Skip Navigation
small NCES header image

List of Tables

Elementary Schools
Table 1 Percent and standard error for public elementary schools reporting instruction designated specifically for various arts subjects, by school characteristics: School year 2009–10
Table 2 Among public elementary schools that offered instruction in various arts subjects, percentage distribution and standard error reporting selected program characteristics for the subjects: School year 2009–10
Table 3 Among public elementary schools that offered instruction in various arts subjects, percent and standard error reporting that they offered instruction at least once a week, by school characteristics: School year 2009–10
Table 4 Among public elementary schools that offered instruction in various arts subjects, percent and standard error reporting that a typical student received instruction in the subjects throughout the entire school year, by school characteristics: School year 2009–10
Table 5 Among public elementary schools that offered instruction in various arts subjects, percent and standard error reporting that dedicated rooms with special equipment were the primary space used for teaching the arts subjects, by school characteristics: School year 2009–10
Table 6 Among public elementary schools that offered instruction in various arts subjects, percent and standard error reporting that arts specialists were employed to provide instruction in the arts subjects, by school characteristics: School year 2009–10
Table 7 Among public elementary schools that offered instruction in various arts subjects, percent and standard error reporting that their district had a written curriculum guide that teachers were expected to follow, by school characteristics: School year 2009–10
Table 8 Among public elementary schools that offered instruction in various arts subjects, average number and standard error for minutes per class period for various arts subjects, by school characteristics: School year 2009–10
Table 9 Percent and standard error for public elementary schools reporting various types of music instruction or classes during regular school hours, and of those schools, percent and standard error reporting the percent of students enrolled in the music subjects: School year 2008–09
Table 10 Percent and standard error for public elementary schools reporting that they offered various kinds of music instruction or classes during regular school hours, by school characteristics: School year 2008–09
Table 11 Among public elementary schools that offered various kinds of music instruction, percent and standard error reporting that 75 percent or more of the students were enrolled in the program, by the earliest grade at which the instruction was offered and school characteristics: School year 2008–09
Table 12 Percent and standard error for public elementary schools reporting various ways in which dance or drama/theatre was taught or incorporated into other subject or curriculum areas, by school characteristics: School year 2009–10
Table 13 Percent and standard error for public elementary schools reporting that they sponsored various supplemental arts education programs, by school characteristics: School year 2008–09
Table 14 Among public elementary schools that sponsored various supplemental arts education programs, percent and standard error reporting various funding sources for the program, by school characteristics: School year 2008–09
Table 15 Percent and standard error for public elementary schools reporting that they provided or sponsored curriculum-guided instructional activities in the arts outside of regular school hours, by school characteristics: School year 2009–10
Table 16 Average number and standard error for the student arts events in public elementary schools and events attended by school principals, by school characteristics: School year 2008–09
Table 17 Percent and standard error for public elementary schools reporting a district-level arts coordinator, various ways that arts programs and instruction were assessed, and the inclusion of arts education in mission statements or school improvement plans, by school characteristics: School year 2009–10
Table 18 Among public elementary schools that reported having an arts specialist, percent and standard error reporting that arts specialists contributed to various arts-related management decisions, by school characteristics: School year 2009–10
Table 19 Percent and standard error for public elementary schools reporting that they were currently undergoing various arts initiatives, by school characteristics: School year 2009–10
Table 20 Among public elementary schools that offered instruction in the arts, percentage distribution and standard error reporting the extent to which support for arts instruction was adequate: School year 2009–10
Table 21 Among public elementary schools that offered instruction in the arts, percentage distribution and standard error reporting that the support for arts instruction was somewhat or very adequate, by school characteristics: School year 2009–10
Table 22 Percent and standard error for public elementary schools reporting that they received monetary and non-monetary support from outside sources for various arts subjects, by school characteristics: School year 2008–09
Table 23 Percent and standard error for public elementary schools reporting partnerships or collaborations with various outside artists or entities to help meet the school’s arts education goals, by school characteristics: School year 2008–09
Table 24 Percent and standard error for public elementary schools reporting that the school or district offered professional development programs for teachers in various arts subjects, by school characteristics: School year 2009–10
Elementary Teachers
Table 25 Percent and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting their teaching status in relation to arts education instruction, by school characteristics: School year 2009–10
