adequatelyratter corned geN;:d.:=4 1WIRREWn

RESPONSE---...

Very well preparedWell preparedAdequately preparedSomewhat preparedTotally unprsparedRESERVED COOEStREFUSALMISSING

TOTALS:

the subject

CODES..----- FREQ

...--...

PER- VALIDCENT PCT

----- ---,I 9726 71.7% 73.8%2 2600 18.4% 18.0%3 783 5.8%. 5.9%4 156 1.1% 1.2%5 22 .2% .2%

7 23 .2% (MISS)0 380 2.7% (MISS)

---- -----100.0% 100.0%

--...--

13570

Question 2_15 Tape Pos. 85-44Form:ti 12

81172_16 NUMBER OF HOURS PER WEEK CLASS MEETS

Approximately how many hour, per wen does this class meetregularly (exclude lob periods)?

PER.. VALIDRESPONSE COOES FREQ CENT PCT 81172_160 PROVIDING INDIVIDUAL INSTRUCTION..........----- ------- ---..... .....---O 4 .0% .015 Providing instruction to Individual students1 1 .0% .0%2 83 .7% .7%3 1035 7.8% 7.9%4 3823 28.2% 29.1%

PER.. VALID5 7943 58.5% 60.4% RESPONSE COOES FREQ CENT PCT6 54 .6% .5%-------- -----. -- -----7 88 .5% .5% None

1 809 8.0% 6.2%8 48 .4% .4% Less than one hour, 2 6803 50.7% 52.7%F. 14 .1% .1% One hour 3 3585 26.4% 27.5%10 48 .4% .4% Two hours 4 1116 8.4% 8.7%RESERVED COOESt

Three hours 5 288 2.84 2.9%REFUSAL 97 . 20 .1% (MISS) Four hf.urs 6 129 1,0% 1.0%MISSING 98 409 3.0% (MISS) Five or more hours 7 132 1.0% 1.0%----- ----- ----- RESERVED.COOES:TOTALS:

13570 106.0% 100.0% DON'T KNOW 98 16 .1% (MISS)REFUSAL 87 30 .2% (MISS)alum 98 465 3.4% (MISS)----- ----- -----TOTALS: 13570 100.0% 100.0%

Question 2_11111 Tape Pea. ge-7o,Format: 12

arn_les PROVIDING INSTRUCTION TO SMALL GROUPS

Providing Instruction to small groups of students

PER- VALIDRESPONSE CCOIS FREQ CENT PCT- ------- -..---*me

1 2378 17.5% 18.2%Less than one hour 2 6274 46.2% 40.2%Ons hour3 2970 21.9% 22.8%Two hours 4 924 6.8% 7.1%Throe hours 5 300 2.2% 2.3%Four hours 6 93 .7% .7%Five or more hours 7 es .6% .7%RESERVED GODESt

DON'T kNOW 96 15 .1% (MISS)REFUSAL 97 30 .2% (MISS)MISSING 98 600 3.76 (MISS)TOTALS: 13570 100.0% 100.0%

(War to Question 2_16)

Question 2_115C Tape Ps.. 71 -72Formats 12

Quoetion 2_18

Indicate about how much time you spend each west( doingeach of the following with this class. (CIRCLE ONE EACH)

(Refer to Question 2_I6)

Question 2_113 Tope Pee. 73-74Formats 12

8772_160 TIME SPENT MAINTAINING ORDER/DISCIPLINE

Maintaining order/disciplining students

PER- VALIDQuestion 2_14A Tape Poe. 17-411 RESPONSE COOES FREQ CENT PCTFormat: 12 ----.- ,....- ...---...- ---NoneI 2334 17.2% 17.8%

8V12_16A PROVIDING INSTRUCTION TO WHOLE CLASSLess than one hour 2 8360 81586 84.2%One hour 3 1324 9.8% 10.2%Providing instruction to the class as o whole Two hours 4 397 2.9% 3.0%

5 211 6.6%PER.. VALID FTourhwee

hourshours

1.6 163 1.2%

% 1

I.bliRESPONSE COOES FREQ CENT PCT Flys or more hours 7 234 1.7% 1.8%

- .-- - ....-.-------- ----- ----- ----- RESERVED COOES)None

1 86 .6% .7% DON'T KNOW 96 12 .1% 011551Lees than one hour 2 818 6.0% 6.2% REFUSAL 97 33 .2% (MISS)One hour 3 1926 14.2% 14.7% MISSING 80 602 3.7% (MISS)Two hours 4 4338 31.9% 33.0%

--.....-.. ......-- .-----Three hours 5 3929 29.0% 29.9% TOTALS:13570 100.0% 100.0%

Four hours 8 1459 10.11% 11.1%Five or more hours 7 574 4.2% 4.4%RESERVED COOEStDON'T KNOW 98 14 .1% (MISS) (Refer to Question 2_16)REFUSAL 97 30 .2% (MISS)M:SSING 88 389 2.9% (MISS)

....--- -----TOTALS: 13570 100.0% 100.0%

(Refer to Question 2.16)

203

NELS: se EASE YEAR TEACHER QUESTIONNAIRE (CLASS LEVEL) Pegs 9

Tape Pos. 75-7$Format: 12

TESTS/QUIZES

Taps Pos. 61.111Formate Al

CLASS


.aiwile.Question MOJECT2.1......11010=11/MNINMI1011.

Question,

SUBJECT2 SUBJECT MATTER OF

RESPONSE

IlYT2..111E TIME SPENT ADMINISTERING

Administering tests or quisses

PER- VALIDRESPONSE CODES FREQ CENT PCT English E 3471 25.6% 25.6%

........---, ----- ----- ---- Social Studies /History H 2225 23.6% 23.8%None 1 351 2.6% 2.7% Math M 3676 27.1% 27.1%Less than one hour 2 7594 58.0% 68.3% Science S 3198 23.6% 23.6%On hour 3 4464 32.9% 54.3%Two hours 4 466 3.6% 3.7% TOTALS, 13570 100.0% 100.0%Three hours 5 77 .6% .6%Four hours S 30 .2%, .2%Five or more hours 7 22 .2% .2%RESERVED COOEStDON'T KNOW 96 16 .1% (MISS)REFUSAL 17 30 .2% (MISS)MISSING 98 407 3.7% (MISS)

TOTALS, 13570 100.0% 100.0% THE REMAINDEP OF PART TWO CONSISTS CC QUESTIONS THAT APPLYTO SPECIFIC SUBJECTS. For each class designated on thefront cover, please ,answer only the questions that applyto the subject being taught in that class: English

(Refer to Question 2_16) (Questions 17-19), Mathematics (Questions 20-22), SocialStudies (guett(en 23), or Science (Questions 24-29).

Question 2_111F Tape Pat. 77-78Format* 12

SYT2_11F TIME SPENT ON ADMINISTRATIVE TASKS

Performing routine administrative tasks (u.g., takingattendance, making announcements, etc.)

