About the Study
Reports of the earlier studies can be found here: Reports from Previous National Surveys
- What instructional/assessment practices do science and mathematics teachers use, and how well do these align with current understanding of learning?
- What influences teachers’ decisions about content and pedagogy?
- What are the characteristics of the science/mathematics teaching force in terms of race, gender, age, content background, beliefs about teaching and learning, and perceptions of preparedness?
- What are the most commonly used textbooks/programs, and how are they used?
- What formal and informal opportunities do science/mathematics teachers have for on-going development of their knowledge and skills?
- How are resources for science/mathematics education, including well-prepared teachers and course offerings, distributed among schools in different types of communities and different socioeconomic levels?
Principals of sampled schools were asked to identify a school coordinator, who electronically submitted a list of teacher names and teaching assignments for the purpose of assembling the teacher sampling frame. HRI sent a one-page letter to each sampled teacher, with instructions for completing the web-based questionnaire and unique log-in information. This letter also included all information needed for teachers to make an informed decision about whether or not to participate. The letter included a toll-free number teachers could call to request a paper survey or a phone interview as an alternative to web completion of the questionnaire. The survey was hosted on a secure (https) server.
All survey data received by HRI were stored separately from information that would identify an individual teacher (e.g., name, contact information). Survey data will be reported only in aggregate form, such as by grade level or region of the country. No information identifying individual districts, schools, or teachers will ever be released.
The target population for the teacher sample consisted of teachers in eligible schools who teach science and/or mathematics. The sampling frame for the teacher sample in each stratum (e.g., high schools) was constructed using lists of teachers and their teaching assignments. Oversampling of teachers of advanced science and mathematics was done in order to provide separate results for the various subgroups.
- American Association of Physics Teachers
- American Chemical Society, Education Division
- American Federation of Teachers
- Association of Mathematics Teacher Educators
- Association of State Supervisors of Mathematics
- Center for the Study of Mathematics Curriculum
- Council of State Science Supervisors
- National Association of Biology Teachers
- National Association of Elementary School Principals
- National Association of Secondary School Principals
- National Catholic Education Association
- National Council of Supervisors of Mathematics
- National Council of Teachers of Mathematics
- National Earth Science Teachers Association
- National Education Association
- National School Boards Association
- National Science Education Leadership Association
- National Science Teachers Association