Table 26 Percentage distribution and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting the number of years of teaching experience, by school characteristics: School year 2009–10
Table 27 Percent and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting that they held a bachelor’s or master’s degree, by school characteristics: School year 2009–10
Table 28 Percent and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting that they held a regular, standard, or professional teaching certificate, by school characteristics: School year 2009–10
Table 29 Percent and standard error for public elementary school music and visual arts specialists reporting major or minor fields of study for degrees and teaching certificates held: School year 2009–10
Table 30 Percent and standard error for public elementary school music and visual arts specialists reporting that they held an undergraduate or graduate degree or teaching certificate in the arts subject they taught, by school characteristics: School year 2009–10
Table 31 Percent and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting that they participated in various professional development activities, and of those teachers, percentage distribution and standard error the number of hours spent and the extent to which participation improved teaching: School year 2009–10
Table 32 Percent and standard error for public elementary school music specialists reporting that they participated in various professional development activities, by school characteristics: School year 2009–10
Table 33 Percent and standard error for public elementary school visual arts specialists reporting that they participated in various professional development activities, by school characteristics: School year 2009–10
Table 34 Percent and standard error for public elementary school classroom teachers reporting that they participated in various professional development activities, by school characteristics: School year 2009–10
Table 35 Among public elementary school music specialists who participated in various professional development activities, percent and standard error reporting that they spent more than 8 hours in the activity, by school characteristics: School year 2009–10
Table 36 Among public elementary school visual arts specialists who participated in various professional development activities, percent and standard error reporting that they spent more than 8 hours in the activity, by school characteristics: School year 2009–10
Table 37 Among public elementary school classroom teachers who participated in various professional development activities, percent and standard error reporting that they spent more than 8 hours in the activity, by school characteristics: School year 2009–10
Table 38 Among public elementary school music specialists who participated in professional development activities, percent and standard error reporting that participation in the activity improved their teaching to a moderate or great extent, by school characteristics: School year 2009–10
Table 39 Among public elementary school visual arts specialists who participated in professional development activities, percent and standard error reporting that participation in the activity improved their teaching to a moderate or great extent, by school characteristics: School year 2009–10
Table 40 Among public elementary school classroom teachers who participated in professional development activities, percent and standard error reporting that participation in the activity improved their teaching to a moderate or great extent, by school characteristics: School year 2009–10
Table 41 Average number and standard error for the number of classes, class size, and number of hours per week spent teaching during regular school hours, reported by public elementary school music and visual arts specialists for their most recent full week of teaching, by teaching status and school characteristics: School year 2009–10
Table 42 Percentage distribution and standard error for public elementary school music and visual arts specialists reporting various indicators of teaching load, by teaching status: School year 2009–10
Table 43 Percent and standard error for public elementary school music and visual arts specialists reporting that they taught at more than one school, by teaching status and school characteristics: School year 2009–10
Table 44 Percent and standard error for public elementary school music and visual arts specialists reporting more than 4 hours of designated planning time per week when students were in attendance, by teaching status and school characteristics: School year 2009–10
Table 45 Percent and standard error for public elementary school music and visual arts specialists reporting that they taught on a block schedule, by teaching status and school characteristics: School year 2009–10
Table 46 Percent and standard error for public elementary school music specialists reporting that they taught a curriculum-based or co-curricular music class outside of school hours, by teaching status and school characteristics: School year 2009–10
Table 47 Average class size and standard error for classes taught by public elementary school classroom teachers, and percent and standard error reporting more than 4 hours of designated planning or preparation time per week and the ways in which students were occupied during that time, by school characteristics: School year 2009–10
Table 48 Percentage distribution and standard error for public elementary school music and visual arts specialists reporting the extent to which they believed that various types of support for teaching their arts subject were adequate: School year 2009–10
Table 49 Percent and standard error for public elementary school music specialists reporting that they believed various types of support for teaching music were moderately or completely adequate, by school characteristics: School year 2009–10
