Certification Status and Experience of U.S. Public School Teachers—Appendix B B-1 APPENDIX B. Chapter 3 Data Tables B-1. Percentage distribution of grade K–12 public school students in classes taught by teachers with various years of teaching experience, by school level: 2011–12 ..................... B-6 B-2. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and selected school characteristics: 2015 .................... B-6 B-3. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and state: 2015 .......................................................... B-8 B-4. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and jurisdiction: 2015 ............................................. B-12 B-5. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and selected school characteristics: 2015 ............... B-14 B-6. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and state: 2015 ..................................................... B-14 B-7. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and jurisdiction: 2015 .......................................... B-16 B-8. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and selected school characteristics: 2015 ................................................................................................................................ B-17 B-9. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and state: 2015 ............................. B-17 B-10. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and jurisdiction: 2015 .................. B-19 B-11. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and selected school characteristics: 2015 ........................................................................................................ B-20 B-12. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and state: 2015 ................. B-20 B-13. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and jurisdiction: 2015 ...... B-22 B-14. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and selected school characteristics: 2015 .......................... B-23 B-15. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and state: 2015 ................................................................ B-24 TABLE PAGE
94
Embed
APPENDIX B. Chapter 3 Data Tables · Certification Status and Experience of U.S. Public School Teachers—Appendix B B-1 APPENDIX B. Chapter 3 Data Tables B-1. Percentage distribution
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-1
APPENDIX B. Chapter 3 Data Tables
B-1. Percentage distribution of grade K–12 public school students in classes taught by teachers with various years of teaching experience, by school level: 2011–12 .....................B-6
B-2. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and selected school characteristics: 2015 ....................B-6
B-3. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and state: 2015 ..........................................................B-8
B-4. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and jurisdiction: 2015 .............................................B-12
B-5. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and selected school characteristics: 2015 ...............B-14
B-6. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and state: 2015 .....................................................B-14
B-7. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and jurisdiction: 2015 ..........................................B-16
B-8. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and selected school characteristics: 2015 ................................................................................................................................B-17
B-9. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and state: 2015 .............................B-17
B-10. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and jurisdiction: 2015 ..................B-19
B-11. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and selected school characteristics: 2015 ........................................................................................................B-20
B-12. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and state: 2015 .................B-20
B-13. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and jurisdiction: 2015 ......B-22
B-14. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and selected school characteristics: 2015 ..........................B-23
B-15. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and state: 2015 ................................................................B-24
TABLE PAGE
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-2
B-16. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and jurisdiction: 2015 .....................................................B-28
B-17. Percentage of 4th-grade public school students, by years of experience of their reading teacher, disability status, and selected school characteristics: 2015 .......................B-30
B-18. Percentage of 4th-grade public school students, by years of experience of their reading teacher, disability status, and state: 2015 .............................................................B-30
B-19. Percentage of 4th-grade public school students, by years of experience of their reading teacher, disability status, and jurisdiction: 2015 ..................................................B-32
B-20. Percentage of 4th-grade public school students, by years of experience of their reading teacher, English language learner status, and selected school characteristics: 2015 ................................................................................................................................B-33
B-21. Percentage of 4th-grade public school students, by years of experience of their reading teacher, English language learner status, and state: 2015 .....................................B-33
B-22. Percentage of 4th-grade public school students, by years of experience of their reading teacher, English language learner status, and jurisdiction: 2015 ...........................B-35
B-23. Percentage of 4th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and selected school characteristics: 2015 ........................................................................................................B-36
B-24. Percentage of 4th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and state: 2015 .........................B-36
B-25. Percentage of 4th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and jurisdiction: 2015 ..............B-38
B-26. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and selected school characteristics: 2015 ..................B-39
B-27. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and state: 2015 ........................................................B-40
B-28. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and jurisdiction: 2015 .............................................B-44
B-29. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, disability status, and selected school characteristics: 2015 ...............B-46
B-30. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, disability status, and state: 2015 .....................................................B-46
B-31. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, disability status, and jurisdiction: 2015 ..........................................B-48
B-32. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and selected school characteristics: 2015 ........................................................................................................B-49
B-33. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and state: 2015 .............................B-49
B-34. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and jurisdiction: 2015 ..................B-51
TABLE PAGE
