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Table 20. Among public elementary schools that offered instruction in the arts, percentage distribution and standard error reporting the extent to which support for arts instruction was adequate: School year 200910
 
Type of support Very adequate Somewhat adequate Somewhat inadequate Very inadequate
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
                 
Funding 19 (1.1) 42 (1.6) 21 (1.4) 19 (1.4)
Facilities (e.g., classroom, storage, display) 39 (1.8) 35 (1.6) 14 (1.0) 13 (1.3)
Materials, equipment, tools, and instruments 33 (1.6) 44 (1.6) 15 (1.1) 8 (0.9)
Instructional time for the arts 31 (1.7) 41 (1.6) 17 (1.3) 11 (1.2)
Number of arts specialists 33 (1.5) 31 (1.7) 19 (1.3) 17 (1.2)
Arts professional development for teachers/specialists 23 (1.2) 36 (1.7) 25 (1.5) 17 (1.2)
Student interest on demand 45 (1.8) 43 (1.7) 9 (0.9) 3 (0.6)
Parent or community support 38 (1.5) 42 (1.5) 15 (1.0) 5 (0.8)
NOTE: Percents are based on the 96 percent of public elementary schools that reported instruction in the arts during regular school hours in the 2009–10 school year. Detail may not sum to totals because of rounding. 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, “Elementary School Arts Education Survey: Fall 2009,” FRSS 100, 2009–10.

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