Table 50 Percent and standard error for public elementary school visual arts specialists reporting that they believed various types of support for teaching visual arts were moderately or completely adequate, by school characteristics: School year 2009–10
Table 51 Percentage distribution and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting how frequently they participated in activities related to teaching: School year 2009–10
Table 52 Percent and standard error for public elementary school music specialists reporting that they participated in various activities related to teaching, by school characteristics: School year 2009–10
Table 53 Percent and standard error for public elementary school visual arts specialists reporting that they participated in various activities related to teaching, by school characteristics: School year 2009–10
Table 54 Percent and standard error for public elementary school classroom teachers reporting that they participated in various activities related to teaching, by school characteristics: School year 2009–10
Table 55 Percent and standard error for public elementary school classroom teachers reporting that arts instruction was included in their classroom program and of those teachers, percent and standard error reporting various ways of teaching arts subject areas, by school characteristics: School year 2009–10
Table 56 Among public elementary school classroom teachers who included arts instruction in any aspect of their classroom program, percent and standard error reporting that they taught various arts areas as separate subjects to their students, and of those teachers, percent and standard error reporting the type of curriculum used, by school characteristics: School year 2009–10
Table 57 Percentage distribution and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting the extent to which they agreed with statements about arts instruction at their currently assigned school: School year 2009–10
Table 58 Percent and standard error for public elementary school music and visual arts specialists reporting that they somewhat or strongly agreed with statements about arts instruction at their currently assigned school, by school characteristics: School year 2009–10
Table 59 Percent and standard error for public elementary school classroom teachers reporting that they somewhat or strongly agreed with statements about arts instruction at their currently assigned school, by school characteristics: School year 2009–10
Table 60 Percent and standard error for public elementary school music and visual arts specialists describing the arts instructional program at their currently assigned school, by school characteristics: School year 2009–10
Table 61 Percentage distribution and standard error for public elementary school music and visual arts specialists reporting how much emphasis they gave to various goals or objectives of student learning: School year 2009–10
Table 62 Percent and standard error for public elementary school music specialists reporting that they gave moderate or major emphasis to various goals or objectives of student learning, by school characteristics: School year 2009–10
Table 63 Percent and standard error for public elementary school visual arts specialists reporting that they gave moderate or major emphasis to various goals or objectives of student learning, by school characteristics: School year 2009–10
Table 64 Among public elementary school music specialists, visual arts specialists, and classroom teachers who reported the use of any formal assessments to determine student progress and achievement in the arts, percentage distribution and standard error reporting the extent to which they used various types of assessments: School year 2009–10
Table 65 Among public elementary school music specialists, visual arts specialists, and classroom teachers who reported the use of any formal assessments to determine student progress and achievement in the arts, percent and standard error reporting that they used the assessment to a moderate or great extent, by school characteristics: School year 2009–10
Table 66 Percentage distribution and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting the extent to which they participated in various activities related to their arts subject outside of their school duties: School year 2009–10
Table 67 Percent and standard error for public elementary school music specialists reporting that they participated to a moderate or great extent in various activities related to music outside of their school duties, by school characteristics: School year 2009–10
Table 68 Percent and standard error for public elementary school visual arts specialists reporting that they participated to a moderate or great extent in various activities related to visual arts outside of their school duties, by school characteristics: School year 2009–10
Table 69 Percent and standard error for public elementary school classroom teachers reporting that they participated to a moderate or great extent in various activities related to the arts outside of their school duties, by school characteristics: School year 2009–10
Secondary Schools
Table 70 Percent and standard error for public secondary schools reporting whether various arts subjects were taught at the school, by school characteristics: School year 2008–09
Table 71 Among public secondary schools that offered instruction in various arts subjects, percentage distribution and standard error for reporting the number of different types of arts courses taught, by school characteristics: School year 2008–09
Table 72 Among public secondary schools that offered instruction in various arts subjects, number and standard error for total course enrollments in various arts subjects, and of those enrollments, percent and standard error accounted for by the various arts subject areas, by school characteristics: School year 2008–09