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-3
B-35. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and selected school characteristics: 2015 ........................................................................................................B-52
B-36. Percentage of 8th-grade public school students, by years of experience of theirmathematics teacher, National School Lunch Program status, and state: 2015 .................B-52
B-37. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and jurisdiction: 2015 ......B-54
B-38. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and selected school characteristics: 2015 ..........................B-55
B-39. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and state: 2015 ................................................................B-56
B-40. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and jurisdiction: 2015 .....................................................B-60
B-41. Percentage of 8th-grade public school students, by years of experience of their reading teacher, disability status, and selected school characteristics: 2015 .......................B-62
B-42. Percentage of 8th-grade public school students, by years of experience of their reading teacher, disability status, and state: 2015 .............................................................B-62
B-43. Percentage of 8th-grade public school students, by years of experience of their reading teacher, disability status, and jurisdiction: 2015 ..................................................B-64
B-44. Percentage of 8th-grade public school students, by years of experience of their reading teacher, English language learner status, and selected school characteristics: 2015 ................................................................................................................................B-65
B-45. Percentage of 8th-grade public school students, by years of experience of their reading teacher, English language learner status, and state: 2015 .....................................B-65
B-46. Percentage of 8th-grade public school students, by years of experience of their reading teacher, English language learner status, and jurisdiction: 2015 ...........................B-67
B-47. Percentage of 8th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and selected school characteristics: 2015 ........................................................................................................B-68
B-48. Percentage of 8th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and state: 2015 .........................B-68
B-49. Percentage of 8th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and jurisdiction: 2015 ..............B-70
B-50. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicityand selected school characteristics: 2015 ..........................................................................B-71
B-51. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity and state: 2015 ................................................................................................................B-71
TABLE PAGE
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-4
B-52. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity and jurisdiction: 2015 ............................................................................................................B-73
B-53. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by disability statusand selected school characteristics: 2015 ..........................................................................B-75
B-54. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by disability status and state: 2015 ......................................................................................................B-75
B-55. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by disability status and jurisdiction: 2015 ...........................................................................................B-77
B-56. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by English language learner status and selected school characteristics: 2015 ......................................B-77
B-57. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by English language learner status and state: 2015 ............................................................................B-78
B-58. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by English language learner status and jurisdiction: 2015 .................................................................B-79
B-59. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by National School Lunch Program status and selected school characteristics: 2015 ...........................B-80
B-60. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by National School Lunch Program status and state: 2015 .................................................................B-81
B-61. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by National School Lunch Program status and jurisdiction: 2015 .......................................................B-82
B-62. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by race/ethnicity and selected school characteristics: 2015 ..........................................................................B-83
B-63. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by race/ethnicity and state: 2015 ................................................................................................................B-83
B-64. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by race/ethnicity and jurisdiction: 2015 .....................................................................................................B-85
TABLE PAGE
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-5
B-65. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by disability status and selected school characteristics: 2015 ................................................................B-86
B-66. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by disability status and state: 2015 ......................................................................................................B-86
B-67. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by disability status and jurisdiction: 2015 ...........................................................................................B-88
B-68. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by English language learner status and selected school characteristics: 2015 ......................................B-88
B-69. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by English language learner status and state: 2015 ............................................................................B-89
B-70. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by English language learner status and jurisdiction: 2015 .................................................................B-90
B-71. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by National School Lunch Program status and selected school characteristics: 2015 ...........................B-91
B-72. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by National School Lunch Program status and state: 2015 .................................................................B-91
B-73. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by National School Lunch Program status and jurisdiction: 2015 .......................................................B-93
TABLE PAGE
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-6
TABLE B-1. Percentage distribution of grade K–12 public school students in classes taught by teachers with various years of teaching experience, by school level: 2011–12
NOTE: Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, Schools and Staffing Survey (SASS), “Public School Teacher Data File,” 2011–12.