ANSWER QUESTIONS 17-19 FOR ENGLIINI CLASSES ONLY.

Question 2_17

Indicate how much emphasis is given in this class to thefollowing by circling whether each is Major Topic, MinorTopic. Review Topic Only, or Not Covered at All.(CIRCLE ONE EACH)

RESPONSE----------

CODES FREQPER- VALIDCENT PCT---

None 1 1606 13.3% 13.9%Less then one isou r 2 10226 75.4% 78.6%One hour 3 709 5.2% 5.4%Two hours 161 1.2% 1.2%Three hours 5 44 .3% .3%

Question 2_17AFour hours 6 16 .1% .1% Tope Pos. 62-62Five o more hours 53 .4% .4% Formats I1SESERVE0 CODESiDON'T KNOW 96 9 .1% (MISS) SYT2_17A EMPHASIS GIVEN TO GRAMMARREFUSAL 97 30 .2% (MISS)MISSING 9S 616 3.8% (MISS) Grammer

TOTALS, 13570 100.0% 100.0% PER. VALIDRESPONSE CODES FREQ CENT PCT

(Refer to Question 2_16)Major topicMinor topicReview topic onlyNot covered it allRESERVED CODES:

1

234

250565618312

18.5% 74.6%4.8% 19.5%1.3% 5.5%.1% .4%

DON'T KNOW 6 3 .0% (MISS)REFUSAL 7 2 .0% (MISS)MISSING 8 110 .8% (MISS)LEGITIMATE SKIP 9 10099 74.4% (MISS)

TOTALS, 13570 100.0% 100.0%Question 2_160 Tope Pee. 75-80

7ormatt 12

IlYT2 111G

Conducting

TIME SPENT CONDUCTING LAS PERIODS

lab periods



None 1 9026 66.5% 69.5%Less than one hour 2 1684 12,4% 13,0%One hour 3 1262 9.4% 9.5%

Question 2_178Two hours 4 685 5.C% 5.3% Tape Pos. 6343Three hours 5 199 1.5% 1.5% Formats IIFour hours 6 77 .6% .6%Five or more hours 7 34 .3% .3% BYT2_1711 EMPHASIS GIVEN TO LITERATURERESERVED COOEStDON'T KNOW 116 6 .0% (MISS) LiteratureREFUSAL 97 00 .2% (MISS)MISSING 98 547 4.0% (MISS) PER- VALID

RESPONSE CODES FREQ CENT 'POTTOTALS1 13570 100,0% 100,0% .-

Major topicMinor topicReview topic only

1

23

1934926121

14.3% 57.9%6.8% 27.7%.9% 3.6%

(Refer to Question 2_16) Not covered et all 4 362 2.7% 10.8%RESERVED COOESt

DON'T KNOW 6 2 .0% (MISS)REFUSAL 7 2 .0% (MIES)MISSING 6 124 .9% (MIES)LEGITIMATE SKIP B 10086

.--.74.4% (MISS)

TOTALS, 13570 100.0% 100.0%

(Refer to Question

' 0 4

NE1S: 88 BASE YEAR TEACHER QUESTIONNAIRE (CLASS LEVEL)

Question 2_17C Tape Pos. 84 -84Formats II

BYT2_17C EMPHASIS GIVEN TO COMPOSITION

Coupastitiels

Luestion Tape Pos. 6767

61.72_17F EMPHASIS GIVEN TO SPELLING

Spelling

Formats 11

PER- VALIDPER.. VALID RESPONSE CODES FREQ CENT PCTRESPONSE COOES FREQ CENT PCT ------------..--- ------- ---- ----- ----- Major topic 1 1384 10.2% 41.2%Major topic 1 2554 16.9% 76.3% Minor topic 2 1395 10.3% 41.5%Minor topic 2 734 5.4% 21.9% Review topic only 3 423 3.1% 12.6%Review topic only 3 41 .3% 1.2% Not d at ell 4 156 1.1% 4.6%Not covered at all 4 19 .1% .6% RESERVED CODES:RESERVED CODES: REFUSAL 7 2 .0% (MISS)DON'T KNOW 6 3 .0% (MISS) MISSING 8 111 .8% (MISS)REFUSAL 7 2 .0% (MISS) LEGITIMATE SKIP 9 10099 74.4% (MISS)MISSING 6 114 .8% (MISS) ----- ----- -----LEGITIMATE SKIP 9 10029 74.4% (MISS) TOTALS: 13570 100.0% 100.0%

TOTALS: 13570 100.0%-----100.0%



'emotion 2_16

Question '2_176 Taps Pea. s....615Fermat, 11

BYT2_170 EMPHASIS GIVEN TO READING How often fo-e the following types of literature used inmaking assignments to your students? (CIRCLE ONE EACH)Reeding

RESPONSE---------

CODES-------

FREQPER-CENT

VALIDPCT

--...--1469

-----10.8%

-----43.7%Major topic 1

Minor topic 2 1103 8.1% 33.0%Review topic only 3 391 2.9% 11.7%Not covered at all 4 386 2.8% 11.6%

Question 2..18A Tops Pos.RESERVED CODES:

88.-68DON'T KNOW 6 2 .0% (MISS) 11FormatsREFUSAL 7 2 .0% (MISS)MISSING 8 126 .9% (MISS) (WT2_184 HOW OFTEN FICTION USED IN ASSIGNMENTSLEGITIMATE SKIP 9 10099 74.4% (MISS)

Fiction----13570

--...--100.0%

-----100.0%TOTALS:


VALIDPCT

(Refer to Question 2_17) Najority of the time-----

1

-----1525

--..--11.2%

-----45.6%

Som. of the time 2 1446 10.7% 43.2%Rarely 172 1.3% 5.1%Never

,34 202 1.5% 6.0%

RESERVED CODES:DON'T KNOW 6 1 .0% (MISS)REFUSAL 7 6 .0% (MISS)MISSING 8 119 .9% (MISS)LEGITIMATE SKIP 9 10099

----74.4% (MISS)

-----Question 2_17E -..---100.0%Tape Pos. 66.46 TOTALS: 13570 100.0%Format: 11

8YT2_17E EMPHASIS GIVEN TO STUDY SKILLS(Refer to Question 2_18)Study Skills


VALIDPCT

----------Major topic

------1

---625

-----4.6%

----18.6%

Minor topic 2 1517 11.2% 45.2%Review topic only 3 897 7.3% 29.7%Not covered at all 4 214 1.6% 6.4%

Question 2_166 Taps Pos.RESERVED CODES:

39-69REFUSAL 7 2 .0% (MISS) 11FormatsMISSING 8 116 .9% (MISS)LEGITIMATE SKIP 9 10099

-----74.4%

- ----(HISS)-....-...."