Table 73 Among public secondary schools that offered instruction in various arts subjects, number and standard error for teachers on staff reported as arts instructors who taught various arts subjects, and of those teachers, percent and standard error for those who were arts specialists and other music instructors, by teaching status and school characteristics: School year 2008–09
Table 74 Among public secondary schools that offered instruction in various arts subjects, percentage distribution and standard error for reporting the primary space used for instruction and district curriculum guides for the arts subjects: School year 2009–10
Table 75 Among public secondary schools that offered instruction in various arts subjects, percent and standard error reporting that dedicated rooms with special equipment were the primary space used for teaching the arts subjects, by school characteristics: School year 2009–10
Table 76 Among public secondary schools that offered instruction in various arts subjects, percent and standard error reporting that their district had a written curriculum guide that teachers were expected to follow, by school characteristics: School year 2009–10
Table 77 Percent and standard error for public secondary schools reporting that students took arts classes that were taught at another location, and of those schools, percent and standard error reporting the class location, by school characteristics: School year 2008–09
Table 78 Percent and standard error for public secondary schools that offered instruction in creative writing, and of those schools, percent and standard error for reporting various ways that creative writing was taught or included in the school curriculum, by school characteristics: School year 2009–10
Table 79 Percent and standard error for public secondary schools reporting that they sponsored various supplemental arts education programs, by school characteristics: School year 2008–09
Table 80 Among public secondary schools that sponsored various supplemental arts education programs, percent and standard error reporting various funding sources for the programs, by school characteristics: School year 2008–09
Table 81 Percent and standard error for public secondary schools reporting that they provided or sponsored curriculum-guided instructional activities in the arts outside of regular school hours, by school characteristics: School year 2009–10
Table 82 Average number and standard error for student arts events in public secondary schools and events attended by school principals, by school characteristics: School year 2008–09
Table 83 Percent and standard error for public secondary schools reporting a district-level arts coordinator, various ways that arts programs and instruction were assessed, and the inclusion of arts education in mission statements or school improvement plans, by school characteristics: School year 2009–10
Table 84 Percent and standard error for public secondary schools reporting that arts specialists contributed to various arts-related management decisions, by school characteristics: School year 2009–10
Table 85 Percent and standard error for public secondary schools reporting arts coursework requirements for graduation and the inclusion of grades in arts classes in the calculation of grade point averages, by school characteristics: School year 2009–10
Table 86 Percent and standard error for public secondary schools reporting that they were currently undergoing various arts initiatives, by school characteristics: School year 2009–10
Table 87 Among public secondary schools that reported instruction in the arts during regular school hours, percentage distribution and standard error for reporting the extent to which the support for arts education was adequate: School year 2009–10
Table 88 Among public secondary schools that reported instruction in the arts during regular school hours, percent and standard error for reporting that the support for arts instruction was somewhat or very adequate, by school characteristics: School year 2009–10
Table 89 Percent and standard error for public secondary schools reporting that they received monetary and non-monetary support from outside sources for various arts subjects, by school characteristics: School year 2008–09
Table 90 Percent and standard error for public secondary schools reporting partnerships or collaborations with various outside artists or entities to help meet the school’s arts education goals, by school characteristics: School year 2008–09
Table 91 Percent and standard error for public secondary schools reporting that the school or district offered professional development programs for teachers in various arts subjects, by school characteristics: School year 2009–10
Secondary School Teachers
Table 92 Percentage distribution and standard error for public secondary school music and visual arts specialists reporting their teaching status in relation to arts education instruction, by school characteristics: School year 2009–10
Table 93 Percentage distribution and standard error for public secondary school music and visual arts specialists reporting the number of years of teaching experience, by school characteristics: School year 2009–10
Table 94 Percent and standard error for public secondary school music and visual arts specialists reporting that they held a bachelor’s or master’s degree, by school characteristics: School year 2009–10
Table 95 Percent and standard error for public secondary school music and visual arts specialists reporting that they held a regular, standard, or professional teaching certificate, by school characteristics: School year 2009–10
Table 96 Percent and standard error for secondary school music and visual arts specialists reporting major or minor fields of study for degrees and teaching certificates held: School year 2009–10