TABLE B-2. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic
WhiteYears of experience of mathematics teacher Years of experience of mathematics teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 4.1 (0.24) 17.4 (0.55) 78.4 (0.58)Location
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-7
TABLE B-2. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and selected school characteristics: 2015—Continued
(Standard errors in parentheses)
School characteristic
Asian Pacific IslanderYears of experience of mathematics teacher Years of experience of mathematics teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 4.5 (0.57) 18.1 (1.76) 77.5 (1.85) 2.8 (0.59) 21.4 (2.94) 75.8 (2.90)Location
NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-8
TABLE B-3. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and state: 2015
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-9
TABLE B-3. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and state: 2015—Continued
(Standard errors in parentheses)
State
Black HispanicYears of experience of mathematics teacher Years of experience of mathematics teacher
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-10
TABLE B-3. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and state: 2015—Continued
(Standard errors in parentheses)
State
Asian Pacific IslanderYears of experience of mathematics teacher Years of experience of mathematics teacher
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-11
TABLE B-3. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and state: 2015—Continued
(Standard errors in parentheses)
State
American Indian/Alaska Native Two or more racesYears of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable.# Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-12
TABLE B-4. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction
WhiteYears of experience of mathematics teacher Years of experience of mathematics teacher
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-13
TABLE B-4. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and jurisdiction: 2015—Continued
(Standard errors in parentheses)
Jurisdiction
Asian Pacific IslanderYears of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable.# Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. 1 Rounds to 100 percent.NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-14 TABLE B-5. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic
With a disability Without a disabilityYears of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 4.3 (0.27) 19.6 (0.62) 76.0 (0.64) 4.9 (0.29) 18.7 (0.58) 76.4 (0.62)Location
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
TABLE B-6. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and state: 2015
(Standard errors in parentheses)
State
With a disability Without a disabilityYears of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
TABLE B-6. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and state: 2015—Continued
(Standard errors in parentheses)
State
With a disability Without a disabilityYears of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1—5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-16 TABLE B-7. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction
With a disability Without a disabilityYears of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-17
TABLE B-8. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic
English language learner Not English language learner Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 5.9 (0.65) 19.8 (1.28) 74.3 (1.42) 4.7 (0.25) 18.7 (0.54) 76.6 (0.56)Location
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
TABLE B-9. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and state: 2015
(Standard errors in parentheses)
StateYears of experience of mathematics teacher
English language learner Not English language learner Years of experience of mathematics teacher Years of experience of mathematics teacher
ppendix BB-18 TABLE B-9. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and state: 2015—Continued
(Standard errors in parentheses)
StateYears of experience of mathematics teacher
English language learner Not English language learner Years of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-19
TABLE B-10. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and jurisdiction: 2015
(Standard errors in parentheses)
JurisdictionYears of experience of mathematics teacher
English language learner Not English language learner Years of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-20 TABLE B-11. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and selected school
characteristics: 2015
(Standard errors in parentheses)
School characteristicYears of experience of mathematics teacher
National School Lunch Program, eligible National School Lunch Program, not eligibleYears of experience of mathematics teacher Years of experience of mathematics teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 5.6 (0.39) 20.4 (0.68) 74.0 (0.74) 3.9 (0.23) 16.9 (0.62) 79.2 (0.66)Location
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
TABLE B-12. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and state: 2015
(Standard errors in parentheses)
StateYears of experience of mathematics teacher
National School Lunch Program, eligible National School Lunch Program, not eligibleYears of experience of mathematics teacher Years of experience of mathematics teacher
TABLE B-12. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and state: 2015—Continued
(Standard errors in parentheses)
StateYears of experience of mathematics teacher
National School Lunch Program, eligible National School Lunch Program, not eligibleYears of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-22 TABLE B-13. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and jurisdiction: 2015
(Standard errors in parentheses)
JurisdictionYears of experience of mathematics teacher
National School Lunch Program, eligible National School Lunch Program, not eligibleYears of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-23
TABLE B-14. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic
WhiteYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
Asian Pacific IslanderYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
