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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—Continued (Return to Table 112)
 
School characteristic Instructional resources1 Classroom instruments2 Classroom equipment3 Technologies4 Orchestra and band instruments5
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
                     
All public secondary school music specialists 64 (1.4) 63 (1.4) 61 (1.4) 36 (1.7) 63 (1.6)
                     
Enrollment size                    
Less than 500 64 (3.6) 56 (3.6) 59 (3.7) 34 (3.3) 61 (3.5)
500 to 999 60 (2.3) 61 (2.5) 56 (2.4) 34 (2.5) 59 (3.0)
1,000 or more 68 (2.5) 70 (1.9) 67 (2.4) 39 (2.4) 70 (2.3)
Community type                    
City 60 (3.3) 63 (3.3) 59 (3.1) 32 (3.3) 61 (3.2)
Suburban 70 (2.7) 69 (3.2) 68 (2.9) 41 (3.3) 70 (3.1)
Town 65 (3.7) 66 (4.1) 61 (4.6) 36 (4.4) 62 (4.1)
Rural 59 (2.6) 54 (2.6) 54 (2.9) 33 (2.4) 59 (2.7)
Region                    
Northeast 69 (3.6) 65 (3.7) 61 (4.3) 40 (4.0) 67 (4.3)
Southeast 59 (3.2) 52 (3.5) 53 (3.3) 36 (3.7) 52 (3.5)
Central 63 (3.2) 66 (2.6) 64 (2.5) 35 (3.0) 66 (2.9)
West 64 (2.6) 65 (2.8) 62 (3.0) 32 (2.6) 66 (2.6)
Percent combined enrollment
of Black and other
races/ethnicities6
                   
Less than 6 percent 64 (3.3) 59 (3.4) 60 (3.5) 39 (3.2) 62 (3.7)
6 to 20 percent 68 (3.3) 70 (3.1) 66 (2.8) 39 (3.2) 66 (2.9)
21 to 49 percent 67 (3.0) 61 (2.7) 64 (3.0) 34 (3.0) 66 (2.7)
50 percent or more 56 (3.4) 60 (2.8) 53 (3.6) 31 (2.8) 59 (3.5)
Percent of students eligible
for free or reduced-price lunch
                   
0 to 25 percent 74 (2.7) 72 (2.5) 69 (2.6) 44 (3.4) 75 (2.7)
26 to 50 percent 63 (2.5) 61 (2.5) 60 (2.7) 33 (2.6) 59 (3.0)
51 to 75 percent 54 (3.4) 54 (3.2) 50 (3.8) 31 (3.7) 56 (3.6)
76 percent or more 51 (4.4) 51 (4.6) 53 (5.6) 29 (4.5) 59 (5.4)
1 The questionnaire wording was “materials/supplies for music instruction (e.g., sheet music, subscriptions, CDs/CD-ROMs, textbooks, DVDs, software).”
2 The questionnaire wording was “instruments typically used by students in the music classroom (e.g., auxiliary percussion, drums and ethnic percussion, keyboards, acoustic guitars).”
3 The questionnaire wording was “equipment typically used by teachers in the music classroom (e.g., piano/digital keyboard, stereo system, iPod or mp3 player, digital recorder, microphones/sound system, guitar, digital tuners).”
4 The questionnaire wording was “electronic equipment used in the study or creation of music (e.g., interactive white boards, computers, MIDI keyboards).”
5 The questionnaire wording was “instruments available for students wishing to participate in the school string/orchestra or band program.” Percents are based on the 97 percent of music specialists at public secondary schools with string/orchestra or band programs during the 2009–10 school year.
6 Other races/ethnicities include Hispanic, Asian/Pacific Islander and American Indian/Alaska Native students.
NOTE: 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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