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Scheetz, L. Patrick; Gardner, Philip D. – 1990
The information in this report was compiled from verifiable minority statistics provided by several four-year institutions. The minorities were all nonwhite students; no attempt was made to disaggregate the minority data into identifiable groups because of the small number of respondents (N=607 out of a total of 2,074). Minority graduates could be…
Descriptors: Education Work Relationship, Elementary Secondary Education, Employment Opportunities, Employment Statistics
Michigan State Dept. of Education, Lansing. Teacher Preparation and Certification Services. – 1980
Data presented in this document are primarily from the 1978-79 Graduate Placement Report with additional information from the 1977-78 Report and the Michigan Teacher Supply and Demand Interim Report 1980. The Graduate Placement Report provides information on the employment status of 4,619 (72 percent) of the graduates who completed programs at 30…
Descriptors: Beginning Teachers, Employment Patterns, Full Time Faculty, Higher Education

Scheetz, L. Patrick; Gardner, Philip D. – 1990
This reports presents information on the early career outcomes of college graduates at all degree levels, plus minority and teacher certificated graduates based on data from 28 public and independent two-and four-year colleges and universities in Michigan. The report is divided into three parts. The first section presents the data for all…
Descriptors: College Graduates, Comparative Analysis, Compensation (Remuneration), Degrees (Academic)
Washington State Council for Postsecondary Education, Olympia. – 1981
Information on trends in salaries of full-time faculty in Washington public higher education institutions and recommendations regarding a restructured salary survey and methods for calculating salary increases are presented. An analysis of out-of-state salary and compensation levels upon which recommendations for Washington salary adjustments in…
Descriptors: Comparative Analysis, Compensation (Remuneration), Faculty Mobility, Full Time Faculty