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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—Continued (Return to Table 103)
 
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
42 (1.9) 47 (1.6) 29 (2.5)
             
Enrollment size            
Less than 500 44 (3.7) 47 (3.6) 36 (5.5)
500 to 999 45 (3.2) 48 (2.4) 24 (4.8)
1,000 or more 36 (3.1) 48 (3.0) 30 (4.3)
Community type            
City 50 (4.0) 59 (3.4) 43 (6.3)
Suburban 41 (3.3) 47 (3.8) 27 (4.7)
Town 29 (4.3) 44 (4.5) 22! (7.0)
Rural 43 (2.8) 42 (2.7) 27 (4.8)
Region            
Northeast 42 (4.0) 44 (4.2) 24 (5.3)
Southeast 48 (3.8) 50 (3.1) 35 (5.0)
Central 38 (3.9) 47 (4.2) 26 (5.9)
West 41 (3.2) 49 (2.9) 31 (4.8)
Percent combined enrollment
of Black and other
races/ethnicities1
           
Less than 6 percent 38 (3.5) 43 (4.3) 25 (4.9)
6 to 20 percent 37 (3.6) 46 (2.9) 25 (5.2)
21 to 49 percent 40 (3.7) 45 (3.7) 23 (4.6)
50 percent or more 52 (4.3) 55 (3.8) 42 (5.5)
Percent of students eligible
for free or reduced-price lunch
           
0 to 25 percent 37 (3.4) 46 (3.6) 26 (4.8)
26 to 50 percent 42 (3.4) 46 (3.2) 27 (4.5)
51 to 75 percent 43 (3.6) 47 (4.3) 26 (5.5)
76 percent or more 57 (6.4) 57 (5.5) 57 (10.5)
! 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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