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| Table 136. | Average arts scale score of 8th-graders, percentage distribution by frequency of instruction, and percentage participating in selected activities, by subject and selected student and school characteristics: 2008 |
| Selected student or school characteristic | Average score | Percentage distribution of students by school-reported frequency of instruction | Percent of students reporting participation in musical activities in school | |||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Music,1 responding scale score (0 to 300) | Visual arts2 | Music | Visual arts | |||||||||||||||||||||||||
| Respond-ing scale score (0 to 300) |
Creating task score (0 to 100) | Subject not offered | Less than once a week | Once or twice a week | At least 3 or 4 times a week | Subject not offered | Less than once a week | Once or twice a week | At least 3 or 4 times a week | Play in band | Play in orchestra | Sing in chorus or choir | ||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | ||||||||||||||
| All students | 150 | (1.2) | 150 | (1.2) | 52 | (0.6) | 8 | (2.0) | 8 | (2.0) | 27 | (3.1) | 57 | (3.2) | 14 | (2.4) | 10 | (2.5) | 30 | (3.5) | 47 | (3.9) | 16 | (0.9) | 5 | (0.5) | 17 | (1.2) |
| Sex | ||||||||||||||||||||||||||||
| Male | 145 | (1.3) | 145 | (1.4) | 49 | (0.7) | 9 | (2.1) | 8 | (2.1) | 27 | (3.1) | 56 | (3.2) | 14 | (2.6) | 10 | (2.5) | 30 | (3.6) | 46 | (4.1) | 18 | (1.0) | 3 | (0.5) | 9 | (1.2) |
| Female | 155 | (1.4) | 155 | (1.2) | 54 | (0.7) | 8 | (2.0) | 7 | (1.9) | 28 | (3.2) | 57 | (3.2) | 13 | (2.3) | 10 | (2.5) | 29 | (3.3) | 48 | (3.8) | 14 | (1.0) | 6 | (0.6) | 26 | (1.8) |
| Race/ethnicity | ||||||||||||||||||||||||||||
| White | 161 | (1.3) | 160 | (1.2) | 55 | (0.5) | 6 | (2.5) | 8 | (2.5) | 29 | (4.0) | 57 | (3.6) | 11 | (2.6) | 11 | (3.4) | 34 | (4.4) | 44 | (4.6) | 19 | (1.2) | 5 | (0.6) | 19 | (1.6) |
| Black | 130 | (2.0) | 129 | (2.4) | 43 | (1.5) | 10 | (2.9) | 8 | (4.5) | 26 | (5.5) | 56 | (7.0) | 18 | (4.9) | 10 | (4.9) | 24 | (4.5) | 49 | (5.7) | 13 | (1.2) | 4 | (1.0) | 21 | (1.9) |
| Hispanic | 129 | (1.9) | 134 | (1.9) | 46 | (1.1) | 14 | (4.3) | 6 | (2.3) | 21 | (4.1) | 59 | (4.5) | 17 | (4.5) | 5 | (2.0) | 23 | (4.7) | 56 | (6.0) | 8 | (1.2) | 3 | (0.6) | 10 | (1.6) |
| Asian/Pacific Islander | 159 | (4.7) | 156 | (4.2) | 54 | (2.0) | 7 | (4.1) | 8 | (3.4) | 25 | (6.6) | 60 | (8.7) | 5 | (2.5) | 11 | (4.6) | 29 | (6.0) | 54 | (8.4) | 21 | (3.5) | 6 | (2.1) | 16 | (2.9) |
| Free or reduced-price lunch eligibility |
||||||||||||||||||||||||||||
| Eligible | 132 | (1.3) | 132 | (1.4) | 46 | (1.0) | 10 | (2.1) | 6 | (2.1) | 26 | (3.4) | 58 | (3.9) | 18 | (3.4) | 9 | (3.2) | 26 | (3.7) | 47 | (4.7) | 12 | (1.2) | 3 | (0.6) | 15 | (1.4) |
| Not eligible | 161 | (1.4) | 161 | (1.2) | 55 | (0.6) | 8 | (2.6) | 8 | (2.6) | 26 | (4.0) | 59 | (4.0) | 10 | (2.4) | 10 | (3.2) | 30 | (4.1) | 50 | (4.6) | 19 | (1.0) | 5 | (0.6) | 19 | (1.6) |
| Unknown | 156 | (5.6) | 156 | (5.9) | 57 | (2.6) | 4 | (†) | 19 | (8.7) | 54 | (11.5) | 23 | (10.5) | 16 | (10.3) | 13 | (8.4) | 47 | (13.6) | 24 | (10.6) | 14 | (6.3) | 5 | (2.3) | 13 | (2.0) |
| Control of school | ||||||||||||||||||||||||||||
| Public | 149 | (1.3) | 149 | (1.2) | 51 | (0.7) | 8 | (2.1) | 7 | (2.1) | 24 | (3.2) | 61 | (3.5) | 13 | (2.4) | 10 | (2.7) | 26 | (3.5) | 51 | (4.2) | 17 | (0.9) | 5 | (0.5) | 18 | (1.3) |
| Private | 163 | (2.8) | 159 | (5.2) | 60 | (1.3) | 10 | (6.0) | 15 | (6.9) | 71 | (8.8) | 3 | (†) | 17 | (8.2) | 10 | (6.1) | 70 | (10.2) | 3 | (0.9) | 9 | (1.9) | 1 | (0.4) | 13 | (2.1) |