8IT2_1811 HOW OFTEN POETRY USED IN ASSIGNMENTSTOTALS: 13570 100.0% 100.0% Poetry

RESPONSE(Refer to Question 2_17) ...--....---CODES FREQ

PER- VALIDCENT PCT--- ..----.-----

1Majority of the time 136 1.0% 4.1%Some of the time 2 1849 13.6% 55.6%Rarely 3 1030 7.6% 31.0%Never 4 311 2.3% 0.4%RESERVED CODES: .

DON'T KNOW 6 1 .0% (MISS)REFUSAL 7 6 0%(M1811)MISSING 8 138 1.0% (MISS)LEGITIMATE SKIP 9 10089 74.4% (MISS)

TOTALS: 13570 100.0% 100.0%


205

NELS: 88 BASE TEAR TEACHER QUESTIONNAIRE (CLASS LEVEL)

Question 2_13C Tap. Pee. 90'40Format: II

5777..18C HOW OFTEN MYTHOLOGY USED IN ASSIGNMENTS

Pegs 11

Question 2_18F Taps Pos. 93.43Format: II

srm_leF HOW OFTEN EXPOSITORY TEXT USED IN ASSIGN

Mythology/folk tales

RESPONSE CODES FREDPER-CENT

VALIDPCT

Expository text

RESPONSE----------

CODES--------

FREQPER-CENT

VALIDPCT

313-.- ---- Majority of the time 1 2.3% 9.4%lilajority of the time 1 106 .8% 3.3% Some of the time 2 1572 11.6% 47.3%Some of the time 2 1516 11.2% 45.7% Rarely 3 1010 7.4% 30.4%Rarely 3 1061 7.8% 32.0% Never 4 426 3.1% 12.6%((ever 4 629 4.6% 19.0% RESERVED CODES:RESERVED CODES: CON'T KNOW 6 4 .0% (MISS)DON'T KNOW 6 2 .0% (MISS) REFUSAL 7 6 .0% (MISS)REFUSAL 7 6 .0% (MISS) MISSING 8 140 1.0% (MISS)MISSING 8 149 1.1% (MISS) LEOtTIMATE SKIP 9 10099 74.4% (MISS)LEGITIMATE SKIP 9 10099 74.4% (MISS) --- --- -----

--- TOTALS: 13570 100.0% 100.0%TOTALS: 13570 100.0% 100.0%


Question 2_180 Tope Pos. 91-11Format: II

BYT2_18D HOW OFTEN BIOGRAPHY USED IN ASSIGNMENTS

Biography


Question 2_180 T.P. Pos. 84-94Format: 11

BYT2_78G HOW OFTEN OTHER NON -FICT USED IN ASSIGN

Other non-fiction

RESPONSECODES----------

Majority of the timeSome of the timeRarelyNeverRESERVED CODES:


TOTALS:

-----1

234

789

FREQ...----

1611973814371

6146

10099

13570

PER-CENT

-----1.2%

14.6%6.0%2.7%

.0%1.1%

74.4%

100.0%

VALIDPCT

"..----4.9%

69.4%24.5%11.2%

(MISS)(MISS)(MISS)

100.0%

RESPONSE CODES------

1

234

6789

FREQ-----

16217271009382

26

18310099

1' /0

PER-CENT

.--..---

1.2%12.7%7.4%2.8%

.0%

.0%1.3%

74.4%

100.0%

VALIDPCT

-----4.9%

52.7%30.6%11.6%


100.0%

----- ----Majority of the timeSome of the timeRarelyNeverRESERVED CODES:DON'T KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS:

(Refer to Question 2_18) (Refer to'Question 2_18)

Question 2_18E Tope Poe. 112-12 Question 2_18 Tape Poe. 85-98Fermat: 11 Format: 12

11772_18E HOW OFTEN DRAMA USED IN ASSIGNMENTS 8172_19 NO. OF BOOKS STUDENTS REQUIRED TO READ

Drama In addition to full-length selections appearing in anytextbook/workbook you may use, how many books will you

PER- VALID ;mire your students to read this school yeer7 (CIRCLERESPONSE CODES FREQ CENT PCT

----- --Majority of the time 1 168 1.2% 6.1% PER- VALIDSome of the time 2 1904 14.0* 57.4% RESPONSE CODES FREQ CUT PCTRarelyNever

34

817430

6.0%3.2%

24.6%13.0%

----------None

-- ---- --1

--4.6%

--18.6%

-----631

RESERVED CODES: 2 274 2.0% 8.2%REFUSAL 7 6 .0% (MISS) ?:: 3 467 3.6% 14.5%MISSING 8 146 1.1% (MISS) Three 4 389 2.9% 11.6%LEGITIMATE SKIP 9 10099 74,4% (MISS) Four 5 534 3.9% 16.9%

TOTALS: 13570-----100.0% 100.0%

Five or moreRESERVED CODES:

6 1035 7.6% 30.9%

DON'T KNOW 96 2 .0% (MISS)REFUSAL., 97 2 .0% (MISS)MISSING 98 117 .9% (MISS)

(Refer to Question 2_18) LEGITIMATE SKIP 99 10099 74.4% (MISS)- --

TOTALS: 13570 100.0% 100.0%

2Q6

EELS: 88 BASE YEAR TEACHER QUESTIONNAIRE (CLASS LEVEL)

ANSWER QUESTIONS 20-22 FOR MATHEMATICS CLASSES ONLY Question 2_20C Tape Poe. 11111-411format* II

8112_200 EMPHASIS GIVEN TO RATIO AND PROPORTION

Ratio and proportion

RESPONSE

1

234

789

FREQ----2139983248113

1093

8894-----13670

PER-CENT

VALIDPCT

-----61.5%27.0%8.1%3.4%

(MISS)(MISS)(MISS)

Question 2..20

Indicate how much emphasis is given in this class to thefollowing by circling whether each is a Major Topic 'Minor

OTopic. Review Topic Only, or Not Covered at All. (CIRCLEONE EACH)

__CODES....----

Major topicMinor topicReview topic onlyNot covered at allRESERVED CODES:REFUSALMISSINGLEGITIMATE SKIP

TOTALS:

-----16.2%7.1%2.1%.8%

.1%

.7%72.9%

-----100.0%

-----100.0%

Question 2..20A Tape Pos. 87-87Formats II

8YT2_20A EMPHASIS GIVEN TO COMMON FRACTIONS

Common fractions



VALIDPCT

Tape Pos. 100-100Question 2_200-..--.

Major topic 1

-----2282

-----16.8%

-----63.8% Formats IIMinor topic 2 410 3.0% 11.5%

Review topic only 3 803 15.8%- 22.6% 8112_200 EMPHASIS GIVEN TO PERCENTNot covered at all t 4 77 .6% 2.2%RESERVED CODES: PercentDON'T KNOW 6 2 .0% (MISS)REFUSAL 7 10 .1% (MISS) PER- VALIDMISSING 8 92 .7% (MISS) RESPONSE CODES FREQ CENT PCTLEGITIMATE SKIP 9 9884 72.9% (MISS) -.

