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This paper is the 10th in a series of biannual surveys of Texas public school teachers that began in 1980 to examine teacher characteristics (including their feelings about moonlighting). Participating teachers were selected using a computerized systematic sample from a population of 100,000 members of the Texas State Teachers Association. For the 1998 survey, researchers mailed questionnaires to 699 teachers, and 312 teachers responded with usable surveys. Results indicate that the average Texas teacher is a 45-year-old female, is making a salary of $34,572, is married with a working spouse, has a bachelor's degree, is not the family breadwinner, teaches elementary school in a suburban district, and has 16.2 years of experience. About 40 percent of the teachers are seriously considering leaving the profession. Around 35 percent work in the summer making $2,526, and 34 percent moonlight during the regular school year making $3,440 while working 11.5 hours per week. Nearly 90 percent of the teachers pay health insurance in the amount of $144 per month. Over 60 percent of the teachers believe that moonlighting is detrimental and would like to quit while believing that the quality of teaching is better than it was 5 years ago. (Contains 4 figures, 5 tables, and 7 references.) (SM)

This study examined computer use in southeast Texas schools in 1997. The study population included 110 school districts in Education Service Center Regions IV and VI. These centers serve 22 counties of southeast Texas in the Houston area. Using questionnaires, researchers collected data on brands of computers presently in use, percent of computer literacy among faculty, number of computer labs in the school district, use of networking in labs, and brands of computers by grade level. A total of 56 school districts returned their questionnaires. Similar data were gathered over the past decade in southeast Texas schools. Data analysis indicated that the 56 districts used 38,270 computers with a mean of 683 computers per district in 1997, which was up from 86 per district in 1985, 202 in 1989, 323 in 1991, and 436 in 1994. Of the 38,270 computers, 14,198 were Macintosh, 11,364 were IBM clones, 6,696 were IBM, 5,058 were Apple IIe/IIg's, and 954 were other brands. Apple computers were decreasing in popularity at all grade levels. Over half of the teachers were computer literate. There were 14 computer labs per district, and 84 percent of the labs were networked. (Author/SM)

This is the ninth in a series of biennial surveys of Texas public school teachers, which have been taken since 1980 to form a database of demographic information related to characteristics of Texas teachers. A computerized systematic sample of Texas teachers (N=599) was selected from a population of 100,000 members of the Texas State Teachers Association. The survey had a return rate of 51 percent (289 of 574) with 25 wrong/bad addresses. Results showed that the average teacher in Texas is a 45-year old female, makes a $33,134 salary, is married with a working spouse, has a bachelor's degree, is not the family breadwinner, teaches elementary school in an urban district, and has 16.7 years of experience. The survey also showed that 44 percent of the teachers are seriously considering leaving the profession. Thirty-six percent work in the summer making $3,035, and 30 percent moonlight during the regular school year making $4,505 while working 10.8 hours per week. The average teacher (84 percent) pays health insurance in the amount of $125.90. The average teacher believes that moonlighting is detrimental and would like to quit, likes the changes in the No Pass-No Play rule, and believes the quality of teaching is better than it was five years ago. Ten tables and figures and eight pages of teacher comments are appended. (Author/ND)

A comparison of surveys of Texas State Teachers Association members in 1983, 1991, and 1996 yields information about trends in the average Texas teachers political profile and voting patterns. The profile developed from the 1996 survey of 700 teachers indicated that the average Texas teacher is female (86 percent), in her 40's (36 percent), married (74 percent), and with 20 or more years of experience (36 percent). The average teacher was eligible to vote and did vote in local, state, and national elections, categorized herself as middle-of-the-road, and did not necessarily vote for the candidate endorsed by her professional organization. The survey results also point out major similarities and differences between the average American teacher and the average Texas teacher. Voting patterns of Texas teachers are shown to differ from those of the general population, with 95 percent of these teachers voting compared with 58 percent of the general population. The 1996 survey instrument is included. (ND)

