Percentage and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting that they participated in various professional development activities, and of those teachers, percentage distribution and standard error for the number of hours spent and the extent to which participation improved teaching: School year 1999–2000—Continued (<a href='table

NCES 2012-014rev
April 2012

Arts Education in Public Elementary and Secondary Schools: 1999–2000 and 2009–10

Table 147.

Percentage and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting that they participated in various professional development activities, and of those teachers, percentage distribution and standard error for the number of hours spent and the extent to which participation improved teaching: School year 1999–2000—Continued (Return to Table 147)

Type of teacher, by professional development activity	Extent to which professional development improved teaching¹
	Not at all		Small extent		Moderate extent		Great extent
	Percent	Standard error	Percent	Standard error	Percent	Standard error	Percent	Standard error

Music specialist
Activities designed for music teachers
Applied study in performing music	4!	(1.6)	22	(3.6)	43	(4.2)	31	(3.7)
Applied study in improvising, arranging, or composing music	4!	(1.8)	32	(4.3)	39	(4.8)	25	(4.0)
Developing knowledge about music (e.g., historical, cultural, analytical)	5!	(1.9)	24	(3.5)	50	(3.8)	22	(3.1)
Connecting music learning with other subject areas	3!	(1.1)	29	(2.9)	43	(3.1)	25	(2.5)
Integrating educational technologies into music instruction	9	(1.7)	36	(3.2)	37	(3.3)	18	(2.9)
Activities designed for all teachers
Incorporating state or district standards into instruction	8	(1.9)	39	(3.4)	34	(2.9)	20	(2.7)

Visual arts specialist
Activities designed for visual arts teachers
Applied study in art studio (e.g., painting, photography)	#	(†)	26	(3.4)	46	(4.1)	27	(3.2)
Developing knowledge about visual arts (e.g., historical, cultural, analytical)	#	(†)	24	(3.3)	39	(3.6)	36	(3.4)
Connecting visual arts learning with other subject areas	1!	(0.6)	23	(3.2)	43	(3.3)	32	(3.2)
Integrating educational technologies into visual arts instruction	7	(2.0)	31	(3.5)	40	(3.6)	22	(3.0)
Activities designed for all teachers
Incorporating state or district standards into instruction	8	(1.9)	36	(2.7)	39	(3.3)	17	(3.1)

Classroom teacher
Activities focusing on arts education
Applied study in one of the arts or arts education	11	(2.5)	38	(4.6)	34	(4.1)	17	(3.4)
Developing knowledge about the arts (e.g., historical, cultural, analytical)	7!	(3.1)	41	(4.7)	35	(3.9)	17	(2.8)
Connecting arts learning with other subject areas	5!	(1.7)	39	(3.5)	39	(3.2)	17	(2.6)
Activities designed for all teachers
Incorporating state or district standards into instruction	4	(0.9)	28	(2.4)	49	(2.5)	19	(1.6)
Integrating educational technologies into instruction	4	(0.9)	26	(2.4)	48	(2.7)	22	(2.1)

† Not applicable.
# Rounds to zero.
! Interpret data with caution; the coefficient of variation is greater than or equal to 30 percent.
¹ Based on the percentage of teachers who participated in each professional development activity.
NOTE: Detail may not sum to totals because of rounding. 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. 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. Classroom teachers are teachers of self-contained classrooms; these teachers could teach arts areas as separate subjects or incorporate arts areas into other subjects.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Elementary School Music Specialists,” FRSS 77M; “Survey of Elementary School Visual Arts Specialists,” FRSS 77VA, and “Arts Survey of Elementary School Classroom Teachers,” FRSS 77C, 1999–2000.