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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 200910
 
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.

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