2025-04-20-兰德-美国公立学校学前教师调查-2024年春季技术文件和调查结果（英）_13页_288kb

Summary of RAND Corporation's American Public School Pre-K Teacher Survey (Spring 2024)

• Survey Overview: This technical report details the Spring 2024 Pre-Kindergarten Teacher Survey (PKTS), administered by RAND Corporation to public school Pre-K teachers via their American Educator Panels (AEP). The survey aimed to gather data on program characteristics, curriculum, assessments, instructional planning, professional learning, wages, benefits, hours worked, and teacher demographics to inform policy and education practices.

• Methodology and Sample: The survey took place in April 2024, targeting a nationally representative sample of public school Pre-K teachers. A target of 1,500 responses was sought, with 1,369 completed surveys and 128 partial responses. After exclusions, 1,428 cases were weighted. The weighting process used calibrated raking to match demographic and school-level characteristics against national data, ensuring representation.

• Content Areas: The survey covered various topics, including Pre-K program characteristics, curriculum implementation, assessment methods, instructional planning, professional learning opportunities, wages and benefits, hours worked, and teacher backgrounds such as age, race, school poverty levels, and location.

• Key Findings: Descriptive statistics showed a sample dominated by White teachers (65.89% weighted), with a mix of school types (e.g., 46.94% weighted in small schools, 33.5% weighted in suburban locales). Demographics, such as FRPL eligibility (40.7% weighted) and minority representation (41.3% weighted), were reflected in the data. The sample size and weighting allowed for robust analysis, including subgroups based on poverty, size, and locale.

• Funding and Context: The survey was funded by the Gates Foundation, with an emphasis on transforming public K-12 settings and profession practices. It is part of ongoing RAND research on early childhood education, building on previous studies.

This summary highlights the survey's aim to address gaps in data on public Pre-K teacher experiences and working conditions in the U.S. for the spring 2024 collection.