The Beginning Teacher Longitudinal Survey (BTLS) will continue to follow a sample of public school teachers who were in their first year of teaching in 2007-08. These teachers were first interviewed as part of the 2007-08 Schools and Staffing Survey (SASS 2007-08). They were also part of the 2008-09 Teacher Follow-up Survey (TFS 2008-09), and will be contacted again in 2009-10 as part of a second follow-up. NCES will continue to follow this small subset of the SASS sample (approximately 2,000) for at least a decade. One of the greatest advantages to this study is that we will be able to collect attrition data beyond one-year rates to create an unfolding story. We will not only be able to track teacher mobility and those who leave teaching but also those who return to teaching after a break. This will allow us to make comparisons among current teachers and former teachers and track career and life choices of people who have left teaching. The study will enable us to gain a better understanding of how long beginning teachers stay in teaching, and what factors contribute towards a decision to go, stay, or return.

To view the site, visit:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009343

This set of issue tables uses data from the Education Longitudinal Study of 2002 (ELS: 2002) to look at the academic preparation for college among the 2003−04 high school senior class. Indicators of academic preparation include academic coursetaking, Advanced Placement (AP) or International Baccalaureate (IB) coursetaking, grades, mathematics performance, high school completion status, and college remediation. The tables show various indicators for all students and by a wide range of student, family, and high school characteristics.

To view the full report, visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010169.

This set of Issue Tables draws on data from the Education Longitudinal Study of 2002 (ELS:2002) to highlight the postsecondary expectations and plans of the senior class of 2003−04. These tables examine the highest level of education that students expected to attain and that parents expected their children to attain; look at students’ postsecondary plans after high school; explore various reasons that some students do not plan to enroll in college; reveal how frequently students discussed going to college with their parents; and show the number of their friends who plan to attend a 2- or 4-year college after high school. Estimates in all tables are presented for all students and by a wide range of student, family, and high school characteristics.

To view the full report, visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010170.