| 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 |
| School characteristic | Common planning period with other arts specialists at this school | Consulting with other teachers to help them integrate music into a lesson or unit of study that they teach | Consulting with other teachers to incorporate units of study from other subject areas into the music curriculum | Sharing ideas about teaching with other teachers outside your assigned school(s) | Visiting classrooms of colleagues who teach music | Participating in site-based management or school improvement teams or leadership councils | Providing input in the preparation of Individual Education Plans (IEPs) for students with special needs | Teaching music through virtual field trips using technology | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Percent | Standard error |
Percent | Standard error |
Percent | Standard error |
Percent | Standard error |
Percent | Standard error |
Percent | Standard error |
Percent | Standard error |
Percent | Standard error |
|
| All public secondary school music specialists |
64 | (1.6) | 39 | (1.6) | 48 | (1.6) | 81 | (1.1) | 56 | (1.6) | 52 | (1.6) | 65 | (1.7) | 24 | (1.5) |
| Enrollment size | ||||||||||||||||
| Less than 500 | 54 | (3.4) | 41 | (3.1) | 49 | (3.3) | 80 | (2.1) | 48 | (3.1) | 49 | (3.0) | 59 | (3.8) | 28 | (2.7) |
| 500 to 999 | 63 | (2.8) | 34 | (2.6) | 44 | (2.7) | 78 | (2.3) | 53 | (3.1) | 54 | (2.8) | 58 | (2.7) | 22 | (2.4) |
| 1,000 or more | 75 | (2.3) | 43 | (2.3) | 51 | (2.6) | 86 | (1.9) | 67 | (2.7) | 52 | (3.2) | 76 | (2.2) | 22 | (2.1) |
| Community type | ||||||||||||||||
| City | 74 | (2.8) | 42 | (3.6) | 53 | (3.6) | 86 | (2.4) | 61 | (3.9) | 52 | (3.9) | 73 | (2.8) | 23 | (3.1) |
| Suburban | 66 | (3.4) | 41 | (2.5) | 48 | (3.3) | 84 | (2.1) | 62 | (3.2) | 51 | (2.8) | 69 | (2.8) | 26 | (2.9) |
| Town | 56 | (4.2) | 33 | (4.1) | 45 | (4.0) | 76 | (3.5) | 55 | (3.4) | 50 | (3.6) | 59 | (4.4) | 23 | (3.2) |
| Rural | 60 | (2.5) | 38 | (2.9) | 46 | (3.4) | 78 | (2.3) | 47 | (2.8) | 53 | (2.9) | 57 | (2.9) | 22 | (2.4) |
| Region | ||||||||||||||||
| Northeast | 64 | (4.0) | 42 | (3.9) | 46 | (4.3) | 78 | (3.3) | 59 | (3.8) | 44 | (3.7) | 59 | (4.5) | 23 | (3.5) |
| Southeast | 62 | (3.1) | 46 | (3.7) | 59 | (2.8) | 87 | (2.2) | 62 | (3.0) | 61 | (3.0) | 68 | (3.4) | 27 | (2.5) |
| Central | 65 | (3.3) | 35 | (2.9) | 44 | (3.3) | 78 | (2.2) | 44 | (3.2) | 50 | (2.8) | 65 | (3.2) | 22 | (2.4) |
| West | 66 | (3.0) | 37 | (3.0) | 47 | (2.8) | 83 | (2.3) | 65 | (3.0) | 53 | (3.7) | 67 | (3.5) | 25 | (3.1) |
| Percent combined enrollment of Black and other races/ ethnicities1 |
||||||||||||||||
| Less than 6 percent | 58 | (3.7) | 33 | (3.4) | 44 | (3.5) | 78 | (2.9) | 47 | (3.6) | 47 | (3.3) | 56 | (3.9) | 24 | (3.3) |
| 6 to 20 percent | 64 | (3.4) | 37 | (2.6) | 47 | (3.1) | 78 | (2.8) | 52 | (3.1) | 52 | (3.2) | 67 | (3.0) | 21 | (2.6) |
| 21 to 49 percent | 65 | (2.9) | 40 | (3.1) | 45 | (3.3) | 88 | (2.1) | 63 | (3.5) | 54 | (4.1) | 69 | (2.6) | 25 | (2.9) |
| 50 percent or more | 71 | (2.9) | 47 | (3.2) | 56 | (2.9) | 82 | (2.6) | 64 | (3.6) | 53 | (3.1) | 67 | (3.2) | 25 | (3.2) |
| Percent of students eligible for free or reduced-price lunch |
||||||||||||||||
| 0 to 25 percent | 68 | (3.0) | 40 | (3.0) | 44 | (2.6) | 79 | (2.3) | 62 | (2.3) | 54 | (2.8) | 68 | (3.6) | 22 | (2.4) |
| 26 to 50 percent | 62 | (2.6) | 35 | (2.7) | 47 | (2.9) | 83 | (2.0) | 50 | (3.2) | 50 | (2.3) | 63 | (2.9) | 25 | (2.3) |
| 51 to 75 percent | 61 | (2.7) | 40 | (3.0) | 52 | (3.3) | 81 | (2.8) | 54 | (4.0) | 52 | (4.0) | 58 | (3.7) | 22 | (3.1) |
| 76 percent or more | 67 | (4.6) | 48 | (5.7) | 58 | (4.7) | 85 | (3.4) | 69 | (4.9) | 50 | (5.6) | 75 | (5.0) | 27 | (5.5) |
| 1 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. |
