1998-99 Schools and Staffing Survey: Issues Related to Survey Depth. Working Paper Series.

Autor/in	Choy, Susan P.
Institution	ACTION, Washington, DC. Office of Voluntary Citizen Participation.
Titel	1998-99 Schools and Staffing Survey: Issues Related to Survey Depth. Working Paper Series.
Quelle	(1996), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Data Collection; Educational Policy; Elementary Secondary Education; Estimation (Mathematics); National Surveys; Professional Development; Research Design; Research Methodology; Responses; Teacher Education; User Needs (Information); Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Politics of education; Bildungspolitik; Estimation; Mathematics; Schätzung; Forschungsdesign; Research method; Forschungsmethode; Lehrerausbildung; Lehrerbildung; Benutzerbedürfnis
Abstract	The Schools and Staffing Survey (SASS) has made it possible to develop comprehensive profiles of the nation's public and private schools and teachers and principals and to study issues of teacher supply and demand. The planned switch to a 5-year cycle of data collection provides a good time to re-examine the survey's design. This paper focuses on an aspect of design, survey depth. It addresses questions of the level at which estimates should be provided, from whom data should be collected, and how much data can reasonably be collected from each respondent. The paper starts with a description of the context within which choices can be made about survey depth. It examines the purposes of the SASS, identifies emerging policy issues, and describes users and uses of the data. This exploration of survey depth leads to a conclusion that, given the current focus on measuring quality at the classroom level, the SASS needs to reach more extensively into the classroom. This means gathering more information on teacher training and professional development. State- and affiliation-level estimates should be continued, as should the current oversampling of schools with large American Indian/Alaskan Native population, but no additional types of respondents should be added. The increased response burden will fall mainly on teachers, and modifications to keep the burden on teachers realistic may be required. (SLD)
Anmerkungen	U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC