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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—Continued (Return to Table 101)
 
School characteristic Activities designed for all teachers
Incorporating
state or district standards into instruction
Student assessment A subject area that is unrelated to music
Percent Standard
error
Percent Standard
error
Percent Standard
error
             
All public secondary school
music specialists
30 (1.8) 30 (2.0) 44 (3.3)
             
Enrollment size            
Less than 500 27 (3.6) 26 (4.1) 49 (5.6)
500 to 999 33 (3.3) 29 (3.2) 40 (5.3)
1,000 or more 30 (2.6) 33 (2.6) 45 (4.5)
Community type            
City 32 (3.7) 32 (3.9) 46 (7.6)
Suburban 33 (2.6) 33 (2.3) 47 (5.5)
Town 28 (3.8) 33 (4.3) 37 (6.2)
Rural 27 (3.2) 23 (3.4) 45 (6.0)
Region            
Northeast 26 (3.5) 31 (4.5) 39 (6.1)
Southeast 34 (3.6) 31 (3.2) 49 (5.4)
Central 34 (3.4) 30 (3.4) 52 (5.8)
West 26 (3.0) 27 (2.9) 34 (5.6)
Percent combined enrollment
of Black and other
races/ethnicities1
           
Less than 6 percent 24 (3.4) 24 (4.1) 46 (6.8)
6 to 20 percent 36 (3.7) 34 (3.2) 46 (5.5)
21 to 49 percent 26 (3.0) 24 (2.7) 45 (6.0)
50 percent or more 34 (3.5) 35 (3.5) 40 (5.7)
Percent of students eligible
for free or reduced-price lunch
           
0 to 25 percent 32 (2.8) 33 (2.6) 44 (6.2)
26 to 50 percent 24 (2.7) 25 (2.9) 42 (4.9)
51 to 75 percent 32 (3.6) 27 (3.7) 49 (6.9)
76 percent or more 44 (6.8) 44 (6.3) 39 (8.6)
! Interpret data with caution; the coefficient of variation is greater than or equal to 30 percent.
1 Other races/ethnicities include Hispanic, Asian/Pacific Islander and American Indian/Alaska Native students.
NOTE: Percents are based on the percentage of teachers who participated in each professional development activity (48 percent for applied study in performing music, 28 percent for applied study in improvising, arranging, or composing music, 49 percent for developing knowledge about music, 57 percent for connecting music with other subject areas, 44 percent for research on arts and student learning, 64 percent for integrating educational technologies into music instruction, 80 percent for incorporating state or district standards into instruction, 79 percent for student assessment, and 30 percent for a subject that is unrelated to music). Arts specialists are education professionals with a teaching certificate in an arts discipline—such as music, visual arts, dance, or drama/theatre—who provide separate instruction in that discipline.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Secondary School Music Specialists,” FRSS 103M, 2009–10.

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