Table 97 Percent and standard error for secondary school music and visual arts specialists reporting that they held an undergraduate or graduate degree or teaching certificate in the arts subject they taught, by school characteristics: School year 2009–10
Table 98 Percent and standard error for public secondary school music and visual arts specialists reporting that they participated in various professional development activities, and of those teachers, percentage distribution and standard error for the number of hours spent and the extent to which participation improved teaching: School year 2009–10
Table 99 Percent and standard error for public secondary school music specialists reporting that they participated in various professional development activities, by school characteristics: School year 2009–10
Table 100 Percent and standard error for public secondary school visual arts specialists reporting that they participated in various professional development activities, by school characteristics: School year 2009–10
Table 101 Among public secondary school music specialists who participated in various professional development activities, percent and standard error reporting that they spent more than 8 hours in the activity, by school characteristics: School year 2009–10
Table 102 Among public secondary school visual arts specialists who participated in various professional development activities, percent and standard error reporting that they spent more than 8 hours in the activity, by school characteristics: School year 2009–10
Table 103 Among public secondary school music specialists who participated in various professional development activities, percent and standard error reporting that participation in the activity improved their teaching to a moderate or great extent, by school characteristics: School year 2009–10
Table 104 Among public secondary school visual arts specialists who participated in various professional development activities, percent and standard error reporting that participation in the activity improved their teaching to a moderate or great extent, by school characteristics: School year 2009–10
Table 105 Average number and standard error for the number of classes, class size, and number of hours per week spent teaching reported during regular school hours, by public secondary school music and visual arts specialists for their most recent full week of teaching, by teaching status and school characteristics: School year 2009–10
Table 106 Percentage distribution and standard error for public secondary school music and visual arts specialists reporting various indicators of teaching load, by teaching status: School year 2009–10
Table 107 Percent and standard error for public secondary school music and visual arts specialists reporting that they taught at more than one school, by teaching status and school characteristics: School year 2009–10
Table 108 Percent and standard error for public secondary school music and visual arts specialists reporting more than 4 hours of designated planning time per week when students were in attendance, by teaching status and school characteristics: School year 2009–10
Table 109 Percent and standard error for public secondary school music and visual arts specialists reporting that they taught on a block schedule, by teaching status and school characteristics: School year 2009–10
Table 110 Percent and standard error for public secondary school music and visual arts specialists reporting that they taught a curriculum-based or co-curricular class in their arts subject outside of school hours, by teaching status and school characteristics: School year 2009–10
Table 111 Percentage distribution and standard error for public secondary school music and visual arts specialists reporting the extent to which they believed that various types of support for teaching their arts subject were adequate: School year 2009–10
Table 112 Percent and standard error for public secondary school music specialists reporting that they believed various types of support for teaching music were moderately or completely adequate, by school characteristics: School year 2009–10
Table 113 Percent and standard error for public secondary school visual arts specialists reporting that they believed various types of support for teaching visual arts were moderately or completely adequate, by school characteristics: School year 2009–10
Table 114 Percentage distribution and standard error for public secondary school music and visual arts specialists reporting how frequently they participated in activities related to teaching: School year 2009–10
Table 115 Percent and standard error for public secondary school music specialists reporting that they participated in various activities related to teaching, by school characteristics: School year 2009–10
Table 116 Percent and standard error for public secondary school visual arts specialists reporting that they participated in various activities related to teaching, by school characteristics: School year 2009–10
Table 117 Percentage distribution and standard error for public secondary school music and visual arts specialists reporting the extent to which they agreed with statements about arts instruction at their currently assigned school: School year 2009–10
Table 118 Percent and standard error for public secondary school music and visual arts specialists reporting that they somewhat or strongly agreed with statements about arts instruction at their currently assigned school, by school characteristics: School year 2009–10
Table 119 Percent and standard error for public secondary school music and visual arts specialists describing their instructional program at their currently assigned school, by school characteristics: School year 2009–10