| School location | ||||||||||||||||||||||||||||
| City | 142 | (2.0) | 144 | (2.1) | 49 | (1.2) | 13 | (4.0) | 10 | (3.8) | 24 | (5.7) | 52 | (5.6) | 12 | (2.6) | 9 | (3.5) | 24 | (4.9) | 55 | (5.4) | 14 | (1.0) | 4 | (0.6) | 13 | (1.3) |
| Suburban | 155 | (1.9) | 155 | (1.8) | 54 | (0.7) | 3 | (2.2) | 7 | (3.5) | 32 | (5.6) | 57 | (6.3) | 10 | (3.1) | 10 | (4.6) | 33 | (6.4) | 46 | (6.1) | 14 | (1.5) | 6 | (1.0) | 16 | (1.6) |
| Town | 156 | (3.5) | 149 | (2.8) | 50 | (1.2) | 4 | (1.0) | # | (†) | 18 | (9.0) | 78 | (9.0) | 16 | (8.4) | # | (†) | 23 | (9.2) | 60 | (10.5) | 23 | (3.0) | 4 | (1.3) | 23 | (3.4) |
| Rural | 150 | (2.6) | 151 | (3.0) | 52 | (1.5) | 13 | (5.0) | 8 | (4.8) | 29 | (5.7) | 50 | (7.7) | 20 | (7.3) | 17 | (6.8) | 35 | (7.8) | 28 | (6.7) | 18 | (2.5) | 3 | (1.0) | 21 | (3.4) |
| Region | ||||||||||||||||||||||||||||
| Northeast | 154 | (3.1) | 160 | (2.3) | 52 | (0.9) | 10 | (5.3) | 13 | (5.8) | 40 | (9.0) | 37 | (8.6) | 5 | (3.3) | 5 | (†) | 50 | (6.2) | 39 | (9.3) | 16 | (2.7) | 6 | (0.9) | 17 | (2.6) |
| Midwest | 158 | (2.9) | 155 | (2.3) | 53 | (1.3) | 12 | (6.6) | # | (†) | 25 | (7.2) | 63 | (5.8) | 9 | (2.0) | 15 | (7.7) | 26 | (6.7) | 50 | (7.3) | 22 | (2.1) | 6 | (1.3) | 24 | (3.1) |
| South | 147 | (1.9) | 147 | (2.2) | 51 | (1.0) | 6 | (1.8) | 10 | (4.0) | 25 | (3.9) | 59 | (5.7) | 19 | (5.3) | 9 | (3.8) | 26 | (5.0) | 46 | (6.4) | 16 | (1.2) | 4 | (0.6) | 16 | (2.0) |
| West | 144 | (2.0) | 143 | (2.1) | 51 | (1.1) | 8 | (3.7) | 8 | (3.5) | 24 | (6.9) | 60 | (5.4) | 15 | (4.9) | 9 | (4.0) | 25 | (9.0) | 51 | (8.2) | 9 | (1.2) | 3 | (0.6) | 12 | (1.7) |
| Frequency of instruction | ||||||||||||||||||||||||||||
| Subject not offered | 139 | (6.3) | 138 | (4.2) | — | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | 17 | (4.0) | 4 | (1.5) | 11 | (2.1) |
| Less than once a week | 149 | (6.4) | 154 | (5.3) | — | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | 11 | (2.4) | 4 | (1.5) | 10 | (2.0) |
| Once or twice a week | 152 | (2.8) | 154 | (2.6) | — | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | 12 | (1.7) | 3 | (0.8) | 17 | (2.2) |
| At least 3 or 4 times a week | 149 | (1.8) | 149 | (1.8) | — | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | 17 | (1.4) | 5 | (0.7) | 20 | (1.6) |
| —Not available. | ||||||||||||||||||||||||||||
| †Not applicable. | ||||||||||||||||||||||||||||
| #Rounds to zero. | ||||||||||||||||||||||||||||
| 1 Students were asked to analyze and describe aspects of music they heard, critique instrumental and vocal performances, and demonstrate their knowledge of standard musical notation and music’s role in society. | ||||||||||||||||||||||||||||
| 2 Responding questions asked students to analyze and describe works of art and design, while creating questions required students to create works of art and design of their own. | ||||||||||||||||||||||||||||
| NOTE: Excludes students unable to be tested due to limited proficiency in English or due to a disability (if the accommodations provided were not sufficient to enable the test to properly reflect the students' music or visual arts proficiency). Detail may not sum to totals because of rounding. Race categories exclude persons of Hispanic ethnicity. Totals include other racial/ethnic groups not shown separately. Standard errors appear in parentheses. | ||||||||||||||||||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2008 Arts Assessment, retrieved June 30, 2009, from the Main NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/naepdata/). (This table was prepared June 2009.) |