American Indian/Alaska Native Two or more racesYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-24
TABLE B-15. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and state: 2015
(Standard errors in parentheses)
State
WhiteYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-26
TABLE B-15. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and state: 2015—Continued
(Standard errors in parentheses)
State
Asian Pacific IslanderYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
Dependents Schools 2.8 (1.63) 18.2 (3.64) 79.0 (3.60) ‡ (†) ‡ (†) ‡ (†)See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-27
TABLE B-15. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and state: 2015—Continued
(Standard errors in parentheses)
State
American Indian/Alaska Native Two or more racesYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
† Not applicable.# Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-28
TABLE B-16. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and jurisdiction: 2015
(Standard errors in parentheses)
JurisdictionYears of experience of reading teacher
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-29
TABLE B-16. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and jurisdiction: 2015—Continued
(Standard errors in parentheses)
Jurisdiction
Asian Pacific IslanderYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
American Indian/Alaska Native Two or more racesYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
† Not applicable.# Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. 1 Rounds to 100 percent.NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-30 TABLE B-17. Percentage of 4th-grade public school students, by years of experience of their reading teacher, disability status, and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristicYears of experience of reading teacher
With a disability Without a disabilityYears of experience of reading teacher Years of experience of reading teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 4.7 (0.36) 20.2 (0.68) 75.2 (0.72) 5.0 (0.28) 19.2 (0.49) 75.8 (0.59)Location
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
TABLE B-18. Percentage of 4th-grade public school students, by years of experience of their reading teacher, disability status, and state: 2015
(Standard errors in parentheses)
StateYears of experience of reading teacher
With a disability Without a disabilityYears of experience of reading teacher Years of experience of reading teacher
TABLE B-18. Percentage of 4th-grade public school students, by years of experience of their reading teacher, disability status, and state: 2015—Continued
(Standard errors in parentheses)
StateYears of experience of reading teacher
With a disability Without a disabilityYears of experience of reading teacher Years of experience of reading teacher
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-32 TABLE B-19. Percentage of 4th-grade public school students, by years of experience of their reading teacher, disability status, and jurisdiction: 2015
(Standard errors in parentheses)
JurisdictionYears of experience of reading teacher
With a disability Without a disabilityYears of experience of reading teacher Years of experience of reading teacher
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-33
TABLE B-20. Percentage of 4th-grade public school students, by years of experience of their reading teacher, English language learner status, and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristicYears of experience of reading teacher
English language learner Not English language learner Years of experience of reading teacher Years of experience of reading teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 5.8 (0.61) 19.6 (1.09) 74.6 (1.36) 4.8 (0.25) 19.3 (0.47) 75.9 (0.53)Location
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
TABLE B-21. Percentage of 4th-grade public school students, by years of experience of their reading teacher, English language learner status, and state: 2015
(Standard errors in parentheses)
StateYears of experience of reading teacher
English language learner Not English language learner Years of experience of reading teacher Years of experience of reading teacher
ppendix BB-34 TABLE B-21. Percentage of 4th-grade public school students, by years of experience of their reading teacher, English language learner status, and state: 2015—Continued
(Standard errors in parentheses)
StateYears of experience of reading teacher
English language learner Not English language learner Years of experience of reading teacher Years of experience of reading teacher
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-35
TABLE B-22. Percentage of 4th-grade public school students, by years of experience of their reading teacher, English language learner status, and jurisdiction: 2015
(Standard errors in parentheses)
JurisdictionYears of experience of reading teacher
English language learner Not English language learner Years of experience of reading teacher Years of experience of reading teacher
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-36 TABLE B-23. Percentage of 4th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and selected school
characteristics: 2015
(Standard errors in parentheses)
School characteristicYears of experience of reading teacher
National School Lunch Program, eligible National School Lunch Program, not eligibleYears of experience of reading teacher Years of experience of reading teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 5.7 (0.33) 20.9 (0.54) 73.4 (0.66) 4.1 (0.29) 17.3 (0.57) 78.6 (0.66)Location
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
TABLE B-24. Percentage of 4th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and state: 2015
(Standard errors in parentheses)
StateYears of experience of reading teacher
National School Lunch Program, eligible National School Lunch Program, not eligibleYears of experience of reading teacher Years of experience of reading teacher
TABLE B-24. Percentage of 4th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and state: 2015—Continued
(Standard errors in parentheses)
StateYears of experience of reading teacher
National School Lunch Program, eligible National School Lunch Program, not eligibleYears of experience of reading teacher Years of experience of reading teacher