Table 120 Percentage distribution and standard error for public secondary school music and visual arts specialists reporting how much emphasis they gave to various goals or objectives of student learning: School year 2009–10
Table 121 Percent and standard error for public secondary school music specialists reporting that they gave moderate or major emphasis to various goals or objectives of student learning, by school characteristics: School year 2009–10
Table 122 Percent and standard error for public secondary school visual arts specialists reporting that they gave moderate or major emphasis to various goals or objectives of student learning, by school characteristics: School year 2009–10
Table 123 Among public secondary school music and visual arts specialists who reported that they used various types of assessments to determine student progress and achievement in the arts, percentage distribution and standard error for reporting the extent to which they used various types of assessments: School year 2009–10
Table 124 Among public secondary school music and visual arts specialists who reported that they used various types of assessments to determine student progress and achievement in the arts, percent and standard error reporting that they used the assessment to a moderate or great extent, by school characteristics: School year 2009–10
Table 125 Percentage distribution and standard error for public secondary school music and visual arts specialists reporting the extent to which they participated in various activities related to their arts subject outside of their school duties: School year 2009–10
Table 126 Percent and standard error for public secondary school music specialists reporting that they participated to a moderate or great extent in various activities related to music outside of their school duties, by school characteristics: School year 2009–10
Table 127 Percent and standard error for public secondary school visual arts specialists reporting that they participated to a moderate or great extent in various activities related to visual arts outside of their school duties, by school characteristics: School year 2009–10
Detailed Tables for Elementary Schools and Teachers and Secondary Schools: 1999–2000 Survey Data
Table 128 Percent and standard error for public elementary schools reporting instruction designated specifically for various arts subjects, by school characteristics: School year 1999–2000
Table 129 Among public elementary schools that offered instruction in various arts subjects, percent and standard error reporting selected program characteristics for the subjects: School year 1999–2000
Table 130 Among public elementary schools that offered instruction in various arts subjects, percent and standard error reporting that they offered instruction at least once a week, by school characteristics: School year 1999–2000
Table 131 Among public elementary schools that offered instruction in various arts subjects, percent and standard error reporting that a typical student received instruction in the subjects throughout the entire school year, by school characteristics: School year 1999–2000
Table 132 Among public elementary schools that offered instruction in various arts subjects, percent and standard error reporting that dedicated rooms with special equipment were the primary space used for teaching the arts subjects, by school characteristics: School year 1999–2000
Table 133 Among public elementary schools that offered instruction in various arts subjects, percent and standard error reporting that arts specialists were employed to provide instruction in the arts subjects, by school characteristics: School year 1999–2000
Table 134 Among public elementary schools that offered instruction in various arts subjects, percent and standard error reporting that their district had a curriculum guide that teachers were expected to follow, by school characteristics: School year 1999–2000
Table 135 Among public elementary schools that offered instruction in various arts subjects, average number and standard error for minutes per class period for various arts subjects, by school characteristics: School year 1999–2000
Table 136 Percent and standard error for public elementary schools reporting types of music instruction or classes offered at the school during regular school hours, and of those schools, percent and standard error reporting the percent of students enrolled in those music subjects: School year 1998–99
Table 137 Percent and standard error for public elementary schools reporting that they offered various kinds of music instruction or classes during regular school hours, by school characteristics: School year 1998–99
Table 138 Among public elementary schools that offered various kinds of music instruction, percent and standard error reporting that 75 percent or more of the students were enrolled in the program, by the earliest grade at which the instruction was offered and school characteristics: School year 1998–99
Table 139 Percent and standard error for public elementary schools reporting various ways in which dance or drama/theatre was taught or incorporated into other curriculum areas, by school characteristics: School year 1999–2000
Table 140 Percent and standard error for public elementary schools reporting that they sponsored various supplemental arts education programs, by school characteristics: School year 1998–99
Table 141 Percent and standard error for public elementary schools reporting a district-level arts coordinator, various ways that arts programs and instruction were assessed, and the inclusion of arts education in mission statement or school improvement plans, by school characteristics: School year 1999–2000
Table 142 Among for public elementary schools that offered instructions in the arts, percent and standard error reporting that arts specialists contributed to various arts-related management decisions, by school characteristics: School year 1999–2000
