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Table 150. Percentage distribution and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting the extent to which they agreed with statements about arts instruction at their currently assigned school: School year 19992000
 
Statement Strongly disagree Disagree Agree Strongly agree
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
                 
Music specialist                
Parents support me in my efforts to educate their children 2 (0.6) 6 (1.2) 46 (3.1) 46 (3.1)
The administration supports me in my work 3 (1.0) 11 (1.6) 28 (2.1) 58 (2.4)
Students are motivated to do well in music class 2 (0.7) 10 (1.5) 43 (2.8) 45 (2.9)
                 
Visual arts specialist                
Parents support me in my efforts to educate their children 2! (0.6) 6 (1.6) 48 (3.4) 43 (3.0)
The administration supports me in my work 3! (1.4) 11 (1.9) 33 (3.0) 53 (3.4)
Students are motivated to do well in visual arts class 1! (0.6) 6 (1.3) 29 (3.1) 64 (3.1)
                 
Classroom teacher                
I consider instruction in the arts an important part of the school's curriculum 1! (0.5) 3 (0.7) 25 (2.2) 71 (2.4)
Students look forward to instruction or activities that involve the arts 1! (0.5) 2! (0.7) 19 (1.9) 78 (2.0)
Arts specialists should be responsible for arts instruction 5 (0.9) 14 (1.8) 41 (2.5) 40 (2.4)
! Interpret data with caution; the coefficient of variation is greater than or equal to 30 percent.
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.

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