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-38 TABLE B-25. Percentage of 4th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and jurisdiction: 2015
(Standard errors in parentheses)
JurisdictionYears of experience of reading teacher
National School Lunch Program, eligible National School Lunch Program, not eligibleYears of experience of reading teacher Years of experience of reading teacher
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-39
TABLE B-26. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristicYears of experience of mathematics teacher
WhiteYears of experience of mathematics teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 3.8 (0.32) 18.3 (0.55) 77.9 (0.57)Location
NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-40
TABLE B-27. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and state: 2015
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-41
TABLE B-27. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and state: 2015—Continued
(Standard errors in parentheses)
State
Black HispanicYears of experience of mathematics teacher Years of experience of mathematics teacher
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-42
TABLE B-27. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and state: 2015—Continued
(Standard errors in parentheses)
State
Asian Pacific IslanderYears of experience of mathematics teacher Years of experience of mathematics teacher
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-43
TABLE B-27. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and state: 2015—Continued
(Standard errors in parentheses)
State
American Indian/Alaska Native Two or more racesYears of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable.# Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-44
TABLE B-28. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction
WhiteYears of experience of mathematics teacher Years of experience of mathematics teacher
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-45
TABLE B-28. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, and jurisdiction: 2015—Continued
(Standard errors in parentheses)
Jurisdiction
Asian Pacific IslanderYears of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable.# Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. 1 Rounds to 100 percent.NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-46 TABLE B-29. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, disability status, and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic
With a disability Without a disabilityYears of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
TABLE B-30. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, disability status, and state: 2015
(Standard errors in parentheses)
State
With a disability Without a disabilityYears of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
TABLE B-30. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, disability status, and state: 2015—Continued
(Standard errors in parentheses)
State
With a disability Without a disabilityYears of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-48 TABLE B-31. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, disability status, and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction
With a disability Without a disabilityYears of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of rmathematics teacher
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-49
TABLE B-32. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic
English language learner Not English language learner Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 7.1 (1.14) 22.2 (1.73) 70.7 (1.87) 4.8 (0.40) 19.6 (0.56) 75.6 (0.56)Location
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
TABLE B-33. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and state: 2015
(Standard errors in parentheses)
State
English language learner Not English language learner Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
ppendix BB-50 TABLE B-33. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and state: 2015—Continued
(Standard errors in parentheses)
State
English language learner Not English language learner Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-51
TABLE B-34. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction
English language learner Not English language learner Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.1 Rounds to 100 percent.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-52 TABLE B-35. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and selected school
characteristics: 2015
(Standard errors in parentheses)
School characteristic
National School Lunch Program, eligible National School Lunch Program, not eligible Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 6.1 (0.63) 21.4 (0.76) 72.5 (0.87) 3.8 (0.34) 17.8 (0.62) 78.4 (0.61)Location
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
TABLE B-36. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and state: 2015
(Standard errors in parentheses)
State
National School Lunch Program, eligible National School Lunch Program, not eligibleYears of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
TABLE B-36. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and state: 2015—Continued
(Standard errors in parentheses)
State
National School Lunch Program, eligible National School Lunch Program, not eligibleYears of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-54 TABLE B-37. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction
National School Lunch Program, eligible National School Lunch Program, not eligible Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-55
TABLE B-38. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic
Years of experience of reading teacherWhite
Years of experience of reading teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 3.5 (0.22) 17.2 (0.66) 79.3 (0.66)Location
Asian Pacific IslanderYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
American Indian/Alaska Native Two or more racesYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-56
TABLE B-39. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and state: 2015