Major topic I

-----2571

-----18.9%

-----72.1%

----------13670

-----100.0%TOTALS: 100.0% Minor topic 2 591 4.4% 16.6%

Review topic only 3 316 2.3% 8.9%Not d at ell 4 88 .6% 2.6%RESERVED CODES:(Refer to Question 2_20) OON'T KNOW G 2 .0% (MISS)REFUSAL 7 10 .1% (MISS)MISSING 8 98 .7% (MISS)

LEGITIMATE SKIP 9 9894 72.9% (MISS)-- -------

13570-----100.0%TOTALS: 100.0%

Question 2_208 Tape Poe. 88-28Formats II

8YT2_200 EMPHASIS GIVEN TO DECIMAL FRACTIONS

Oscine, fractions


RESPONSE----------

CODES FREQPER-CENT

VALIOPCT

Tape Pos. 101-101Question g_ggg-----1

-----2181

-----16.1%

-----61.1%Major topic

Formats 11Minor topic 2 547 4.0% 15.3%Review topic only 3 724 5.3% 20.3% WIT220E EMPHASIS GIVEN TO MEASUREMENTNot covared at all 4 120 .8% 3.4%RESERVED CODES: MeasurementDON'T KNOW 6 2 .0% (MISS)REFUSAL 7 10 .1% (MISS) PER- VALIDMISSING 8 92 .7% (MISS) RESPONSE CODES FREQ CENT PCTLEGITIMATE SKIP 9 9894 72.9% (MISS) ----- ----- -----

Major topic----- --

1----- ----- ----- 1289 9.4% 35.6%TOTALS: 13570 100.0% 100.0% Minor topic 2 1507 11.1% 42.2%

Review topic only 3 522 3.8% 14.6%Not covered at ell 4 271 2.0% 7.6%RESERVED CODES:(Refer to Question 2_20) OON'T KNOW 6 2 .0% (MISS)

REFUSAL 7 10 .1% (MISS)MISSING 8 96 .7% (MISS)LEGITIMATE SKIP 9 II894

-----72.9%

-----(MISS)-----

TOTALS: 13670 100.0% 100.0%


207


91Mstien 2_20F

8117_20F EMPHASIS GIVEN TO GEOMETRY

Geometry

Page 13

911elti2n 2_201 T Poe. 105 -105Tape Nes. 102-102 Foarmpe ats IIFormats 11

9172201 EMPHASIS GIVEN TO PROBABILITY/STATISTICS

Probability end statistics

PER- VALIOPER- VALID RESPONSE CODES FREQ CENT PCT

RESPONSE CODES FREQ CENT PCT - - - -- - --.....---- ---- ---- ----- ----- ----- Major topic 1 669 4.9% 18.8%

Major topic 1 1704 12.6% 47.7% Minor topic 2 1608 11.1% 42.5%Minor topic 2 1317 9.7% 36.2% Review topic only 3 280 2.1% 7.9%Review topic only 3 262 1.8% 7.3% Not covered at all 4 1084 8.1% 30.8%Not covered at all 4 286 2.1% 8.0% RESERVED CODES:RESERVED CODESs OON'T KNOW 6 2 .0% (MISS)DON'T KNOW 6 2 .0% (MISS) REFUSAL 7 10 .1% (MISS)REFUSAL 7 10 .1% (MISS) MISSING 8 112 .8% (MISS)MISSING 8 85 .7% (MISS) LEGITIMATE SKIP 9 9894 72.9% (MISS)LEGITIMATE SKIP 9 sau 72.9% (MISS) ----- ----- -----

----- --- -- ----- TOTALSI 13570 100.0% 100.0%TOTALSs 13570 100.0% 100.0%


CODESFREQ1

2.34

789

TapeFormats

-----2063104993

365

1096

9894-----13570

Poe. 103-103II

PER- VALIOCENT PCT

Taps Pos. 106-106Formats II

SOLVING


-- - -- --- ----- ----- -----1 2647 19.5% 74.1%2 839 6.2% 23.5%3 60 .4% 1.7%4 25 .2% . .7%


----- ----- -----13570 100.0% 100.0%

Question 2_2038Usstien 2_20G

6112.20J EMPHASIS GIVEN TO PROBLEM

Problem solving

'RESPONSE----------

Major topicMinor topicReview topic onlyNot covered at allRESERVED CODESs


TOTALSI

9117 20G EMPHASIS GIVEN TO ALGEBRA

Algebra (fOrmulas and equations)

RESPONSE--------

Major topicMinor topicRowley topic onlyNot covered at allRESERVED CODESs


TOTALSI

- - - -- -----15.2% 57.8%7.7% 29.4%.7% 2.6%

2.7 %- 10.2%

.1% (MISS)

.7% (MISS)72.9% (MISS)

----- -----100.0% 100.0%


Question 2_20H Tape Pos. 104-104 Quietion 2_21Formats II

Ups Pot. 107 -107Format 11

11117..20N EMPHASIS GIVEN TO INTEGERS 9172_21 STUDENTS HAVE ACCESS TO SCHL CALCULATORS

integers Do your students have access to pocket or hand held

PER- VALIOcalcRCLE Oulators owned by the school for use In this class?(CINES

RESPONSE CODES FREQ CENT PCT

Major topicMinor topic.Revive topic onlyNot d at allRESERVED CODESIDON'T KNOW ,REFUSALMISSINGLEGITIMATE SKIP

TOTALSI

-----1

234

6789

--- .2397775167229

21096

9894-----13570

----17.7% 67.2%6.7% 21.7%1.2% 4.7%1.7% 6.4%

.0% (MISS)

.1% (MISS)

.7% (MISS)72.9% (MISS)

-----100.0% 100.0%

RESPONSE- - -YesNoRESERVED CODESs


TOTALS:

CODES----

1

2

789

FREQ- --16162037

10113

9894

13570

PER- VALIOCENT PCT

11.2% 42.7%15.0% 67.3%

.1% (MISS)

.8% (MISS)72.9% (MISS)

100.0% 100.0%


24

NELS: 88 BASE TEM TEACHER QUESTIONNAIRE (CLASS LEVEL).

