The 1993-94 SASS added three components to gain a more complete understanding of elementary and secondary schools. The new components of SASS were: a student records survey; a library media center survey; and a library media specialist/librarian survey. The BIA school sector was expanded to include questionnaires for each of the components.
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(182 KB)In 1993–94, the Teacher Demand and Shortage Questionnaire (TDS) was mailed to the public school districts in which sampled schools were located. Comparable data were collected for private and BIA schools. The 1993–94 TDS covered the following topics: enrollment and characteristics of students in the school district; the number of full-time-equivalent teachers (FTEs), their qualifications, and hiring criteria; the number of library media specialists/librarians and data on such positions; the programs and services provided by the school district; and such district policies as teacher salary schedules, staff training incentives, and high school graduation requirements.
In 1993–94, slightly different questionnaires were sent to public schools, private schools, and Indian schools, which are run by the Bureau of Indian Affairs or Native American tribes.
All versions covered such topics as student enrollment, staffing patterns, teaching vacancies and turnover rates, types of programs and services offered, length of school day and school year, high school graduation rates, and college application rates. The private school version of the questionnaire included items for identifying the religious or other affiliation of the school.
The Private and Indian School Questionnaires also asked about the number of teachers (in FTEs), hiring criteria, incentives for staff training, and high school graduation requirements. Comparable data were obtained for public schools in the questionnaire sent to districts.
The School Principal Questionnaire obtained information about the characteristics and perceptions of school principals or school heads. Questions covering objective information include the number of years of teaching experience, education and training, and salary and benefits received. Questions covering subjective perceptions and beliefs include principals' ratings of the seriousness of school problems, the importances of school goals, and their own and others’ influence on school policies.
In 1993–94, teachers in public schools, private schools, and Indian schools, which are run by the Bureau of Indian Affairs or Native American tribes received the version customized for their group. Topics include teachers’ education and training, certification, assignment fields, experience, workload, perceptions and attitudes about teaching, job mobility, and working conditions.
The 1993–94 SASS collected information about library media centers and library media specialists. The School Library Media Center Questionnaire focused on the library and media equipment and services made available to students. The School Library Media Specialist/Librarian Questionnaire focused on the qualifications and working conditions of the school’s library staff. Separate versions of each questionnaire were sent to public schools, private schools, and BIA schools.
In 1993–94, a Student Records Questionnaire asked for information from students' records on services that individual students received and the types of math and science courses they were enrolled in. Student information can be linked to their schools and teachers.