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-58
TABLE B-39. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and state: 2015—Continued
(Standard errors in parentheses)
State
Asian Pacific IslanderYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-59
TABLE B-39. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and state: 2015—Continued
(Standard errors in parentheses)
State
American Indian/Alaska Native Two or more racesYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
† Not applicable.# Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-60
TABLE B-40. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction
WhiteYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-61
TABLE B-40. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and jurisdiction: 2015—Continued
(Standard errors in parentheses)
Jurisdiction
Asian Pacific IslanderYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
American Indian/Alaska Native Two or more racesYears of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5
† Not applicable.# Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. 1 Rounds to 100 percent.NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-62 TABLE B-41. Percentage of 8th-grade public school students, by years of experience of their reading teacher, disability status, and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic
With a disability Without a disabilityYears of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 4.1 (0.38) 20.2 (0.80) 75.7 (0.76) 4.4 (0.30) 19.1 (0.71) 76.5 (0.71)Location
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
TABLE B-42. Percentage of 8th-grade public school students, by years of experience of their reading teacher, disability status, and state: 2015
(Standard errors in parentheses)
State
With a disability Without a disabilityYears of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5
TABLE B-42. Percentage of 8th-grade public school students, by years of experience of their reading teacher, disability status, and state: 2015—Continued
(Standard errors in parentheses)
State
With a disability Without a disabilityYears of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5
† Not applicable. # Rounds to zero.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-64 TABLE B-43. Percentage of 8th-grade public school students, by years of experience of their reading teacher, disability status, and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction
With a disability Without a disabilityYears of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-65
TABLE B-44. Percentage of 8th-grade public school students, by years of experience of their reading teacher, English language learner status, and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic
English language learner Not English language learner Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 5.7 (0.70) 22.6 (1.82) 71.7 (2.06) 4.3 (0.28) 19.0 (0.68) 76.7 (0.67)Location
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
TABLE B-45. Percentage of 8th-grade public school students, by years of experience of their reading teacher, English language learner status, and state: 2015
(Standard errors in parentheses)
State
English language learner Not English language learner Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5
ppendix BB-66 TABLE B-45. Percentage of 8th-grade public school students, by years of experience of their reading teacher, English language learner status, and state: 2015—Continued
(Standard errors in parentheses)
State
English language learner Not English language learner Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-67
TABLE B-46. Percentage of 8th-grade public school students, by years of experience of their reading teacher, English language learner status, and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction
English language learner Not English language learner Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.1 Rounds to 100 percent.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-68 TABLE B-47. Percentage of 8th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and selected school
characteristics: 2015
(Standard errors in parentheses)
School characteristic
National School Lunch Program, eligible National School Lunch Program, not eligible Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher
Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 5.2 (0.40) 20.9 (0.84) 73.9 (0.90) 3.5 (0.23) 17.1 (0.80) 79.4 (0.77)Location
NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
TABLE B-48. Percentage of 8th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and state: 2015
(Standard errors in parentheses)
State
National School Lunch Program, eligible National School Lunch Program, not eligibleYears of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5
TABLE B-48. Percentage of 8th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and state: 2015—Continued
(Standard errors in parentheses)
State
National School Lunch Program, eligible National School Lunch Program, not eligibleYears of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-70 TABLE B-49. Percentage of 8th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction
National School Lunch Program, eligible National School Lunch Program, not eligible Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacherLess than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5
† Not applicable. # Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-71
TABLE B-50. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity and selected school characteristics: 2015
NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
TABLE B-51. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity and state: 2015
ppendix BB-72 TABLE B-51. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity
TABLE B-51. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity and state: 2015—Continued
(Standard errors in parentheses)
State Total
Race/ethnicity
White Black Hispanic Asian Pacific
Islander American Indian/
Alaska Native Two or
more races Wyoming 94.9 (0.43) 95.2 (0.47) ‡ (†) 91.3 (1.64) ‡ (†) ‡ (†) ‡ (†) ‡ (†)Department of
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.1 Rounds to 100 percent.NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessments.