Tape Pos. 111.'111Formats

HISTORY IN CLASS

Question 2.23CQuestion 2 22 Taps Pea. 106.104

BYT2_23C EMPHASIS GIVEN TO WORLD

World or Western history

-- Formats II

6YT2_22 HOW OFTEN STUDENTS USE CALCULATORS

On the aysregs, her often do your students use calcul(the school's or their-own) in this close/ (CIRCLE ONE) PER- VALID

PER- VALIDRESPONSE CODES

---- ----FREQ- - -

CENT PCT

Major topicMinor topic..,

----- ---1.7% 7.6%8.2% 35.9%

RESPONSE CODES PREQ CENT PCT1

223S1114

---..- ---..- ----- -----Several times a week or more.. 1 665 4.8% 15.5% Review topic only 3 994 7.3% 32.0%About onc. week 2 617 4.8% 17.4% Not covered at all 4 763 5.6% 24.6%Hardly ever or never. 3 2268 16.7% 64.1% RESERVED CODES:RESERVED CODES: REFUSAL 7 1 .0% (MISS)DON'T KNOW 6 2 .0% (MISS) MISSING 8 117 .9% (MISS)REFUSAL 7 SD .1% (MISS) LEGITIMATE SKIP 9 10346 76.2% (MISS)MISSING 8 124 .9% (MISS) ---

13E70-..- ---100.0% 100.0%

LEGITIMATE SKIP 9 9894 72.9% (MI53) TOTALS:

TOTALS: 13570 100.0% 100.0%

(Refer to Queition 2_22)

ANSWER QUESITON 23 FOR SOCIAL STUDIES CLASSES ONLY.

Question 2_230

CODES

TapeFormats

IN CLASS

FREQ-----

Pos. 112-112II

PER- VALIDCENT PCT

'Question 2 =BYT2_230 EMPHASIS GIVEN TO CIVICS/GOV'T

Civics/government

RESPONSE

-Indicate how much emphasis is given in this class to thefollowing by circling whether each is a Major Topic. MinorTopic, Review Topic Only, or Not Covered at All. (CIRCLE

Major topic 1

---*- -----8.9% 38.3%

ONE EACH)1203

Minor topic 2 1533 11.3% 48.8%Review topic only 3 290 2.1% 9.2%Not covered at all 4 114 .6% 3.6%RESERVED CODES:


TOTALS: 13570----- ---100.0% 100,0%Question 2_23A Tope Pos. 109-1011

IIFormats

BYT2_23A EMPHASIS GIVEN TO STATE HISTORY IN CLASS (Refer to Question 2_23)State history

RESPONSE CODES FREQ

5101169621831

1

9310346-----13570

PER-CENT

VALIDPCT

-----16.3%37.3%19.3%26.6%

(MISS)(MISS)(MISS)

113-113

Major topicMinor topicReview topic onlyNot d at allRESERVED CODES:REFUSAL'MISSINGLEGITIMATE SKIP

TOTALS:

--------1

234

789

-----3.8%8.6%4.6%6.1%

.0%

.7%76.2%

Question 2_23E Tape Poe.

BYT223E

Geography

Fermat( II

EMPHASIS GIVEN TO GEOGRAPHY IN CLASS

-----100.0%

-----100.0%

RESPONSE CODES FREQPER- VALIDGENT PCT

'(Refer to Question 2_23) -------Major topic

--------1

--- --

805----- ----

5.9% 5.6%Minor topic 2 1721 12.7% 54.8%Review topic only 3 478 3.5% 15.2%Not d at all 4 138 1.0% 4.4%RESERVED CODES:


----- ----- -----TOTALS: 13670 100.0% 100.0%Question 2_236 Tape Poe. 110-110Formats It

BYT2_238 EMPHASIS GIVEN TO U.S. HISTORY IN CLASS (Refs:. to Question 2_23)United Stetee or American history

RESPONSE CODES.

PREQPER- VALIDCENT PCT

....------Major topic 1

-........

2558....--- ---18.9% 81.7%

Minor topic 2 310 2.3% 9.9%Review topic only 3 159 1.2% 5.1%Not covered at all 4 165 .8% 3.3%RESERVED CODES1

REFUSAL 7 1 .0% (MISS)MISSING 8 07 ..6% (MISS)LEGITIMATE SKIP 9 10345 76.2% (MISS)

---*- -----TOTALS1 . 13570 100.0% 100.0%


209

ss

EELS: 88 BASE YEAR T-ACNER QUESTIONNAIRE (CLASS LEVEL)

Question 2_23F Tape Pee. 114..114Format: II

8711_23F EMPHASIS CIVN TO CURRENT EVENTS IN CLASS

Current events

Page 15

Question 2_24A Tope Pos. 117-117Format: II

8172_24A EMPHASIS GWEN TO PLANTS IN CLASS

Pleas

PER- VALIO RESPONSE CODES FREQ CENT PCTRESPONSECODES FREQ CENT PCT ---------- -------- - ---

PER- VALIO

Major topicMinor topicReview topic onlyNot d at allRESERVED CODES:


TOTALS:

-...--I

234

789

-- -782184941593

284

10345

13570

--6.8% 24.9%13.6% 68.9%3.1% 13.2%.7% 3.0%

.0% (MISS)

.6% (MISS)76.2% (MISS)

-- - -- --100.0% 100.0%

M.Jor topicMinor topicReview topic onlyNot d at allRESERVED CODES:

OON'T KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS:

1

234

6789

3584134831320

1

7106

10372-v.-

13570

2.6% 11.6%3.0% 13.4%3.6% 16.0%13.4% 69.0%

.0% (MISS):1% (MISS).6% (MISS)

76.4% (MISS)-

100.0% 100.0%

(Refer to Question 2_23) (Refer to Question 2_24).

Question '2_,220 Tope Pea. 115-115 Question 2_248 Tope Pos. 118-118Format: 11 Format! II

11772_23G EMPHASIC GIVEN TO ETHICS IN CLASS 8712_248 EMPHASIS GIVEN TO ANIMALS IN CLASS

Ethics Animals

RESPONSE CODES-------

1

234

789

FREQ-----

2841382688757

7107

10345

13570

PER- VALIDCENT PCT

------- --2.1% 6.1%10.2% 44.4%5.1% 22.1%5.6% 24.3%

.1% (MISS)

.6% (MISS)76.2% (MISS)- --100.0% 100.0%

RESPONSE----

Major topicMinor topicReview topic onlyNot cov--ad at allRESERVED CODES:


TOTALS:

CODES--------

1

2 i34

6

08

FREQ-----

4224444701746

1

7108

10372

13570

PER-CENT

-----3.1%3.3%3.5%12.8%

.0%

.1%

.8%76.4%

100.0%

VALIOPCT---13.7%14.4)115.2%56.7%

(MISS)(MISS)(MISS)(MISS)---100.0%

---Major toPicMinor topicReview topic onlyNot d at ellRESERVED.COOES:


TOTALS:


Tope Pos. 116 -116Format: II

TO ECONOMICS IN CLASS


-------- ----- ----- -----1 309 2.3% 8.9%

Tope Pos. 119-1111Format: II

TO HUMAN BIOLOGY IN CLASS

PER- VALIOCODES FREQ CENT PCT----- --. -----

Question 3_23HQuestion 2_24C

11772_23H EMPHASIS GIVEN

Economics

RESPONSE

6172_24C EMPHASIS GIVEN

Human biology

RESPONSE-

.-------Major topicMinor topic 2 1613 11.9% 51.6% Major topic 1 507 3.7% 16.4%Review topic only 3 635 4.7% 20.3% Minor topic 2 291 2.1% 9.4%Not red at all 4 667 4.2% 18.1% Review topic only 3 316 2.3% 10.2%RESERVED CODES:41EFUSAL 7 5 .0% (MISS)

Not d at allRESERVED CODES:

4 1873 14.6% 63.9%

MISSING 8 86 .7% (MISS) DON'T KNOW 6 1 .0% (MISS)LEGITIMATE SKIP 8 10346 76.2% (MISS) REFUSAL 7 7 .1% (MISS)----- MISSING 8 103 .8% (MISS)TOTALS: 13570 100.0% 100.0% LEGITIMATE SKIP 8 10372

-- -76.4% (MISS)

TOTALS: 13570 100.0% 100.0%


ANSWER QUESTIONS 24-29 FOR SCIENCE CLASSES ONLY.

,,Wastion 2_24

Indicate how much emphasis is given in thic cies, to thefollowing,by circling whether each is a Major Topic, MinorONToEpic, Review Topic Only, or Not C d at All. (CIRCLE

E ACH)


210

EELS: 88 BASE TEAR TEACEER QUESTIONNAIRE (CLASS LEVEL)

TO GENETICS IN CLASS

Tara Pos. 120120Format: 11


-----224 1.7% 7.3%442 3.3% 14.3%274 2.0% 8.9%

2144 15.8% 69.6%.

1 .0% (MISS)7 .1% (MISS)

106 .8% (MISS)10372 76.4% (MISS)----, ----- -----13570 100.0% 100.0%

Tape Pos. 123 -123Format: II

TO WEATHER IN CLASS


--..:----- _____----... ---...,

1 1383 10.2% 44.9%2 422 3.1% 13.7%3 186 1.4% 6.1%4 1088 8.0% 35.3%


-- -- --.-13570 100.0% 100.0%

Question 2_2412Question 2..94D

BYT224G EMPHASIS GIVEN

Weather

RESPONSE

6112_24D EMPHASIS GIVEN

Genetics

RESPONSECODES -------Major topicMinor topicReview topic onlyNot Covered at allEESERVED,CCOES:

OON'T KNOWREFUSALMISSINGLEGITIMATE SKIP

TOTALS:

Major topicMinor topicReview topic onlyNot d at allRESERVED CODES:

OON'T KNOW....REFUSALMISSINGLEGITIMATE SKIP

TOTALS:

-1

234

6789


Question 2_241 Tape Pos. 121-121Format: 11


Question 2_24H Tapo Pes. 124-124Format: 11

6112_24E EMPHASIS GIVN TO PERSONL HEALTH

Personal health

RESPONSECODES

IN CLASS

FREQ'PER- VALID

-CENT PCT

6112_,24H EMPHASIS GIVEN TO ASTRONOMY

Astronomy or space

RESPONSE

IN CLASS

CODES FREQ- ----- -- - - ---

1 1543

PER-CENT-----11.4%

VALIDPCT

-----50.2%

-------.....-

Major topicMajor topic 1

----- -----1.0% 8.6%261 Minor topic 2 402 3.0% 13.1%Minor topic 2 562 4.1%, 18.4% Review topic only 3 180 1.3% 5.9%Review topic only 3 411 3.0% 13.5% Not covered at all 4 951 7.0% 30.9%Not covered at al' 4 1817 13.4% 59.6% RESERVED CODES:RESERVED CODES: DON'T KNOW 6 1 .0% (MISS)OON'T KNOW 6 1 .0% (MISS) REFUSAL 7 7 .1% (MISS)REFUSAL 7 7 .1% (MISS) MISSING 8 114 .8% (MISS)MISSING 8 .139 1.0% (MISS) LEGITIMATE SKIP 9 10372 76.4% (MISS)LEGITIMATE SKIP 9 10372 76.4% (MISS) - ---- ----- -- -.....

TOTALS: . 13570 100.0% 100.0%-----13570

----- -----100.0% 100.0%TOTALS:



SCIENCE IN CLASS

Pee.TapsFormats 11

125-125

IN CLASS

Question 2_24IQuestion 2_24F

SY12_241 EMPASIS GIVEN TO ELECTRICITYsyT224F EMPHASIS GIVEN TO EARTHElectricity or magnetismEarth science or geology

PER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCTRESPONSE CODES FREQ CENT PCT .....--?----- ---- ----- =-------------- ----..-- Major topic 1 965 7.1% 31.4%-----1730

......--- -----12.7% 56.2%Major topic 1 Minor topic 2 700 5.2% 22.7%Minor topic 2 224 1.7% 7.3% Review topic only 3 357 2.6% 11.6%Revicw topic only 3 182 1.3% 5.9% Not covered at all 4 1055 7.8% 34.3%Not coveted It all 4 943 6.9% 30.6% RESERVED CODES:RESERVED CODES: DON'T KNOW 6 2 .0% (MISS)004,1-KNOW 6 1 .0% (MISS) REFUSAL 7 7 .1% (MISS)REFUSAL 7 7 .1% (MISS) MISSING 8 112 .8% (MISS)MISSING 8 III .8% (MISS) LEGITIMATE SKIP 9 10372 76.4% (MISS)LEGITIMATE SKIP 9 10372 76.4% (MISS) ..----

-.-..-.. -...-.-4- .....-...- TOTALS: 13570 100.0% 100.0%TOTALS: 13570 100.0% 100.0%


g 1

NELSv 88 BASE YEAR TEACHER QUESTIONNAIRE (CLASS LEVEL) Pape 17

Tape Pos. 121 121Formats II

TO MECHANIC:I IN CLASS

Tape Pos. 121..121Formats II

TO CHEMISTRY IN CLASS

Ileleetlan 2_24MOtiestlan 2..24J

BYT2241 EMPHASIS GIVEN

Chemistry1VT224J EMPHASIS GIVEN

MechanicsPER- VALID

PER.. VALID RESPONSE CODES FREQ CENT PCTRESPONSE CODES PM CENT PCT --- .. -.......-- ......----.. .......... ...--.- ....-..- Major topic 1 1490 11.0% 48.6%Major topic 1 770 6.7% 26.1% Minor.topic 2 934 6.2% 30.4%Minor topic 2 162 4.1% 18.3% Review topic only 3 279 2.1% 9.1%Review topic only 3 311 2.3% 10.1% Not d at all 4 387 2.7% 12.0%Net d at all 4 1422 10.6% 46.4% RESERVED CODES:RESERVED COOES: DON'T KNOW 6 2 .0% (MISS)DON'T KNOW 6 s Am (MISS) REFUSAL 7 7 .1% (MISS)

REFUSS.L 7 7 .1% (MISS) MISSING S 119 .9% (MISS)MISS/WG a 121 .9% (MISS) LEGITIMATE SKIP 9 10372 7F.4% (MISS)LEOMMATE SKIP 9 10372 76.4% (MISS)........ TOTALS: 13670 100.0% 100.0%TOTALS: 13670 100.0% 100.0%


