Supplemental Tables to the NCES Report:

NCES 2012-014rev
April 2012

Arts Education in Public Elementary and Secondary Schools: 1999–2000 and 2009–10

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

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