TABLE B-52. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity and jurisdiction: 2015
ppendix BB-74 TABLE B-52. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.1 Rounds to 100 percent.NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-75
TABLE B-53. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by disability status and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic TotalDisability status
With a disability Without a disabilityNation (public) 82.4 (0.57) 73.5 (0.90) 83.6 (0.60)Location
Minority enrollment75 percent or more 78.7 (1.52) 71.3 (2.00) 79.6 (1.55)Less than 75 percent 83.7 (0.56) 74.3 (0.87) 85.0 (0.60)
NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
TABLE B-54. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by disability status and state: 2015
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-76
TABLE B-54. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by disability status and state: 2015—Continued
NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-77
TABLE B-55. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by disability status and jurisdiction: 2015
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
TABLE B-56. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by English language learner status and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic TotalEnglish language learner (ELL) status
Minority enrollment75 percent or more 78.7 (1.52) 78.3 (2.10) 78.7 (1.55)Less than 75 percent 83.7 (0.56) 80.2 (1.69) 83.8 (0.57)
NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-78
TABLE B-57. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by English language learner status and state: 2015
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-79
TABLE B-57. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by English language learner status and state: 2015—Continued
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.1 Rounds to 100 percent.NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
TABLE B-58. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by English language learner status and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction TotalEnglish language learner (ELL) status
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-80
TABLE B-59. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by National School Lunch Program status and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic TotalNational School Lunch Program (NSLP) status
NSLP Not NSLPNation (public) 82.4 (0.57) 80.3 (0.72) 85.0 (0.65)Location
Minority enrollment75 percent or more 78.7 (1.52) 78.6 (1.54) 78.9 (1.97)Less than 75 percent 83.7 (0.56) 81.4 (0.60) 85.7 (0.67)
NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-81
TABLE B-60. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by National School Lunch Program status and state: 2015
(Standard errors in parentheses)
State TotalNational School Lunch Program (NSLP) status
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-82
TABLE B-60. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by National School Lunch Program status and state: 2015—Continued
(Standard errors in parentheses)
State TotalNational School Lunch Program (NSLP) status
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
TABLE B-61. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by National School Lunch Program status and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction TotalNational School Lunch Program (NSLP) status
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-83
TABLE B-62. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by race/ethnicity and selected school characteristics: 2015
NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other language arts-related subject.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
TABLE B-63. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by race/ethnicity and state: 2015
ppendix BB-84 TABLE B-63. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by race/ethnicity and state:
† Not applicable.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other language arts-related subject.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U
.S. Public School Teachers—A
ppendix BB-85
TABLE B-64. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by race/ethnicity and jurisdiction: 2015
† Not applicable.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other language arts-related subject.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-86
TABLE B-65. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by disability status and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic TotalDisability status
With a disability Without a disabilityNation (public) 86.0 (0.56) 80.2 (0.79) 86.8 (0.56)Location
Minority enrollment75 percent or more 85.2 (1.41) 80.2 (1.75) 85.8 (1.46)Less than 75 percent 86.3 (0.59) 80.2 (0.91) 87.2 (0.58)
NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other language arts-related subject.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
TABLE B-66. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by disability status and state: 2015
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-87
TABLE B-66. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by disability status and state: 2015—Continued
NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other language arts-related subject.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-88
TABLE B-67. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by disability status and jurisdiction: 2015
† Not applicable.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other language arts-related subject.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
TABLE B-68. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by English language learner status and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic TotalEnglish language learner (ELL) status
Minority enrollment75 percent or more 85.2 (1.41) 84.4 (2.18) 85.3 (1.40)Less than 75 percent 86.3 (0.59) 83.7 (1.40) 86.4 (0.59)
NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other language arts-related subject.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-89
TABLE B-69. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by English language learner status and state: 2015
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-90
TABLE B-69. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by English language learner status and state: 2015—Continued
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other language arts-related subject.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
TABLE B-70. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by English language learner status and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction TotalEnglish language learner (ELL) status
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other language arts-related subject.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-91
TABLE B-71. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by National School Lunch Program status and selected school characteristics: 2015
(Standard errors in parentheses)
School characteristic TotalNational School Lunch Program (NSLP) status
NSLP Not NSLPNation (public) 86.0 (0.56) 84.9 (0.65) 87.2 (0.67)Location
Minority enrollment75 percent or more 85.2 (1.41) 85.5 (1.37) 83.2 (2.71)Less than 75 percent 86.3 (0.59) 84.6 (0.72) 87.7 (0.65)
NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other language arts-related subject.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
TABLE B-72. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by National School Lunch Program status and state: 2015
(Standard errors in parentheses)
State TotalNational School Lunch Program (NSLP) status
Certification Status and Experience of U.S. Public School Teachers—Appendix BB-92
TABLE B-72. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by National School Lunch Program status and state: 2015—Continued
(Standard errors in parentheses)
State TotalNational School Lunch Program (NSLP) status
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.1 Rounds to 100 percent.NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other language arts-related subject.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-93
TABLE B-73. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by National School Lunch Program status and jurisdiction: 2015
(Standard errors in parentheses)
Jurisdiction TotalNational School Lunch Program (NSLP) status
† Not applicable. ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.1 Rounds to 100 percent.NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other language arts-related subject.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.