TO HEAT IN CLASS

Tape Pos. 127.'127Farmett 11

Tape Pas. 130-130Format: II

TO ATOMIC THEORY IN CLASS

Question 2_241Quest's11 2_244

1YT2_24W EMPHASIS GIVEN1YT224K EMPHASIS GIVEN

Atomic theoryHaat

PER- VALIDPER- VALID RESPONSE CODES FREQ CENT PCTRESPONSE CODES FREQ CENT PCT

Major topic 1 1360 10.0% 44.2%Major topic i 1016 7.5% 33.1% Miner topic 2 037 C.9% 30.5%Minor topic 2 922 6.8% 30.0% Review topic only 3 315 2.3% 10.2%Review topic only 3 307 2.3% 10.0% Net covered at all 4 462 3.4% 15.0%Not covered at all 4 828 6.1% 26.9% RESERVED CODES:RESERVED CODES: P1N'T KNOW 6 2 .0% (MISS)DON'T KNOW 6 1 .0% (MISS) REFUSAL 7 7 .1% (MISS)REFUSAL 7 7 .1% (MISS) MISSING 8 115 .8% (MISS)MISSING 8 115 .6% (MISS) LEGITIMATE SKIP 9 10372 76.4% (MISS)LEGITIMATE SKIP 9 10372 76.4% (MISS)

TOTALS: 13670 100.0% 100.0%TOTALS: 13570 100.0% 100.0%


s.Question 2_24L Tape Pos. 128-126Question 2_240 Tape

Format:Po

It131-131

Fermat:

1Y12_24L EMPHASIS GIVEN TO OPTICS IN CLASS

Optics

1YT2_240 EMPHASIS GIVEN TO ENVIRONMENTAL_SCIENCE

Environmental science

PER- VALIDPER- VALID RESPONSE COOES FREE) CENT PCTRESPONSE CODES FREQ CENT PCT ---

--,--Major topicMinor topicReview topic onlyNot covered et allRESERVED COOES:


TOTALS:

1

234

S781

6637483341336

s7

11610372

13670

4.8% 21.3%5.5% 24.4%2.5% 10.1%1.8% 43.5%

ars (MISS).1% (MISS).11% (MISS)

76.4% (MISS)-100.0% 100.0%

Major topicMinor topicReview topic onlyNot covered at allRESERVED CODES:


TOTALS:

1 9892 11843 3374 566

1 27 7S 1139 10372

13570

7.3% 22.2%8.7% 38.5%2.5% 11.C%4.2% 111.4%

.0% (MISS)

.1% (MISS)

.8% (MISS)76.4% (MISS)

100.0% 100.0%

(Refer to Question 2..24)(Refer to Question 2..;41)

al a

Sege ItNELS: 88 BASE YEAR TEACHER QUESTIONNAIRE (CLASS LEVEL)

Question 2_24P Tap. Pee. 132-132Formats II

8V12_24P EMPHASIS GIVEN TO OCEANOGRAPHY IN CLASS

M.M.I.M.M.41MM.110Ma...

Question ,2_211 Tape Poe. 136 -13%Forest& II

SYT2_26 HOF OFTEN STUDENTS CONDUCT EXPERIMEhTS

How often do students conduct science experiments in thisOceanography class/ (CIRCLE ONE)


FREQ-----

PER- VALIDCENT PCT----- ----- PER- VALIDMeJor topic 1 1121 8.3% 36.6% RESPONSE CODES FREQ CENT PCTMinor topic 2 648 4.% 21.1% --- ----- -- - --- -- --- -- ---...Review topic only 3 201 1.5% '6.6% Almost every day 1 421 3.1% 13.5%Not covered at all 4 1095 8.1% 36.7% About once a week 2 1482 10.9% 411.2%RESERVED CODES: About one, a month 3 805 4.5% 19.8%OON'T KNOW 6 1 .0% (MISS) Loss than once a month 4 372 2.7% 12.1%REFUSAL 7 7 .1% (MISS) Never 5 191 1.4% 6.2%MISSING a 125 .9% (NI3S) RESERVED CODES:

LEGITIMATE SKIP 9 10372 76.44 (MISS) REFUSAL 7 7 .1% (MISS)-,---- ----- MISSING 6 116 .9% (UISS)TOTALS: 13570 100.01 100.0% LEGITIMATE SKIP 9 10372 76.4% (MISS)


Question 2_37

Question 2_24Q Tape Poe. 133-133Fermat: II

BYT2 24Q EMPHASIS GIVEN TO SCIENCE/SOCIETY Indicate whether or not you have access to sciencelaboratory facilities for your teaching in this class:Science and society


-------- ----- ----- -----Major topic 1 642 4.7% 20.6%Minor topic 2 1541 11.4% 50.19Review topic only 3 433 3.2% 14.1%'Not covered at all 4 460 3.4% 15.0%RESERVED CODES:

OON'T KNOW 6 1 .0% (MISO) Question 2..27A Tape Pee. 136-136REFUSAL 7 7 .1% (MISS) Format& IIMISSING 8 114 .8% (MISS)LEGITIMATE SKIP 9 10372 76.4% (MISS) BYT2_27A ACCESS TO LAS IN RFGULAR CLASSROOM

--- --TOTALS: 13570 100.0% 100.0% in your regular el m.


Question 2_25 Tops Pot. 134'134Formats II

SYT2_25 HOW OFTEN OEMONSTRATES SCIENCE EXPERIMNT

How often do you demonstrate a science experiment in class)(CIRCLE ONE)


---Yes

1 2245 16.5% 73.0%No 2 831 6.1% 27.0%RESERVED CODES:


TOTALS: 13670 100.0% 100.0%


PER- VALIDRESPONSE CODES FREQ CENT PCT---------- --... -----

Almost every day 1

-.

414 3.1% 13.4%About once a week 2 1630 12.0% 52.0% Question 2_27B Tees Pos. 137-137About once a month 3 684 5.0% 22.2% Format) IILess than once a month 4 302 2.2% 9.8%Never 5 53 .4% 1.7% 81'72_278 ACCESS TO LAS OUTSIDE REGULAR CLASSROOMCODES:

REFUSAL 7 7 .1% ()RISS) outside your regular elMISSINO a 108 .8% mss)LEGITIMATE SKIP 9 10372 76.4% (NW)

PER- VALIDTOTALS: 13570 100.0%900.0% RESPONSE CODES FREQ CENT PCT. ...-Yes 1 1082 8.0% 38.3%No 2 1743 12.8% 61.7%RESERVED CODES:

REFUSAL 7 7 .1% (MISS)MISSING a 366 2.7% (MISS)LEGITIMATE SKIP 9 10372 76.4% (MISS)

TOTALS: 13570 100.0% 100.0%


213

)?