This survey, the eighth in a series of biannual surveys of demographic information related to Texas public school teachers, had 361 respondents. Data indicate that the average teacher in Texas is a 43-year-old female, making a $30,395 salary, is married with a working spouse, has a bachelor's degree, is not the breadwinner, teaches elementary school in a suburban district, and has 14.8 years of experience. Thirty-eight percent of the respondents were seriously considering leaving the profession. Thirty-three percent work in the summer, making an average of $2,391, and 23 percent moonlight during the regular school year, making $3,533 by working 12 hours per week. Teachers believe that moonlighting is detrimental to their job performance and would like to quit. Seventy-eight percent of the teachers pay health insurance, in the average amount of $149.50 monthly. Almost half the teachers believe year-round schools will improve student achievement and believe that the quality of teaching is better than it was 5 years ago. Salary changes, moonlighting changes, demographic characteristics, and teacher attitudes are analyzed over the 1980 to 1994 period. Gender differences are also examined. Seven figures, five tables, and teacher comments are provided to support the study findings. A copy of the survey form is attached. (Contains 12 references.) (Author/JDD)

This paper reviews literature on the use of computers at work and home, computer skills needed by new teachers, and suggestions for administrators to support computer usage in schools. A survey of 52 school districts serving the Houston area of southeast Texas is reported, indicating that 22,664 computers were in use, with a mean of 436 computers per district in 1994, up from 86 computers per district in 1985, 202 in 1989, and 323 in 1991. Almost one third of the computers were Apple IIe/IIgs, followed by IBM, IBM clones, Macintosh, Commodore, and other brands. The estimated mean computer literacy rate for teachers in the districts was 48 percent, with a range from 5 percent to 100 percent. The mean number of computer labs in a school district was 11 labs, with a range from 1 to 85. Forty-five of the 52 districts indicated that they had networked computers. A copy of the one-page survey form is appended. (Contains 10 references.) (JDD)

The population of this study included the 111 public school districts in Education Service Center Regions IV and VI, serving 22 counties of southeast Texas in the Houston area. Seventy-five questionnaires were returned from 111 school districts with a return rate of 68%. A total of 24,222 computers were reported in use by the 75 districts with a mean of 323 computers per district in 1991--up from 202 computers per district in 1989 and 86 computers per district in 1985. Of the 24,222 total computers, 13,379 (55%) were Apple IIe/IIgs; 2,802 (12%) were Macintosh; 720 (3%) were Commodore; 3,233 (13%) were IBM clones; 2,749 (11%) were IBM; 720 (3%) were TRS 80; and 715 (3%) were other brands. The estimated mean computer literacy rate for teachers in the districts was 54% with the range from 10% to 100%. The mean number of computer labs in a school district was 10 labs with the range from 1 to 85. Fifty-three of the 75 school districts (70%) indicated that they had networked computers. (Contains 9 references.) (Author)

A research study conducted at Sam Houston State University (Texas) compared the final grades of students who chose the lecture method of instruction with the final grades of students who chose the self-paced method of instruction in introductory algebra classes. All students were required to take seven tests plus a comprehensive final examination. Dropout rates of these two groups were also compared. The lecture method of instruction produced more A's and fewer F's than the self-paced method. The self-paced class had more dropouts than the lecture class. Questions remaining concern the type of student who chooses the traditional over the self-paced class. (IAH)

This study presents the results of a 1989 study of computers in Texas schools. Data were gathered from 65 questionnaires concerning brands currently in use, percent of computer literacy among faculty, number of computer laboratories in the school district, use of computer networking in the laboratories, and brands of computers by grade level. It was found that: (1) the number of computers per district has increased in the past four years; (2) Apple computers were preferred at all grade levels in those school districts having a contract with Apple Computers; (3) there are eight computer laboratories per district on average; (4) less than 25% of the laboratories are networked; and (5) about half of the teachers are computer literate. (11 references) (DB)

A report is given on the third in a series of biannual surveys of Texas public school teachers. A comparison is made between findings in 1984 and data collected in 1980 and 1982 from a sample of 500 teachers. Findings indicate that more than a fourth of Texas teachers moonlight during the academic year. Nearly 40 percent of the respondents were seriously considering leaving the profession. While salaries have increased since 1980, they are still insufficient and it is predicted that there will be a severe teacher shortage in the future. Major findings from the three surveys are presented in a table and the questionnaire is appended. (JD)