Table 143 Percentage distribution and standard error for public elementary school music and visual arts specialists reporting selected background characteristics related to teaching: School year 1999–2000
Table 144 Percentage distribution and standard error for public elementary school classroom teachers reporting selected background characteristics related to teaching: School year 1999–2000
Table 145 Percent and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting the type of degree and teaching certificate held: School year 1999–2000
Table 146 Percent and standard error for public elementary school music specialists and visual arts specialists reporting major and minor fields of study for degrees and teaching certificates held: School year 1999–2000
Table 147 Percentage and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting that they participated in various professional development activities, and of those teachers, percentage distribution and standard error for the number of hours spent and the extent to which participation improved teaching: School year 1999–2000
Table 148 Percentage distribution and standard error for public elementary school music and visual arts specialists reporting the extent to which they believed various types of support for teaching their arts subject were adequate: School year 1999–2000
Table 149 Percentage distribution and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting how frequently they participated in activities related to teaching: School year 1999–2000
Table 150 Percentage distribution and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting the extent to which they agreed with statements about arts instruction at their currently assigned school: School year 1999–2000
Table 151 Percentage distribution and standard error for public elementary school music and visual arts specialists reporting how much emphasis they gave to various goals or objectives of student learning: School year 1999–2000
Table 152 Among public elementary school music specialists, visual arts specialists, and classroom teachers reporting the use of any formal assessments to determine student progress and achievement in the arts, percentage distribution and standard error for reporting the extent to which they used various types of assessments: School year 1999–2000
Table 153 Percentage distribution and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting the extent to which they participated in various activities related to their arts subject outside of their school duties: School year 1999–2000
Table 154 Percent and standard error for public secondary schools reporting whether various arts subjects were taught at the school, by school characteristics: School year 1999–2000
Table 155 Among public secondary schools that offered instruction in various arts subjects, percentage distribution and standard error for reporting the number of different types of arts courses taught, by school characteristics: School year 1998–99
Table 156 Among public secondary schools that offered instruction in various arts subjects, number, percent, and standard error for the teachers on staff that taught various arts subjects, by teaching status and school characteristics: School year 1998–99
Table 157 Among public secondary schools that offered instruction in various arts subjects, percentage distribution and standard error for reporting the primary space used for instruction and the availability of a district curriculum guide that teachers were expected to follow for arts subjects: School year 1999–2000
Table 158 Among public secondary schools that offered instruction in various arts subjects, percent and standard error reporting that dedicated rooms with special equipment were used for teaching the arts subjects, by school characteristics: School year 1999–2000
Table 159 Among public secondary schools that offered instruction in various arts subjects, percent and standard error reporting that their district had a written curriculum guide that teachers were expected to follow for the arts subjects, by school characteristics: School year 1999–2000
Table 160 Among public secondary schools that offered instruction in various arts subjects, percent and standard error for schools reporting that students took arts classes that were taught at another location, and of those schools, percent and standard error reporting the location at which classes were offered, by school characteristics: School year 1998–99
Table 161 Percent and standard error for public secondary schools that offered instruction in creative writing, and of those schools, percent and standard error for reporting various ways that creative writing was taught or included in the school curriculum, by school characteristics: School year 1999–2000
Table 162 Percent and standard error for public secondary schools reporting that they sponsored various supplemental arts education programs, by school characteristics: School year 1998–1999
Table 163 Among public secondary schools that offered instruction in the arts, percent and standard error for reporting a district-level arts coordinator, various ways that arts programs and instruction were assessed at the school, and the inclusion of arts education in mission statements or school improvement plans, by school characteristics: School year 1999–2000
Table 164 Among public secondary schools that offered instruction in the arts, percent and standard error for reporting that arts specialists contributed to various arts-related management decisions, by school characteristics: School year 1999–2000
Table 165 Percent and standard error for public secondary schools reporting arts coursework requirements for graduation and the inclusion of grades in arts classes in the calculation of grade point averages, by school characteristics: School year 1999–2000

Top


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education