Question 2_28 Tape Poe. 138 -138-- Fermat, II

8V/1_28 AMOUNT Of SCIENCE EQUIPMENT FOR USE

Which of the following best describes the silence equipmentyou hive for students in this class to use? (CIRCLE ONE)


------ - - -- --- ----- -'---Eachone usually has his/herown equipment 1 103 .8% 3.4%One student usutlly shareswith another 2 1161 8.6% 37.1%Groups of students (3 or more)usually share equipment 3 1332 11.8% 43.4%I have little or no equipmentfor students to use 4 470 3.5% 15.3%RESERVED CODES,


TOTALS, 13670 100.0% 100.0%

Question ESCUIL

68CTRL SCHOOL CONTROL COMPOSITE

Pogo 19

Tape Pos. 277-277Format, II


VALIDPCT

Public school 1 12609 92.9% 92.9%Catholic school 2 299 2.2% 2.2%Privet., Other ReligiousAffiliation 3 270 2.0% 2.0%Private, No ReligiousAffiliation 4 392 2.9% 2.9%

TOTALS, 13670 100.0% 100.0%


Question SYSCENRL Tsp. Pos. 278-278Fermat, II

Qusetlen 2_29 Tapmatse Pea. 131.139 SYCCENRI. TOTAL SCHOOL ENROLLMENT COMPOSITE,For II

M12_29 CONDITION OF SCIENCE EQUIPMENT USED

Whet is the condition of the science equipment you use inthis class? (CIRCLE ONE)


1 476 3.6% 16.5%2 1335 9.8% 43.4%3 804 5.9% 26.1%4 309 2.3% 10.0%5 161 1.1% 4.9%

'RESPONSE-----ExcellentGoodFairPoorI have eRESERVED

nonCODES,


TOTALS,

Question 08TYPE

GlITYPE GRADE SPAN OF SCHOOL

RESPONSE

P or K or 1 through 8P or K or 1 through 126 or 7 or 8 through 123 or 4 or 5 through 86 through 87 through 87 through 9/A through 9RESERVED CODES,

MISSING

TOTALS,

789

7116

10372

.1% (MISS)

.9% (MISS)76.4% (MISS)

13670 100.0% 100.0%

Tape Poe. 276-276Format, II


--1 607 4.5% 4.6%2 345 2.15% 2.6%3 670 6.4% 6.7%4 60S 4.6% 4.6%6 4042 29.8% 30.9%6 3677 26.4% 27.4%7 3029 22.3% 23.2%

a 492 3.6% (MISS)----

RESPONSE CODES----

FREQ---

PER-CENT

- --

VALIDPCT

1-199 students 1 243 1.8% 1.8%200-399 2 1262 6.2% 9.2%400-599 3 2731 20.1% 20.1%600-799 4 3446 25.4% 26.4%800-999 5 2431 17.9% 17.9%1000-1199 6 1631 12.0% 12.0%1200+ 7 1837 13.6% 13.6%

TOTALS, 13670 100.0% 100.0%


Question =ENROL Tape Pos. 279-2711Format, II

OlIENROL 8TH GRADE ENROLLMENT COMPOSITE

RESPONSE-

CODES-------

FREQPER-CENT

VALIDPCT

-- ---1-49 students 1 631 4.6% 4.6%50-99 2 963 7.1% 7.1%100-199 3 2754 20.3% 20.3%200-299 4 3639 26.1% 26.1%300-399 6 2866 21.1% 21.1%400+ 6 2817 20.8% 20.8%

--- -- - --TOTALS, 13670 100.0% 100.0%

13570 100.0% 100.0% NOTE: This variable was recoded by NCES in accordance. with the confidentiality provisions of PL100-297

(1988).

NOTE, This variable was recodod by NCES 'n accordancewith the confidentiality provisic..s of PL100-297(1988).

411"Question WPANIAN Tape Pos. 2110-2110

Fermat, II

GELMAN COMPOSITE URBANICITV OF SCHOOL

RESPONSE----------

CODES FREQPER-CENT--

VALIDPCT

Urban 1 4123 30.4% 30.4%Suburban 2 5989 44.1% 44.1%Rural 3 3468 26.6% 25.5%

TOTALS, 13670 100.0% 100.0%

214

Paps 20

111EELS: 88 BASE TEAR TEACHER QUESTIONNAIRE (CLASS LEVEL)

Guestie:( MEM Tape Pea. 211.-281For:esti It

MEOW COMPOSITE GEOGRAPHIC REGION OF SCHOOL

RESPONSE

Northeast - New England and

COOKS FRIQPER- VALIDCENT PCT

Middle Atlantic states1 2273 16.80' 16.8%

North Centre: - last NorthCentral and Vest North Centralstates 2 2983 22.0% 22.0%South - South Atlantic. EastSouth Central. and West SouthCentral states 3 5402 39.8% 39.9%Want - Mountain and Pacificstates A 2886 21.3% 21.3%RESERVED cODE81MISSING 8 26

--.2% (MISS)-- ---

TOTALS; 13070 100.0% 100.0%

NOTE; This variable was racodad by NUS in accordancewith the confidentiality provisions of PL100-297

Question GUINN Tape Pet. 282282Format: II

GISMINOR PERCENT MINORITY IN SCHOOL

RESPONSE------- -------

COOES FRE()PER- VALIDCENT PCT---

Nano 0 ass---

6.E% .1-5%1 2787 20.80 20.9%6-10% 2 1524 11.2% 11.4%11-20% 3 1866 13.5% 14.0%21-40% 4 2440 18.0% 18.3%41-60% 5 1409 10.4% 10.6%61-90% 6 1351 10.0% 10.1%91-100% 7 1055 7.8% 7.9%RC1ERVED CODES;

MISSING 8 239 1.8% (MISS)..---^ -----TOTALS; 13570 100.0% 100.0%

NOTE: This variable was rocodsd by NCES In accordancewith the confidentiality provisions of PL100-297(1988).

Quostion CSLUNCM Tape Poe. 2E3..2E3Fereat: If

OSLUNCH PERCENT RECEIVING FREE LUNCH IN SCHOOL

RESPONSE.............--

COOKS FRIG. --.

PER- VALIDGENT PCT

.....None 0 1287 9.5% 1.6%1-5%

1 1873 13.5% 14.0%8 -10% .2 1498 110% 11.2%11- 20%.... 3 2371 17.8% 17.7%21-30% 4 2136 15.7% 18.9%31..50% .. 6 2208 16.3% 16.5%61.-75% 6 1428 10.5% 10.7%76.100% 7 603 4.4% 4.6%RESERVED CODES:MISSING 8 166 1.2% (MISS)

TOTALS; 13670 100.0% 100.0%

NOTE; This variable was receded by NCES in acaordlineewith the confidontiality provisions of PL100297(1888).

2 1.5

ed 322 222 - ericdocument resume ed 322 222 tm 015 510 author ingels, steven j.; and others title...

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