Two statewide surveys of Texas public school teachers who were members of the Texas State Teachers Association were conducted in l980 and in 1982. The 1980 survey, with 291 respondents, revealed that many teachers were considering leaving teaching. Of these, almost half cited low salaries as the chief reason. The survey also revealed that holding a job during the school year as well as working during the summer was common among the respondents, although most of the summer jobs were in a very low paying category. The results of the survey conducted in l982, with 319 respondents, indicated that a crisis in education still exists in Texas. Low salary remained the reason, given by more than one in three teachers, for seriously considering leaving the teaching profession. Nearly 30 percent of those surveyed were moonlighting to supplement their salaries. Teachers in Texas earned only 68 percent of what was needed to support a family of 4 in a middle-class but not affluent fashion. The rapid decline in real earning power that was observed in 1980 was checked over the past 2 years, due to larger than average salary increases. However, teaching salaries made no gain on the cost of living. Current findings offer no reason to revise the earlier prediction of a severe teacher shortage in Texas. It is planned that this study will be repeated every 2 years for the remainder of the decade. The 1982 survey questionnaire is appended to this report as well as a table comparing results of the l980 and l982 surveys. (JD)

This study determined the prominent brands of microcomputers presently in use in Southeast Texas schools, the reasons for their selection, and computer use and brands in relation to grade level. Questionnaires related to microcomputer use were sent to 115 school districts in southeast Texas in 1985. The return rate was 83 percent. A total of 8,258 computers were reported by 96 school districts, with an average of 86 computers per district. Of the 8,258 computers, 68 percent were Apple, 20 percent were Commodore, 11 percent were Radio Shack, 1 percent IBM, and 1 percent other brands. When comparing by grade levels, 36 percent of the computers were at the elementary schools, 32 percent were at the junior high school level, and 32 percent were in high schools. (Author/CB)

A random sample of teachers (N=329) responded to a survey on how economic conditions were affecting teachers in Texas. Responses indicated that four out of ten teachers are seriously considering leaving the profession; three-fourths balk at recommending teaching as a career at a time of severe teacher shortages; and almost one-fourth of the teachers moonlight to supplement their salaries. Males are scarce at all levels, especially in the elementary schools. An analysis of the data shows that males and single teachers moonlight at twice the rate of females and married teachers. Teachers are dissatisfied with the career ladder, and the most common reason for leaving is now working conditions rather than salary as found in three previous studies. Two-thirds of the teachers support mandated negotiations with the local school board. The one bright spot in the study is the increase in teacher salaries. A sample questionnaire is included. (Author/JD)

A study summarized the voting patterns to form a political profile of Texas teachers. A questionnaire was sent to 500 teachers who were members of the Texas State Teachers Association in 1983. General information was collected on nineteen characteristics of teachers, including such categories as sex, marital status, place of birth, place of residence, and political contributions. The most significant findings were: 36 percent of the teachers did not live in the school district in which they taught; and, 76 percent of the teachers voted for the candidates endorsed by the professional association. Implications are briefly discussed and responses are summarized in tabular format. (JD)

The study represents a decade of research on Texas teachers' morale and moonlighting habits. It has been repeated biannually since 1980. The average Texas teacher is a 43 year-old female, making $26,161 salary, married with a working spouse, has a bachelor's degree, is not the major breadwinner, teaches in a suburban district, has 15.4 years of teaching experience with 37 percent seriously considering leaving the teaching profession. One of five teachers moonlights, feels that it is detrimental to teaching, supports the No Pass/No Play rule, wants to retain the career ladder, and believes that the quality of teaching is the same as two years ago. (Author)

Information is presented from a study examining the characteristics of Sam Houston State University (SHSU) undergraduate students with respect to their age and grade point average (GPA). It was hypothesized that there was no significant difference between the GPAs of traditional and nontraditional students at SHSU. The 398 individual subjects were drawn from the population by systematic sample of the 1988 fall semester roster. Study results rejected the hypothesis because the nontraditional students made significantly higher GPA (2.95 versus 2.54) than the traditional students. There was a significant correlation between age and GPA. This could give rise to the possibility that the findings could be generalized to other institutions. If other studies support these findings, it may provide some insight into the academic needs of and changes for nontraditional students. Tables are included. Contains 5 references. (SM)