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Table 139. Percent and standard error for public elementary schools reporting various ways in which dance or drama/theatre was taught or incorporated into other curriculum areas, by school characteristics: School year 1999–2000—Continued (Return to Table 139)
 
School characteristic Drama/theatre
Drama/theatre as part of the
English/language arts
curriclum
Drama/theatre integrated
into other areas of the
curriclum
Other Any integration with other
subject or curriculum areas
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
All public elementary schools 30 (2.2) 43 (2.6) 11   (1.4) 50 (2.8)
                   
Enrollment size                  
Less than 300 26 (4.4) 40 (5.2) 8 ! (2.8) 45 (5.7)
300 to 499 27 (3.3) 38 (3.8) 13   (2.7) 45 (4.0)
500 or more 36 (2.9) 50 (2.8) 12   (2.0) 59 (2.7)
Region                  
Northeast 25 (4.3) 38 (4.9) 13   (2.8) 45 (5.2)
Southeast 25 (3.9) 37 (4.4) 9   (2.6) 42 (4.6)
Central 24 (3.9) 38 (4.6) 10   (2.3) 45 (4.7)
West 42 (4.2) 55 (4.2) 13   (2.7) 64 (4.5)
Percent combined enrollment of Black and other races/ethnicities1                  
Less than 6 percent 30 (4.3) 43 (4.3) 7   (1.6) 51 (4.4)
6 to 20 percent 32 (3.8) 45 (4.6) 12   (3.0) 53 (5.0)
21 to 49 percent 26 (3.8) 42 (4.5) 12   (2.7) 50 (5.5)
50 percent or more 33 (4.1) 43 (4.9) 15   (2.9) 47 (4.6)
Percent of students eligible for free or reduced-price lunch                  
0 to 25 percent 35 (3.9) 48 (4.7) 11   (2.1) 57 (4.8)
26 to 50 percent 29 (2.8) 49 (4.0) 11   (2.8) 53 (4.0)
51 to 75 percent 26 (4.7) 33 (5.0) 14   (3.1) 42 (6.2)
76 percent or more 28 (4.5) 39 (5.3) 11   (2.5) 44 (5.6)
! 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: Respondents could report more than one method of incorporating dance and drama/theatre in their program of study. The data presented in this table may differ from previously published information because missing data from the 1999–2000 surveys were imputed for analysis in this report.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.

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